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Student and graduate customer service statement

In providing our services we aim to:

  • Be professional and friendly in our manner at all times.
  • Respect the diversity of our students and graduates and deliver our services with integrity, impartially and confidentiality.
  • Do our utmost to meet the needs of all students and graduates and if we cannot  do so explain why that is.
  • Refer students and graduates to other services, within or outside of the University, as appropriate to meet their needs. Any referral will only be made with the agreement of the individual student or graduate.
  • Work in partnership with other service providers e.g. employers, business intermediaries, within and outside of the University, in order to deliver and develop our services to meet the needs of students and graduates.

Further details

See more about our services for students and graduates and read our full Statement of Service for Students and Graduates below.

Statements of Service

Our statements of service outline what clients can expect of us, what we will provide, and what we will ask of you in return.

Statement of Service for Students and Graduates Jan 2017 (PDF)

Statement of Service for Faculties Sept 2017‌ (PDF)

Statement of Service for Employers Aug 2017 (PDF)

Confidentiality Statement for Students and Graduates (PDF)

Service principles and quality standards

Professional codes and quality standards

The two published Codes of Practice that Career and Employability Services adhere to are as follows:

1. AGCAS Code of Practice

  • Impartiality - Guidance should be impartial. Providers should be able to demonstrate any claim that they offer an impartial service, or declare any factors that might limit the impartiality of the guidance offered to the individual. This includes guidance provision reflecting the vested interests of the provider, and/or the provision of incomplete information on opportunities for learning and work.
  • Confidentiality - The guidance process should be confidential, and this should be made clear to the individual. Personal information should not be passed on without the individual's prior permission. Any limitations on this should be made absolutely clear at the earliest possible stage.
  • Individual Ownership - The guidance process should be focused on the needs of the individual, whose interests are paramount.
  • Equality of Opportunity - Equality of opportunity should underpin all aspects of provision, including the activities and behaviour of the provider, and the opportunities for learning and work promoted by the provider.
  • Transparency - The guidance process itself should be open and transparent. Guidance providers should explain in clear language, appropriate to the individual, how they propose to work in their part of the process.
  • Accessibility - Guidance services should publicise, signpost and make the delivery of guidance accessible to any eligible user. This includes stating target clientele, availability and other relevant information clearly in appropriate languages, locations and publications.

2. QAA UK Quality Code for Higher Education

Part B: Assuring and Enhancing Academic Quality

  • Chapter B3: Learning and teaching
  • Chapter B4: Enabling student development and achievement
  • Chapter B10: Managing higher education provision with others

Part C: Information about higher education provision