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Higher Education (HE) students are those students on programmes of study for which the level of instruction is above that of level 3 of the National Qualifications Framework, i.e. courses leading to the Advanced Level of the General Certificate of Education (GCE A-levels), the Advanced Level of the Vocational Certificate of Education (VCE A-levels) or the Advanced Higher Grade and Higher Grade of the Scottish Qualifications Authority (SQA) Advanced Highers / Highers).
The HESA Student Record contains information about individual enrolments, which, because a student can be enrolled on more than one programme of study, will exceed the number of students. Postdoctoral students are not included in the HESA Student Record.
The HESA standard registration population has been derived from the HESA Student Record and ensures that similar activity is counted in a similar way irrespective of when it occurs. The population splits the student experience into 'years of programme of study'; the first year of which is deemed to start on the commencement date of the programme with second, and subsequent years, starting on, or near, the anniversary of that date. Registrations are counted once for each 'year of programme of study'. Short course registrations are counted in the standard registration population regardless of whether they are active on the 1 December of the reporting period. However, students who leave within two weeks of their start date, or anniversary of their start date, and are on a course of more than two weeks duration, are not included in the standard registration population. Dormant students and students studying for the whole of their programme of study outside of the UK are also excluded from this population.
Incoming and visiting exchange students are included within these datasets.
Due to the provisions of the Data Protection Act 1998 and the Human Rights Act 1998, HESA implements a strategy in published and released tabulations designed to prevent the disclosure of personal information about any individual. These tabulations are derived from the HESA non-statutory populations and may differ slightly from those published by related statutory bodies. This strategy involves rounding all numbers to the nearest five. A summary of this strategy is as follows:
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zero, one and two are rounded down to zero; |
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all other numbers are rounded to the nearest five. |
So, for example, three is represented as five, 22 is represented as 20, 3,286 is represented as 3,285, while 0, 20, 55 and 3,510 remain unchanged.
This rounding strategy is also applied to total figures, the consequence of which is that the sum of numbers in each row or column will rarely match the total shown precisely. Note that subject level data calculated by apportionment will also be rounded in accordance with this strategy.
Average values, proportions and FTE values prepared by HESA will not be affected by the above strategy, and will be calculated on precise raw numbers. However, percentages calculated on populations which contain 52 or fewer individuals will be suppressed and represented as '..' as will averages based on populations of seven or less.
Full-time students are those normally required to attend an institution for periods amounting to at least 24 weeks within the year of programme of study, on thick or thin sandwich courses, and those on a study-related year out of their institution. During that time students are normally expected to undertake periods of study, tuition or work experience which amount to an average of at least 21 hours per week.
Part-time students are those recorded as studying part-time, or studying full-time on courses lasting less than 24 weeks, on block release, or studying during the evenings only. Other modes of study include those students writing-up theses, on sabbatical or on FE continuous delivery, except where these have been tabulated separately.
The level of study is taken from the qualification aim of the student
Postgraduate programmes of study are those leading to higher degrees, diplomas and certificates (including Postgraduate Certificate of Education (PGCE) and professional qualifications) and usually require that entrants are already qualified to degree level (i.e. already qualified at level 6 of the National Qualifications Framework).
In analyses where postgraduate level of study is disaggregated into postgraduate research and postgraduate taught, the following groupings are used:
Postgraduate research where the qualification aim is a research-based higher degree. These programmes of study include doctorates, masters, postgraduate bachelors degrees and postgraduate diplomas or certificates (not PGCE) studied mainly by research.
Postgraduate taught where the qualification aim is a taught higher degree. These programmes of study include doctorates, masters, postgraduate bachelors degrees and postgraduate diplomas or certificates studied not mainly by research including PGCE and professional qualifications.
First degree includes first degrees with or without eligibility to register to practice with a Health or Social Care or Veterinary statutory regulatory body, first degrees with qualified teacher status (QTS) / registration with the General Teaching Council (GTC), enhanced first degrees, first degrees obtained concurrently with a diploma and intercalated first degrees.
Other undergraduate includes qualification aims below degree level such as Foundation Degrees, diplomas in HE with eligibility to register to practice with a Health or Social Care regulatory body, Higher National Diploma (HND), Higher National Certificate (HNC), Diploma of Higher Education (DipHE), Certificate of Higher Education (CertHE), foundation courses at HE level, NVQ / SVQ levels 4 and 5, post-degree diplomas and certificates at undergraduate level, professional qualifications at undergraduate level, other undergraduate diplomas and certificates including post registration health and social care courses, other formal HE qualifications of less than degree standard, institutional undergraduate credit and no formal undergraduate qualifications.
The ‘Level of subject summary’ field in the data mining tool has been created by the British Council. Within this field, ‘First degree’ and ‘Other Undergraduate’ are collated to form ‘Undergraduate’; ‘Postgraduate Taught’ and ‘Postgraduate Research’ are collated to form ‘Postgraduate’.
First year students are based on the HESA standard registration population who commenced their programme of study in the reporting period relevant to the data collection year.
Domicile data is supplied to HESA in the form of postcodes (UK domiciled students) or country codes. Postcodes are mapped to counties, unitary authorities and UK nations using the National Statistics All Fields Postcode Directory. Countries are mapped to geographical regions following consultation with the Department for Education and Skills. Where no data is supplied about the student's domicile, fee eligibility is used to determine whether domicile is European Union, including the UK, or not.
Of those students who are not UK domiciled, other EU students are those whose normal residence is in countries which were European Union (EU) members as at 1 December of the reporting period. Non-EU students are those whose normal residence prior to commencing their programme of study was outside the EU.
Age is as at 31 August.
Fee eligibility - the fee eligibility of the student is to distinguish those students who are eligible to pay home fees from those who are not, in cases where there are separate levels of fees for 'home' students and for 'others'.
Fee status - the fee status of the student is to indicate the level of fees paid. This field relates to the status of the fee, for courses covered by the mandatory awards and postgraduate awards schemes, not whether the fee was paid by an award-making body, or whether the fee was waived or not.
A list of JACS codes can be found on the HESA website: www.hesa.ac.uk/jacs/completeclassification.htm
Student programmes often involve combinations of subjects, and so cannot be described by a single JACS code. Within the HESA student data collection, there are two mechanisms for dealing with this. First, JACS has been slightly extended to allow codes to be assigned to highly integrated programmes which cut across principal subjects. Where such a broadly-based programme falls within a single subject group, it can be coded as the group letter followed by three zeroes, for example F000 would code such a programme in Physical Sciences. This is known as a generic code, and is an extension of JACS for the purpose of coding complete student programmes; generic codes may not be used in any other way, for example for coding modules. Programmes which cut across subject groups are given the generic code Y000, which is equivalent to continuing to recognise the need for a 'Combined' subject group. The second mechanism is designed to describe less integrated programmes of the kind often known as Joint Honours. The HESA record contains three qualification aim fields and a balance field which together make it possible to report the subject coverage of two subject balanced, two subject major/minor, and three subject balanced programmes.
Additionally, a procedure of apportionment is used. Under apportionment, each headcount is, where necessary, divided in a way that in broad-brush terms reflects the pattern of a split programme. This is analogous to the use of FTE calculations, but should not be confused with them, since the splits used for apportionment are conventional rather than data-based.
For split programmes not involving an initial teacher training (ITT) component, the apportionment algorithm is as follows:
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50%:50% for a balanced two-way split; |
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66.667%:33.333% for a major/minor two-way split; |
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33.333%:33.333%:33.333% for a balanced three-way split. |
ITT students at undergraduate level who also have a specialism subject recorded (typically, secondary ITT students) are apportioned 50 per cent to the 'Education' subject area and the remaining 50 per cent is further apportioned according to the algorithm for non-ITT students. Where no subject other than education is recorded, or where the student is on a PGCE course, apportionment is 100 per cent to the 'Education' subject area.
HESA has defined nineteen subject areas in terms of JACS codes for reporting information broken down by subject. The subject areas give a useful broad-brush picture, and are as consistent as is practicable with those previously defined in terms of HESACODE. The subject areas do not overlap, and cover the entire range of JACS Principal Subjects. Apart from the need to separate the 'Mathematical sciences' and 'Computer science' elements of Principal Subject G9, they are expressed entirely in terms of JACS Principal Subjects, and in many cases correspond closely to one or more JACS Subject Groups.
In response to requests from users of HESA data, the printed tables also show information for four supplementary subjects, three of which fall within single subject areas, and one, 'Geography & environmental science', cuts across two areas.
Finally, there is an interest in having information about teachers in training. Since this is best presented on a headcount basis rather than an apportioned basis, the figures are not directly comparable with the apportioned figures in the 'Education' subject area, and are tabulated separately to reduce the risk of misinterpretation.
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Imperial College of Science, Technology and Medicine (0132) has withdrawn from the University of London on 8 July 2007 and is an independent University in its own right |
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Wimbledon School of Art (0084) merged with University of the Arts London (0024) on 1 August 2006 |
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De Montfort (0068), Bedford campus, campus C, is being taken over by University of Bedfordshire (0026) on 1 August 2006 |
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0115: City University name changed to The City University |
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0007: Bishop Grosseteste College name changed to Bishop Grosseteste University College Lincoln in July 2006 |
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0039: St Mary's College changed to St Mary's University College, Twickenham, on 16 October 2006 |
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0100: Queen Margaret University College, Edinburgh, changed to Queen Margaret University, Edinburgh, on 14 December 2006 |
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0026: University of Luton name changed to University of Bedfordshire on 1 August 2006 |
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0013: York St John University College name change to York St John University on 1 October 2006 |
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0208: Guildhall School of Music & Drama |
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0209: The Liverpool Institute for Performing Arts, previously Liverpool John Moores University (0065 ) recorded in INSTCAMP B |
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University of Glamorgan (0090) took over Merthyr Tydfil College of Further Education |
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Homerton College (0019) merged with Anglia Ruskin University (0047) |
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0026: University of Luton name changed to University of Bedfordshire |
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0013: York St John University College name changed to York St John University |
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0016: Edge Hill College of Higher Education name changed to Edge Hill University |
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Kent Institute of Art and Design (0020) merged with The Surrey Institute of Art and Design, University College (0044) on 1 August 2005 to become The University College for the Creative Arts at Canterbury, Epsom, Farnham, Maidstone, Rochester (0206). (This merger is a dissolution of KIAD, with all property, rights and liabilities being transferred to SIAD.) |
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0207: Leeds College of Music, formerly a designated further education college, joined the HE sector on 1 August 2005 |
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Northern School of Contemporary Dance (0191) has merged with Conservatoire for Dance and Drama (0199) for the purpose of the student and staff returns - finance to be decided |
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University of Northumbria at Newcastle (0069), Campid C (Carlisle) merged with the University of Central Lancashire (0053) |
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University of Wales College of Medicine (0181) merged with the University of Wales, Cardiff (0179) |
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The Victoria University of Manchester (0153) and UMIST (0165) merged to become The University of Manchester (0204) |
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Thames Valley University and Reading College & School of Art and Design merged in 2003 / 2004, Reading data was not included in the HESA returns for 2003 / 2004 but was included in the 2004 / 2005 data. |
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0031: University of Surrey Roehampton name changed to Roehampton University |
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0179: University of Wales, Cardiff name changed to Cardiff University |
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0049: Bolton Institute of Higher Education name changed to The University of Bolton |
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0011: University College Chester name changed to University of Chester |
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0017: Falmouth School of Art and Design name changed to University College Falmouth |
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0021: University College Winchester name changed to The University of Winchester |
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0048: Bath Spa University College name changed to Bath Spa University |
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0012: Canterbury Christ Church University College name changed to Canterbury Christ Church University |
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0023: Liverpool Hope University College name changed to Liverpool Hope University |
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0037: Southampton Institute name changed to Southampton Solent University |
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0047: Anglia Polytechnic University name change to Anglia Ruskin University |
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0046: University College Worcester name changed to The University of Worcester |
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0027: University College Northampton name changed to The University of Northampton |
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0082: University College Chichester name change to The University of Chichester |
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0203: The University of Buckingham |
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0204: The University of Manchester |
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Northern School of Contemporary Dance (0191) agreed to transfer their HEFCE funded provision to the Conservatoire for Dance and Drama (0199) |
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0011: Chester College of HE name changed to University College Chester |
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0023: Liverpool Hope name changed to Liverpool Hope University College |
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0006: Institute of Advanced Nursing Education name changed to The Royal College of Nursing |
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0086: University of Wales College, Newport name changed to The University of Wales, Newport |
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0024: The London Institute name changed to University of the Arts, London |
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0021: King Alfred's College, Winchester name changed to University College Winchester |
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The University of North London (0070) and London Guildhall University (0055) merged and are now London Metropolitan University (0202) |
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0182: Welsh College of Music and Drama name changed to Royal Welsh College of Music and Drama RYWM |
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0076: South Bank University name changed to London South Bank University |
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0122: The University of Kent at Canterbury name changed to The University of Kent |
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0200: Birmingham College of Food, Tourism and Creative Studies - not previously reported to HESA |
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0201: Courtauld Institute of Art Studies - previously reported to HESA as campus C of 0151 |
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