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Project overview


The Scottish higher education sector is awash with data and statistics. The sector uses this information:

  • to promote courses to students
  • to measure against government targets
  • to evidence cases for academic promotion. 

The sector cut, tweak and present the same data in different ways, to tell different stories, and with the amount of data available it is easy to feel lost in the mix.


A range of staff from across Scotland’s universities, with expertise in data and information management, have helped collate data and statistics to create the HE Data Landscape resource. The intention of the HE Data Landscape resource is to provide a guide for staff involved in managing academic quality to understand what data is available to them. 


The HE Data Landscape resource comprises 13 individual data guides on key data sources, collections and applications. Exploring the HE Data Landscape can support your use of data in key quality activities.


Want to know more?


If you want to know more about how you might use this resource, watch the webinar - Hunting for Evidence in the Data Landscape.


HE Planners activity



How can the HE Data Landscape help you?

You can use the resource to:


  1. Understand data type and scope of the data
  2. Find information on the time period for data renewal
  3. Identify questions that the data can help explore or answer
  4. Find information on important caveats and exclusions
  5. Locate publications / analyses that use the data
  6. Find the data and any further published analyses. 

Key quality activities

Introduction


Course and programme development requires collaboration between academics and professional support staff.


Good course and programme design can be informed by looking at the performance of students on previous (similar) courses and programmes.  Considering student satisfaction results can guide a conversation on appropriate pedagogy, skills development or assessment practices.


In seeking to develop courses and programmes that are attractive to students and encourage them to attend your university, considering the student experience and success at comparable universities can guide you in development decisions.


Evidence/research that can be used


External Student Surveys which can show comparability with other programmes:

Student progression and retention data to assess student performance:

Graduate destinations to evidence the outcomes of graduates from these programmes:

Analyses of student performance at module and programme level:

  • these will normally be available from your institutions registry or planning teams

To find similar UG programmes at other institutions or to ‘benchmark’ course titles either for similarity or for uniqueness:

Please note:

* Graduates from 2016/17 are the last cohort to be surveyed with the existing DLHE survey and will be replaced with the new Graduate Outcomes survey.

Introduction


Annually, universities are required to conduct monitoring on all of their taught courses and programmes. Each university has the autonomy to choose how they do this – in line with the expectations set out in the UK Quality Code.


Annual monitoring will normally involve course and programme leaders and those with responsibility for learning and teaching collating a range of quantitative and qualitative information and producing a short narrative and set of actions for enhancement.


There is a range of evidence available – internal and external to the University - which could inform annual analysis. Feedback and evidence on how well a course is operating will come from a variety of sources, such as:


External Student Surveys which can show comparability with other programmes:

Student progression and retention data to assess student performance:

Student exam performance (including degree classifications) to demonstrate comparison across the UK HE sector benchmarks:

Graduate destinations to evidence the outcomes of graduates from these programmes:

Courses at different providers can be compared on the Unistats website


League tables are a very public report on performance and are instructive in students’ decisions on which University/programme to attend:

Please note:

* Graduates from 2016/17 are the last cohort to be surveyed with the existing DLHE survey and will be replaced with the new Graduate Outcomes survey.

Introduction


In Scotland, institutions carry out institution-led reviews at subject or programme levels on a periodic basis, at least once every six years. Each institution decides on the nature of these institution-led reviews but some of the features are the same across the sector, and all are required to meet the expectations set out in the UK Quality Code.


A lot of the data and evidence required for an institution-led subject review is built upon the data used to inform course and programme development and subsequent annual monitoring.


Things to consider during an ILR:

  • optimising the links between annual monitoring and ILR
  • aligning Professional, Statutory and Regulatory Body and ILR requirements

External Student Surveys often present data at a subject-level, providing information for ILR:

Student progression and retention data to assess student performance:

Student exam performance (including degree classifications) to demonstrate comparison across the UK HE sector at subject-level:

Graduate destinations to evidence the outcomes of graduates from the programmes or subject:

League tables are a very public report on performance and are instructive in students’ decisions on which University/programme to attend:

Please note:

* Graduates from 2016/17 are the last cohort to be surveyed with the existing DLHE survey and will be replaced with the new Graduate Outcomes survey.

Introduction


Enhancement-led Institutional Review (ELIR) is the review method for higher education institutions in Scotland, and is led by the QAA.  ELIRs are conducted by an external review team on a five-year cycle.


ELIR focuses on the enhancement of the student learning experience and examines how institutions maintain academic standards.  ELIR is an important component of the Quality Enhancement Framework for Scottish higher education.


Institutions undergoing ELIR are required to produce a self-evaluation document called a Reflective Analysis.  At the end of the review, institutions receive both an Outcome Report and a more detailed Technical Report explaining the findings.


The following are of interest:


Optimising the links between annual monitoring, institution-led subject review and ELIR.


Institutional comparison data on widening access, retention, and graduate success:

Institution-wide students' satisfaction with their programmes:

Graduate destinations to evidence the outcomes of graduates from the programmes or subject:

Institutional agreements with the Scottish Funding Council on a range or government priorities:

The University’s engagement with the UK government’s new University-ranking system:

Insight into the employment and earnings outcomes one, three and five years after graduation:

  • Longitudinal Educational Outcomes (LEO) data.

League tables are a very public report on performance and are instructive in students’ decisions on which University/programme to attend:

Please note:

* Graduates from 2016/17 are the last cohort to be surveyed with the existing DLHE survey and will be replaced with the new Graduate Outcomes survey.

introduction


Student engagement is about empowering students to shape their own educational experience and creating excellent teaching and learning. Student engagement and the empowerment of the student voice is a defining feature of the Scottish HE sector.


sparqs (student partnerships in quality Scotland) is an agency which puts students at the heart of decisions being made about the quality and governance of the learning experience. They support students to shape the nature of their learning and contribute to the overall success of learning provision, regardless of wherever and however they learn.


Higher education providers, students and their representatives facilitate the mutual sharing of information in order to enable meaningful discussions.


Examples of information to share may include:


The results of internal and external student questionnaires and other forms of feedback, which will often provide more granular information than that published:

Analyses of student performance at module and programme level:

  • these will normally be available from your institution's registry or planning teams.

Reports from professional, statutory and regulatory bodies (see PSRB section below)


Graduate destinations to evidence the outcomes of graduates from the programmes or subject:

Please note:

* Graduates from 2016/17 are the last cohort to be surveyed with the existing DLHE survey and will be replaced with the new Graduate Outcomes survey.

Introduction


Professional, Statutory and Regulatory Bodies (or PSRBs) are organisations that include professional bodies, regulators and those with statutory authority over a profession or a group of professionals. PSRBs engage with the higher education sector through the approval, recognition and accreditation of HE programmes. They provide membership services and promote the interests of people working in professions. They accredit or endorse programmes and courses that meet professional standards, provide a route through to the professions, or are recognised by employers.


PSRBs set standards for, and regulate standards of, entry into their particular professions and often participate in quality assurance activities. PSRB reports will be available from the respective body.


Examples of common PSRB's in higher education include:

HE Data Landscape Resources

The HE Data Landscape resource comprises 13 individual data guides on key data sources, collections and applications. Exploring the HE Data Landscape can support your use of data in key quality activities.



HE Data Landscape - Destination of Leavers from Higher Education survey

Publication Date: 12 Dec 2018

HE Data Landscape - National Student Survey

Publication Date: 12 Dec 2018

HE Data Landscape - Postgraduate taught and research experience surveys

Publication Date: 12 Dec 2018

HE Data Landscape - HESA Performance Indicators

Publication Date: 12 Dec 2018

HE Data Landscape - International Student Barometer

Publication Date: 12 Dec 2018


HE Data Landscape - HESA Returns

Publication Date: 12 Dec 2018

HE Data Landscape - Heidi Plus

Publication Date: 12 Dec 2018


HE Data Landscape - Scottish Funding Council Outcome Agreements

Publication Date: 12 Dec 2018

HE Data Landscape - UK university league tables

Publication Date: 12 Dec 2018

HE Data Landscape - Teaching Excellence Framework

Publication Date: 12 Dec 2018

HE Data Landscape - International University League Tables

Publication Date: 12 Dec 2018

HE Data Landscape - Research Excellence Framework

Publication Date: 12 Dec 2018

HE Data Landscape - Unistats

Publication Date: 12 Dec 2018