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HESA for Managers

HESA for Managers. 21 May 2008. Objectives. Understanding the Record Review process Introducing MIAP and HERRG Statutory uses of HESA data Non-statutory uses of HESA data Future developments of records. HESA Record Review. Catherine Benfield Head of Operations Development. Record Review

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HESA for Managers

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  1. HESA for Managers 21 May 2008

  2. Objectives • Understanding the Record Review process • Introducing MIAP and HERRG • Statutory uses of HESA data • Non-statutory uses of HESA data • Future developments of records

  3. HESA Record Review Catherine Benfield Head of Operations Development

  4. Record Review = HESA’s change management process

  5. Change management 1 Why do we make changes? • Changing Statutory Customer needs arising from new legislation, policy developments, funding model changes … and so on • Changing Higher Education sector needs • Improving data quality – fitness-for-purpose criterion, but it is a moving target • Reducing accountability burden – long-term gain versus cost of change

  6. Change management 2 How do we make changes? Structured change at intervals through record review • Shopping list • Review group: SCs, sector representatives, interested parties/experts • Formulate proposals • Consultation(s) with sector and external bodies • Assimilation of responses to consultation(s) • Finalise recommendations • HESA Board approval • Write specification • One-year lead time … but (sigh!) annual incremental change is inevitable

  7. Recently announced change • Implementation of major structural change and content changes to 2007/08 Student Record • Review of DLHE – implementation for 2007/08 • Results from the first Longitudinal DLHE survey published and biennial future for the survey agreed • Changes announced for the Staff Record for 2008/09 • FSR aligned with 2007/08 SORP

  8. Current activities and the next 12 months • Post-implementation review of 2007/08 Student Record • Second Longitudinal DLHE survey • Fitness for purpose review of NCB • Merger of HE-BCI survey with FSR and updates to FSR • Complete review and finalise JACS 3.0

  9. Interaction with sector • Record review group membership • Sector bodies • Sector-wide consultation • Operational documentation • Training • Helpdesk

  10. HEFCE use of HESA data Presented by Richard Puttock HESA 21 May 2008

  11. “Submitting data to HESA is like firing it into a black hole”

  12. Data for funding HEFCE use HESA data to inform our funding • Widening participation • Business research funding • Access to learning fund • Strategically important and vulnerable subjects • Equivalent and Lower Qualifications (ELQs)

  13. Data to monitor funding HEFCE use HESA data to monitor funding • HESES • Research activity

  14. Research and policy development HESA data are used to help us Research higher education and develop policy • Foundation degrees • Young participation • Strategically important and vulnerable subjects • PhD research degrees • Many others

  15. Publications and public information The following regular publications draw heavily on HESA data: • UniStats • Performance indicators • Regional profiles • Provision of higher education by location • Students registered at one institution but taught by another

  16. The future Possible future developments • Funding directly from HESA • HESES • RAS • Linking in to other data • SLC • UCAS • National Pupil Database

  17. MIAP and HERRG Jane Wild Director of Operations

  18. MIAP services will improve data sharing… • Built in partnership • Education sector bodies, representatives, policies & programmes • HE Partners • HEFCE, HESA, JISC, QAA, UCAS, UUK • Broad Consultation • Information Commissioner, HERRG • Delivering three key services: • Learner Registration Service and the Unique Learner Number • Learner Record • UK Register of Learning Providers …and have been developed in partnership with the sector

  19. Some benefits of MIAP to HE Institutions and their students … • UKPRN, ULN and CDD facilitate improved data sharing by HE stakeholders • Learner access to Learner Record will improve data accuracy at an individual level • Learner Record offers possibility for reliable qualification verification – could be used to simplify enrolment/registration processes • Learner Record represents a single cumulative source of achievement and progression information – so could be used to produce progress files, transcripts, Diploma Supplement and Higher Education Achievement Report • MIAP therefore offers the potential to assist HEIs in support of the Skills Agenda, Life Long Learning and the Bologna Process …and offers real benefits to all its adopters

  20. 2007/08 HESA Student Record includes UKPRN • Maintained by UKRLP • As the single reference source of provider identifier details • Adoption of UKPRN over time as the primary identifier for institutions • In the long term, anticipated that UKPRN will replace HESA Institution Identifier (INSTID) as the single unique identifier, and will also be used by UCAS, SLC etc. • UKPRN is key in standardisation between stakeholder systems

  21. 2007/08 HESA Student Record includes ULN • Increasing number of learners will have ULNs when they move to HE • From September 2009, hoped that ULN will be included in HESA returns for students who have previously been allocated with number • Likely to be some time before all students entering higher education are able to provide a ULN • Systems will be put in place to issue ULNs to mature students and students from overseas • Students who have been allocated a ULN should be aware of this fact and should have access to their number • In the long term, anticipated that ULN will replace HESA Unique Student Identifier (HUSID) as the single unique identifier, and will also be used by UCAS, SLC etc. • ULN is key in standardisation between stakeholder systems

  22. Common Data Definitions (CDD) • Part of the MIAP development • An ‘enabling’ infrastructure project • Led by HESA • Produced a standard set of data definitions • e.g. standard character sets and ISO/BS formats • Facilitates effective data sharing • Allows for more consistent and comparable information

  23. 2007/08 HESA Student Record includes CDD

  24. Higher Education Regulation Review Group (HERRG) • The HERRG is the independent regulation review (or "gatekeeper") group for higher education in England • It was established in summer 2004 by the Minister for Lifelong Learning, Further and Higher Education • Its membership is made up of front line practitioners, mainly Registrars and Directors of Finance from universities  • Chair currently Steve Bundred, Secretariatprovided by DIUS • The HERRG aims are to review policies for their regulatory impact on higher education in England regardless of departmental origin • The Group also explores existing areas of bureaucratic demand and recommends ways of doing things better helping promote the Government’s Principles of Good Regulation

  25. HERRG outcomes • Initial report “Less regulated: more accountable” published in June 2005 • Final report “Less regulated: more accountable” published in Autumn 2006 • sets out 24 recommendations, directed towards Government and its agencies, the Group, and Professional and Statutory Regulatory Bodies • First year developments included HEFCE announcing a reduced number of special funding streams, also abolishing multiple data demands during the year (except for institutions at risk); and monitoring by exception • Focus during second year on ensuring better coordination of quality assurance and data collection - Concordat launched in May 2006 • 16 original signatories to the Concordat; in total 22 bodies now signed (or agreed to do so) including: DIUS, DH, HEFCE, QAA, TDA, Ofsted, LSC, RCUK, Skills for Health, The Information Centre, SfBn, MIAP, HESA, ARB and IET • Concordat commits signatories to practical plans for working together on a less burdensome, more proportionate approach to quality assurance and data collection

  26. HESA Concordat Annex May 2008 • Formalisation of burden assessment • Data collection mechanism for DLHE • GTCE/TDA data collection • HE-BCI survey • NCB collection • Health service data • Services to the HE sector • Services to DfES/DIUS

  27. Welcome to heidi higher education information database for institutions Jonathan Waller, Director of Information & Analysis

  28. What is heidi? • Web-based management information tool • Subscription service provided by HESA • Incorporating a broad range of data about HE • Create reports and charts • User-defined groups of institutions • Locally administered

  29. The history of heidi…

  30. Development partners

  31. Development funding

  32. The infrastructure • Delivered to users through standard web technology • Hosted on existing HESA infrastructure • Developed and supported by HESA • HESA SDM, ISO9001, BS7799

  33. heidi v1.0 • heidi 1.0 went live on 16 April 2007: • HESA Student, DLHE, staff and finance • UCAS – applications and accepted applicants • Performance Indicators • Estates Management Statistics • Key financial indicators • Funders Forum Metrics (aka Sustainability Metrics) • GTTR and NMAS – applications and accepted applicants • Training Development Agency data

  34. heidi v1.1 released • heidi v1.1 released 8 August 2007 • heidi v1.1 included all the data from heidi v1.0, with the following additions: • National Student Survey Data 2004/05 – 2005/06 • Higher Education Management Statistics 2001/02 – 2004/05 • Results from 2001 Research Assessment Exercise • Additional data from UCAS, GTTR, NMAS 2005/06 • Enhanced functionality – including group filters

  35. heidi v1.1 for the public • Free public access for a limited amount of data, enabling universal use of a range of standard reports. • Can be used to assist Higher Education institutions to respond to basic FoI requests.

  36. heidi v1.2 • heidi v1.2 released 8 February 2008 • Enhanced functionality to users, including: • Ability to adjust the year of data displayed • Ability to roll a report forward and backwards • Increase report columns from 8 to 12

  37. The future of heidi…

  38. heidi v2.0 • To be released during August 2008 • New features will include: • Increasing the number of visible report columns to an anticipated maximum of 24 • The introduction of aggregate report columns • The introduction of report column nesting • Improved organisation and management of lists • Restructuring of reports and charts by introducing the principle of 'Report Views' • Enhanced user and role permissions management • The incorporation of Taylor Squares statistical analysis techniques • The incorporation of Universities UK Patterns data representations

  39. heidi v2.0 development cont’d • The expansion of existing HESA datasets (in addition to regular annual updates to datasets): • Student staff ratios by cost centre & institution • Student FTE by domicile, fee status and fundability code • Student FTE by mode, domicile and level • Staff FTE by academic employment function • FE student qualification obtained data • Inclusion of additional HESA data by JACS principal subject and cost centre

  40. heidi v3.0 and beyond... • Currently gathering requirements • Geo-demographic mapping – for example show home domicile of students by postcode mapping • Data explorer improvements for example provide a search facility through the data explorer • Enhancements to HESA and non HESA data • The ability to export large reports/datasets • User ideas

  41. Want to know more… • Information: www.heidi.ac.uk • System: heidi.hesa.ac.uk

  42. The use of equality data Nicola Dandridge Chief Executive, Equality Challenge Unit 21 May 2008

  43. Evidence based equality • Legal Framework • Effective interventions • Equality Challenge Unit programme

  44. Legal requirements • Race Relations Act Order 2001, Reg 3: ‘it shall be the duty [of an HEI to] monitor, by reference to [different] racial groups … the recruitment and career progress of staff.’ • Disability Regulations 2005 : a public body must gather information on the effect of its policies and practices on disabled persons, in particular their effect on the recruitment, development and retention of its disabled employees • The Sex Discrimination Act Order 2006: a public body must gather information on the effect of its policies and practices on men and women, in particular on the extent to which they promote equality between male and female staff

  45. Changes in numbers of male and female permanent academic staff Senior staff = senior lecturers and researchers Source: HEFCE: the HE workforce, July 2006

  46. Equalities Review, 2007

  47. Evidence based interventions • Avoiding assumptions and stereotypes • For example • promotion of women • disaggregation in relation to race • Occupational segregation • Focus on outputs

  48. Challenges: disaggregated data Source: Equalities Review: Interim report 2006

  49. More challenges • Reliability of data - disclosure rates for race and disability • Intersections • Statistics as ‘the new racism’; reinforcing stereotypes • Qualitative indicators (for instance Government’s Equality PSAs) • Using the data effectively • and many others…

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