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DLHE Good Practice

DLHE Good Practice. London. 17 September 2009. Objectives. Introduce good practice within DLHE record Demonstrate tools designed to aid good practice Provide institutional perspectives on completion of survey and data collection Highlight data quality issues and checking.

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DLHE Good Practice

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  1. DLHE Good Practice London 17 September 2009

  2. Objectives • Introduce good practice within DLHE record • Demonstrate tools designed to aid good practice • Provide institutional perspectives on completion of survey and data collection • Highlight data quality issues and checking

  3. Target response rates

  4. Target response rates • 80% for FT UK domiciled students (including Research Council students) • 70% for PT UK domiciled students • 50% all other EU

  5. Difficulties in meeting targets • Increasing student mobility reduces the reliability of contact information • Public scepticism about what personal data is held against them at a governmental level • Survey saturation • High targets set

  6. Current response rates • 78.5% for FT UK domiciled (-0.4% when compared with 2006/07) • 70.7% for PT UK domiciled (-0.4% when compared with 2006/07) • 54.7% for all other EU (+0.7% when compared with 2006/07)

  7. Preparing for DLHE 2008/09

  8. April target list system • Uses a student file from that year • Reduced validation • Generates an accurate population file to survey against • System currently underused

  9. Population • Important to check the POPDLHE file generated from the Student Record submission… • …make sure you are not missing students… • …or that no one is going to be surveyed that shouldn’t be • The Match Report will show you how successful you were at this

  10. Know your graduates • Up-to-date contact information • Some graduates will like to complete forms online, others will not, so offer as many methods of completing the survey as possible • Call at the right times • Identify your part-time and ITT graduates

  11. Sections D and E • Ensure part-time and/or ITT students complete the sections relevant to them • Failure to do so will result in validation warnings • Be aware of students who changed to a PT mode of study at the end of their course but studied the majority as a full-time student

  12. Telephone interview • Ask the respondent the core questions first if graduate is in a hurry… • …without them answered you do not have a valid response • Clarify contradictions or information that would appear incorrect

  13. Location information • Location of employment information is very important to statutory users of data • Allows analysis of student’s geographical movement from entry to HE to the labour market • Try to code to full postcode, however at least outward postcode level or town postcode should be reported

  14. Audit • The data should be kept only as long as is necessary • The completed questionnaires should be kept (as either a hardcopy or electronic version) for each individual leaver for one year after the data is returned to HESA • If the purpose is research then data may be kept for a longer period of time • There is no need to anonymise the data

  15. Aardvark system changes • From now on, in addition to the Access Codes, users will also need a PIN code to create new accounts and/or add permissions to existing accounts. The PIN codes will be distributed by letter a few days in advance of the Access Codes • Both the Access Codes email and the PIN letters are sent to the nominated record contact at institutions • The system will now send an email to the transaction owner when a transaction has completed processing

  16. DLHE online service

  17. Why use it? • Help to improve response rates by offering an alternative to paper or phone based questionnaires • Students can complete it at their own accord and at their own pace • Intuitive and free to register and use • Built in validation

  18. System Usage

  19. Online DLHE Questionnairefor both January and April census Graduates complete form at www.dlhe.ac.uk or www.dlhe.ac.uk?INST=nnnn to bypass institution selection Institutions download data from submit.hesa.ac.uk

  20. DLHE Online Statistics 1

  21. DLHE Online Statistics 2

  22. DLHE Online Statistics 3

  23. Uses of online system • Existing institutions have used the system in different ways… • …either as an additional tool to the mailings and telephone follow-ups… • …or as part of a full integration policy • Many institutions also use the system as a data inputting tool for staff

  24. Registering for system • Ahead of each DLHE survey you must pre-register for use of the system by the date we publish… • …and as such requires incorporation into planning

  25. The Aardvark system • Register to use DLHE online on Aardvark • Control panel allows you to specify your requirements for system e.g. inclusion of institution's student number or including a PIN • Download the data of completed surveys from Aardvark

  26. CASCOT

  27. CASCOT (IER) • CASCOT is designed to assign a code to a piece of text. e.g. a SOC code to a job title from the DLHE survey • When CASCOT assigns a code to a piece of text it also calculates a score from 1 to 100 which represents the degree of certainty that the given code is correct • Available to download from: https://submit.hesa.ac.uk/aardvark/CASCOT.ASP

  28. Benefits of using CASCOT • Ensures consistency within institution and also across sector • Reduces difficulty of interpreting text • Improves efficiency and reduces burden of data inputting

  29. Potential problems • The quality of coding depends on the quality of the input text: "advertising & marketing" • These are the area of work. Are they an advertising executive, an advert designer or an advertising salesman? "answering phone enquiries“ - This is a job description, not a title.

  30. Working with batches • CASCOT can be used to code on a record-by-record basis or can work in batches • Input files allow user to code as many records as they require • Setting up an output file will then store the results in a spreadsheet for you

  31. Interpreting results • Always interpret the information accurately… • …however you do not have to use the recommendation made by CASCOT (regardless of the score it is given) • Use your judgement to assess whether it is the most accurate code and reflects the true nature of the job

  32. For example • Student employed as an architectural model maker for which CASCOT gives the following code… • ‘Modeller (Architectural) 5315’ • …however that is classified as a non-graduate job… • …whereas ‘Modeller, Artistic 3411’ is a graduate job   

  33. DLHE good practice The School of Pharmacy 17th September 2009 Mark Gittoes Head of Quantitative Analysis for Policy, HEFCE m.gittoes@hefce.ac.uk

  34. Areas of use • Institutional/subject area reporting • Research • Understanding of provision • Overview of HE • Other bodies

  35. Institutional/subject area reporting • HEI Performance indicators • Teaching quality information and UniStats • Regional profiles

  36. HEI Performance indicators (1) • Proportion of graduates who are working or studying (or both) by institution • Currently published for full-time first degree graduates • Extending to other cohorts • Interest in the development of other indicators

  37. HEI Performance indicators (2)

  38. Unistats (1) • “Employment prospects” broken down by institution and subject area • Aimed at potential students • Reports: • Employment status • Top 10 profession types • Job category (graduate, non-graduate)

  39. Unistats (2)

  40. Research • Student ethnicity • Job types

  41. Student ethnicity (1) • Relationship between a student’s ethnicity and experience in HE: • Entrant profiling • Progression through HE • Attainment in HE • Satisfaction • Graduate destinations

  42. Student ethnicity (2)

  43. Research: Job types (1) • Examination of Standard Occupational Classification (SOC) • Study of relationship with student perception of criteria needed for job? • Makes use of responses to DLHE question: • “Would you have been able to get the job you were doing on 14 April 2008/12 January 2009 without the qualification you recently obtained (the actual qualification, not the subject of study)?”

  44. Research: Job types (2)

  45. Understanding of provision • Strategically important and vulnerable subjects • Foundation degrees • Erasmus and placement courses • Further Education Initial Teaching Training

  46. SIVS: Early careers of graduates “To address the lack of information on the supply and demand of STEM skills, HEFCE should … publish an annual report describing: undergraduate subject trends; recent graduate jobs and salaries; and the subjects where employers and government departments believe that there are, or are likely shortly to be, shortages of graduates with key skills.”

  47. SIVS: Early careers of graduates

  48. Foundation degrees: destinations Note: Full-time foundation degree qualifiers registered at English HEIs, 2005-06

  49. Erasmus and placement courses:Salary six months after qualifying

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