“Information and Data – Supply and Demand” - Alison Allden, Chief Executive HESA

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  • 1. Information and Data - Supply and DemandAlison AlldenARC Bristol November 2012
  • 2. Information and Data - Supply and DemandOutline• Supply and demand • Policy as a driver – HE and Government Policy – The way it is – Sector initiatives – The UK• Applying Better Regulation • Data liberation and freedom of – The Principles information – The small print – Transparency – Linked data• Balancing Burden and Benefit – Re-use – Timeliness • Discussion points – Quality
  • 3. Higher Education information map HE ProviderData Collections Data CollectorsCollect once use many times Data Users Stakeholders
  • 4. SupplyHE providers and agencies• Traditionally 165 higher education institutions• UK wide : England, Scotland, Northern Ireland, Wales• A leading private university• Adding 8 independent providers (charitable and for- profit)
  • 5. DemandStatutory Customers: government departments and fundingagencies in England and the devolved administrationsAs part of the financial memorandum HEIs have withtheir funding council there is a requirement to returnaccurate and timely data to HESA• NB The financial memorandum is under review• This data is then used by statutory customers for: – Student number control – Verifying funding allocations – Monitoring equality and diversity within the sector – Measuring widening participation within the sector – Informing government policy on Higher Education• HEIs as public bodies and the public interest in HE – students, employers, trades unions, academic researchers, the media, …
  • 6. DemandThe HE sector in the UK165 institutions, representative andsector bodies• Comparative data and benchmarking• Institutional performance• Planning and monitoring• National Performance Indicators• Tracking student behaviours• Widening Participation• Quality Assurance base data
  • 7. DemandQuality assurance and public information“From 2012/13, QAA reviews will make formal judgements onthe quality of the public information that institutionsprovide, including that produced for students and applicants.”Students at the heart of the system – HE White Paper: para 3.16“Public confidence in higher education relies on publicunderstanding of the achievement represented by highereducation qualifications. The Quality Code sets out anExpectation that higher education providers make availablevalid, reliable useful and accessible information about theirprovision.”http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/Quality-Code-Part-C.aspx
  • 8. DemandThe public including prospective studentsThe Higher Education White Paper July 2011“Our reforms aim to make the English higher education systemmore responsive to students and employers. This depends onaccess to high quality information about different courses andinstitutions.”“English higher education is data rich, thanks to well-establishedarrangements for collection across the sector.”Students at the heart of the system – HE White Paper: para 2.8
  • 9. Students at the heart of the system- A case study“The issue, for the most part, is not the existence or collection ofthe data, butHow it can be made available and linked in ways that make senseto potential students, their families, schools, employers andothers with an interest.Each university will now make the most requested itemsavailable on its website, on an easily comparable basis.These items, together with information about coursecharges, are called the Key Information Set (KIS).”Students at the heart of the system – HE White Paper: paras 2.9 & 2.10
  • 10. The Unistats web site with the KIS
  • 11. Higher Education Better RegulationPrinciplesPrinciple 1 Principle 4• Regulation should encourage and • Regulation assessing quality and support efficiency and effectiveness standards should be co- in institutional management and ordinated, transparent and governance. proportionate.Principle 2 Principle 5• Regulation should have a clear • Regulation should ensure that the purpose that is justified in a interests of students and taxpayers transparent manner. are safeguarded and promoted asPrinciple 3 higher education operates in a• Regulation depends on more competitive environment. reliable, transparent data that is Principle 6 collected and made available to • Alternatives to regulation should be stakeholders efficiently and in a considered where appropriate. timely manner.
  • 12. Principle 3Regulation depends on reliable, transparent data that is collected and madeavailable to stakeholders efficiently and in a timely manner.“UCAS holds rich information on the priorqualifications of successful university applicants.The Higher Education Statistics Agency (HESA)holds information on the composition of thestudent body, degree results, and destinations ofleavers after graduation. The Student LoansCompany (SLC) collects details about applicantsfor student support, and the rate at which theyrepay their student loans after graduation.”• http://www.ucas.ac.uk• http://www.slc.co.uk• http://www.hesa.ac.ukStudents at the heart of the system – HE White Paper: para 2.8
  • 13. Principle 3Regulation depends on reliable, transparent data that is collected and madeavailable to stakeholders efficiently and in a timely manner.Extract (the small print)There will be situations when data not readily available throughHESA are required by subscribers to the Principles. If HESAcannot supply the desired data to the timescales or extentrequired, it may be necessary to seek the information directlyfrom the relevant institution liaising through HESA. Whereverpossible, data should be requested using the format, definitionsand information standards of the HESA returns or in the mannerin which data are produced internally by the institution for itsown purposes.
  • 14. SIS –Student Information Export OptionsExtract presentation to CISG 2010
  • 15. 15 STUDENT LOAN COMPANY Student Finance England AY12/13 Cycle Operational Dashboard to (14-10-2012) Owner: Derek Ross Data as of 14-10-12 Next update 22-10-12 Processing Contact Centre Communications G G G G Today End of October G G G Customer question Customer question Customer question Will I get paid the right amount Can I get through? Have I been given the at the right time? right information at the right time? Commentary • Further to previous update, RAG status now reflected as Green across all categories (Processing; Contact & Communications). • A net value of approximately £941M was released on the 17th October in respect of the first 12/13 Tuition fee instalment. • By the end of this week, we will have reached that of the £1B payment mark in respect of Tuition fees (paid/ scheduled to be paid).
  • 16. Data Exchange to date• KIS to take NSS, DLHE with course data• SLC to HESA from this year for student fees• *J from UCAS to HEI to HESA• OFFA data• UCAS data exchange with SLC• Learner Record Service (previously MIAP) qualifications from Personal Learner Record with the Unique Learner Number• REF data
  • 17. Balancing Burden and Benefit - looking forward Who needs data for what purpose in what timescale?Articulating the benefits of comparableand comprehensive shared data forbusiness intelligence, regulation andpolicy.Understanding how that can be achieved.• Moving from statistical to administrative level data – each record is worth £27k funding and loan• Timeliness an issue – student data 15 months too late• In year collections – SLC, ITT, PSRBs, ILR• Public information – the KIS real-time model• The value of maintaining a UK wide information base• Rate of change and impact of policy
  • 18. Policy as a driverDEMAND SUPPLYPublic/student information • KIS/UNISTATS HEIs, HESA, (Professional Bodies),UCASStudent employment outcomes • Graduate jobs • Graduate salaries HEIs, HESA (DLHE), SLC, HMRC, (linked NPDB)Student number control • Pre-entry qualifications UCAS, HEIs, HESA, LRS, Examining Bodies, ResearchREF • Relevant Staff HEIs, HEFCE, HESARegulatory Partnership Group • Regulatory Framework HEFCE, SLC, QAA, OIA, OFFA, HESAEfficiency • Benchmarking HEI, HESA, RCs, UUKUKBA • Student tracking • Impact HEI, Student and agent, UCAS, HESAUK-Wide Policy variations • Diverging Policy HEIs, HESA, QAA, UCAS, SLCTransparency • Public and Open Access All
  • 19. Data Liberation and freedom of information• Government’s transparency policy – Cabinet Office – Ministerial Data sharing group• Linked data – Administrative Data Task Group – High level ministerial group - NPD, SLC, HESA, HMRC – National Pupil Database joined with HESA data• HESA – Third Party working group and information management – Open access data sets, data, information, analysis, business intelligence• KIS – Open Government Licence access to dataset• Which? and Bestcourse4me• Information Commission – FOI and DPA• FOI and Competition Law
  • 20. To discuss?• Policy and the demands for data - what opportunity for better regulation?• UK-wide timely, good quality and comparable data – the pain and the gain?• Open access and reuse of data – should there be any control?