Higher Education Statistics Agency Research Articles

The mathematics pipeline in England: inclusion and the excellence stream

Abstract In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress. This paper reports such a system-level overview of the mathematics education pipeline in England based on analysis of linked data from the National Pupil Database (NPD) and Higher Education Statistics Agency (HESA). A sequence of mixed-effect logistic regression models at each phase of the education pipeline are developed to predict attainment in General Certificate of Secondary Education (GCSE), A level and undergraduate mathematics and participation in post-16 and university mathematics. In particular, we focus on the impact of prior attainment and student demographics: gender, ethnicity and socio-economic status. The analysis identifies four important findings. Firstly, female participation and attainment in A level Mathematics and Further Mathematics is lower than that of male students, which impacts their representation in undergraduate mathematics, despite them marginally outperforming male students at both GCSE and degree level. Secondly, the attainment and participation of students of Asian ethnicity in GCSE and A level Mathematics is striking in its positive divergence from the trends of other ethnic groups, whereas White students have higher attainment than other ethnic groups at university. Thirdly, many students from poorer backgrounds fall behind their peers during years 7 to 11, and their participation and attainment in A level Mathematics is also reduced compared to their more affluent peers. Lastly, students who study A level Further Mathematics are more likely to study undergraduate mathematics, but they are no more likely to achieve a first-class degree, compared to those who haven’t studied Further Mathematics. The findings should be informative to policymakers and other stakeholders who can put in place enhancements and interventions to improve the outcomes for underrepresented groups.

'Levelling up' social mobility? Comparing the social and spatial mobility for university graduates across districts of Britain.

Social and spatial mobility have been subject to substantial recent sociological and policy debate. Complementing other recent work, in this paper we explore these patterns in relation to higher education. Making use of high-quality data from the higher education statistics agency (HESA), we ran a set of multilevel models to test whether the local authority areas where young people grow up influence social and spatial mobility into a higher professional or managerial job on graduation. We found entry to these patterns reflect pre-existing geographies of wealth and income, with more affluent rural and suburban areas in South-East England having higher levels of entry to these occupations. Graduates clustered from major cities tended to be spatially immobile and those from peripheral areas further away from these cities show a higher density of long-distance moves following graduation. We also explored the intersection between social and spatial mobility for graduates with the economic geography of Britain, showing that access to high-class occupations is not necessarily associated with long-distance moves across most British districts. Our evidence further suggests that the 'London effect', where working-class students have higher school attainment than their peers elsewhere, may not continue through to graduate employment.

Evaluating the impact of the race equality charter on diversity staff outcomes

ABSTRACT The Race Equality Charter (REC) was established with the main objective of tackling persistent racial inequalities in the UK Higher Education sector. There are currently over 100 REC member institutions holding close to 50 awards between them. While the sector uptake of the REC is notable, there are currently no empirical studies evaluating its impact. Using data from the Higher Education Statistics Agency (HESA), this study uses a matched difference-in-difference approach to investigate the effect of the REC on the proportion of staff from Black, Asian, and minority ethnic groups, their corresponding share of total staff in professorial or senior academic posts, as well as their corresponding share of total staff holding permanent contracts. The results reveal non-significant treatment effects which indicates that there is no difference in diversity staff outcomes between REC and non-REC institutions.

Graduate prospects explain undergraduate program standing in university league sports science tables.

UK university undergraduate programs are compared by independent subject-specific rankings (Complete, Guardian, and Times), based on data from the National Student Survey, Higher Education Statistics Agency, Universities and Colleges Admissions Service, Research Excellence Framework, and the universities. The sports and exercise science program at the University of Glasgow has steadily risen to currently rank as the top UK program. This investigation aimed to identify the underlying factors that explain this. Therefore, we obtained underlying scores for entry standard, student satisfaction, research foundation, graduate prospects, staff-to-student ratio, expenditure/student, continuation, program support to students, and teaching quality from the ranking providers for years 2010-2024, and statistically modeled which factors significantly affected the rankings. We found that entry standards and graduate prospects strongly correlated significantly with ranking results. Principal component analysis indicated that a model of graduate prospects and entry standards explained 66.2% of the variance in ranking results. Multiple linear regression with all underlying factors included in the model indicated they explained 78% (R2 = 0.78) of the total variance, while stepwise elimination of insignificant factors identified graduate prospects as the sole factor that significantly affected outcome by explaining 71% (R2 = 0.71) of the variance. Therefore, the primary predictor of ranking success in UK university league tables for sports science is graduates' professional success (graduate prospects).NEW & NOTEWORTHY University rankings are used by applicants and stakeholders to judge programs, including undergraduate studies. In the rankings, undergraduate UK programs are compared and contrasted against each other based on how they score for criteria that affect student life and future prospects. Here, we determined the relative influence of those criteria and found that graduate prospects, how students professionally benefit from their study after graduation, is the factor that matters most for the ranking results.

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data.

International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.

Aspiring clinical psychologists – the hopes and concerns of undergraduate psychology students about their future

The number of psychology students at UK universities is at an all-time high (Higher Education Statistics Agency, 2022) and over half of psychology students who are interested in a career in mental health are specifically interested in becoming clinical psychologists (National Collaborating Centre for Mental Health, 2019) and from our experience (as a student, educator, and career consultant), aspiring to this career can result in high levels of anxiety. To explore the experiences of aspiring clinical psychologists, we conducted semi-structured interviews with thirteen undergraduate psychology students who hope to become clinical psychologists. From our thematic analysis (Braun & Clarke, 2006), we identified three themes: ‘Information: what, when, who?’, ‘The rocky road to clinical psychology training’ and ‘Choosing clinical psychology and its cost’. The study led to the development of an undergraduate ‘Clinical Psychology Club’ to support the career choices of aspiring undergraduate clinical psychologists.

Material and symbolic production of fashion in a global creative city. Industry’s perception of the 21st century London

In response to globalization of traditional manufacturing and the growing significance of a symbolic economy, fashion cities are now formed by different mixings of material, design/creative and symbolic forms of production. The intersection between these elements is particularly evident in the global fashion cities, which have experienced a profound process of deindustrialization and a shift between manufacturing and symbolic economies. This paper explores London’s relationship with fashion through the perspectives of key industry actors. We draw upon 30 semi-structured in-depth interviews undertaken between 2016 and 2018 to explore the interplay between material, creative and symbolic forms of fashion production in the city. Interview material is supported by the analysis of data collected from the Office for National Statistics and the Higher Education Statistics Agency. London’s fashion ecosystem is seen as having strong focus on creativity, artistic values and forms of symbolism, which are however regarded as in tension with a viable fashion design industry, an effective business culture and manufacturing system. The paper contributes to the literature on the fashion’s positioning in urban economies by shedding light on the interaction between production, creative and symbolic elements in a global creative city.

Exploring issues in categorisation of higher music education courses through FOI surveys of gender demographics in UK higher education institutions

AbstractA common conclusion drawn from publicly available Higher Education Statistics Agency (HESA) data releases is that Higher Music Education (HME) courses have a predominantly male population. However, HESA data has key issues when examining HME courses: which courses are reported as ‘music’ courses to HESA; how do universities decide which courses are ‘music’ courses; how many different topics are contained within the umbrella of ‘music’ courses? To address questions of gender representation in HME, universities in the UK were approached with Freedom of Information Act requests for the gender demographics of student populations on “music-related” courses. Information was gained on 3456 courses populations between 2014 and 2020, which was categorised by the subject of study. Six core undergraduate topics were identified: generic music degrees (female bias), degrees combining music and technology (male bias), degrees combining music and business (no gender bias), degrees on popular music (male bias), degrees combining music and theatre (female bias) and major conservatoire courses (no gender bias). No area was accurately represented by HESA data, and gender representation varied significantly between areas. These findings have implications for discussions of gender representation in HME across the UK.

Experiential and Outdoor Learning in the Transition to University Courses—The Mathematics Case

Student retention is a priority in universities, as drop-out rates among university students within 12 months of starting continue to rise, according to UK figures released by the Higher Education Statistics Agency (HESA) (https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation, accessed February 2022), and with approximately a quarter of freshmen not enrolling for a second year in the US (NSC Research Centre. 2020. Persistence and Retention. Snapshot report. https://nscresearchcenter.org/wp-content/uploads/PersistenceRetention2020.pdf, accessed 1 June 2021). The transition to university, and in particular to a mathematics degree, is a challenging period for many students. Several methods to support HE students through this initial stage have been developed across the years, mostly designed in and for academic settings. This paper will describe an innovative approach, beyond the traditional classroom, which involves a three-day residential course tailored specifically to support the transition of mathematics students into HE, examining its implementation into the BSc Mathematics and MMath degree programs and its effectiveness with first-year Mathematics students at the University of Central Lancashire. The results provide an evaluation of this intervention over four years, showing the positive impact on attainment, together with increased student participation and engagement.

Classed and gendered internationalisation of research and knowledge production: a critical analysis of international doctoral students in the UK (1998-2016)

ABSTRACT Based on statistical analysis of the Higher Education Statistics Agency (HESA) international student data from 1998 to 2014, we provide the first detailed analysis of UK international doctoral student data (and the gaps therein). We highlight missing and ambiguous data and develop the profiles of these students, with a particular focus on gender, discipline, destination university, source of funding and country of origin. We argue that the current marketized system of international higher education coupled with a national focus on equality has largely limited the social composition of international doctoral students to those who are: academically capable; and either financially able to pay international tuition fees and subsistence in the UK (for them and their families) or capable of securing overseas funding, primarily from national governments. We conclude by reflecting on the implications of this for the internationalisation of research and knowledge production.

Academic Endowments in the United Kingdom – Do They Make a Difference?

This paper analyses the role and significance of the endowments for the UK higher education system. We have systematised the metrics commonly used to measure the performance of the academic endowments. To collect the data about universities and colleges, we exploited the data provided by the HESA (Higher Education Statistics Agency) that collect and disseminate UK higher education data and the data provided by the Charity Commission for England and Wales. The size of the university and colleges endowments is valued using their respective financial statements, using endowment reserve account of the balance sheet.The academic endowments linked with the UK universities and colleges are estimated to be worth £15.8 billion in 2020. According to the number of the endowments linked with universities and colleges endowments, they play a significant role in the UK higher education system. However, there is a notable difference concerning endowment size between the few most reputable academic institutions and other universities and colleges. For example, the two largest endowments (the University of Oxford and the University of Cambridge with accompanied colleges endowments) in 2020 had a share of 75% measured by the size of the endowment assets. Moreover, this 75% has been stable during the last several years.In addition, the UK academic endowments are much smaller than their US counterparts and thus generally have lesser significance for the UK higher education system, while they may play a significant role for particular institutions. The endowment size per student has also been much smaller in the UK than in the US. Except for the six universities and colleges, the share of the income coming from endowments and donations in the total income has been relatively low, 2% or less. Considering the long history and tradition of the endowments in England, their role in the UK higher education system is deeply rooted. However, with their historical performance and significance for some higher education providers, there is an opportunity for a more prominent role in the future.

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the The UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policymakers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

Is unequal uptake of Erasmus mobility really only due to students’ choices? The role of selection into universities and fields of study

Erasmus student mobility is the most recognised element of Erasmus+ and clearly popular with an increase in student uptake from 3,000 in 1987 to over 300,000 today. Recent studies show that students from lower socio-economic backgrounds are less likely to study abroad than better-off students, thereby benefitting less from improved employment opportunities and language competences often associated with mobility. Unequal uptake is generally explained by students’ choices: disadvantaged students hold lower social capital which leads them to decide against mobility. However, not much is known about the importance of students’ selection into universities and fields of study. Using multilevel logistic regressions, this article examines whether social segregation in universities and field of study matters beyond individual characteristics for explaining unequal Erasmus mobility uptake. The study exploits rich population data of around 200,000 UK first-degree graduates of the year 2014/2015 deriving from the Higher Education Statistics Agency (HESA) data. Results show that while student characteristics like ability and social status are important predictors of Erasmus mobility, they only explain one part of unequal uptake. In addition, social segregation of universities and fields of study contribute to the unequal mobility pattern found. Student mobility is less common for students enrolled in fields of study and universities attended by disadvantaged students conditional on student characteristics. This implies that student mobility could become more inclusive if grant funding and incentives targeted universities attended by a high proportion of disadvantaged students.

Energy and environmental performance of a higher education sector – a case study in the United Kingdom

ABSTRACTIn 2010, the UK’s Higher Education Sector set a carbon reduction target of 43%. This study aims to evaluate the performance of this Sector for the period before and after the implementation of its carbon reduction target. Dataset available from the Higher Education Statistics Agency has been extensively used in this study. Significant factors driving the sector’s energy consumption have been identified. Energy performance indicators have been established. The increasing role of green technologies in the sector’s energy mix has been unlocked. The sector’s energy and carbon performance have been additionally analysed by critically analysing the data collected from the display energy certificates. In the end, the impact of Brexit on the sector’s academic and environmental targets has been discussed.

The use of the Scottish Index of Multiple Deprivation as an indicator to evaluate the impact of policy on widening access to higher education

Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Scottish Household Survey to analyse the extent to which neighbourhood measures can be used as the basis of valid indicators of widening access. We conclude that they are flawed, although not wholly useless, and ought to be supplemented by more valid measures of students' social circumstances.

What 'Race' Has to Do With It: A Student Perspective on Experience inside British Higher Education (Presentation Slides)

All but absent from academic literatures at the time of this inquiry were candid accounts of lived experience inside British Higher Education as articulated through the lens and voices of students of Black African-Caribbean heritage. In official documentary sources, where the presence in British Higher of students of Minority Ethnic heritage was acknowledged, data about the population tended to be aggregated and discussed in terms of undifferentiated data sets (Allen, 1998; Bird, Ching Yee and Myler, 1992; Davis, 1994, Higher Education Statistics Agency, 1997-1999; Metcalfe 1993). These records also signalled the limited possibility of Black African-Caribbean students completing or attaining Higher Education outcomes on par with their majority background peers. But evidentially rare were sustained official attempts to interrogate the nature of these findings or the influences that had given rise to them. The few attempts to do so seldom moved beyond fairly rudimentary statistical associations with school leaving examination scores and literacy assessments (c.f. Modood and Shiner, 1994). The following presentation outlines interim findings from an exploratory inquiry which employed a qualitative data handling strategy. This approach offered opportunities for Black African-Caribbean Higher Education (HE) students to tell their education related stories in their own words and on their own terms. Participants were also offered the option of being as closely involved in the framing and direction of the rest of the inquiry as a formally assessed doctoral programme would permit in the late 1990s. Outlined is what Black African-Caribbean heritage students’ say their perceptions are of significant experiences, from inside the HE academy, which had the greatest potential to undermine their Higher Education aspirations. 36 students were interviewed in 2 cohorts across 6 Higher Education institutions during the mid 1990s and mid 2000s. The students offered narratives of experience from which it was possible to identify recurring themes. They perceived critical moments that adversely defined them as ‘raced’, and/or pathologised them as ‘othered’. They recounted experiences which invalidated their world views and the knowledges that had sustained their sense of self. They were able to articulate experiences which served to promote or hinder the aspirations that had taken then into Higher Education. The exploratory inquiry offered useful insights into: sector related and institutional policy, professional and pedagogical practices as well as research practices that had so comprehensively obscured the issues discussed by the students; the close attention to ontological, epistemological and methodological challenge and alignment required whilst framing the main part of the doctoral study. In summary, the inquiry highlighted sites of attention we may need to prioritise in future if we are to improve Higher Education experiences and eliminate disparities of outcome and benefit for students of Black African-Caribbean heritage.

Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines

ABSTRACT Following identifications of gendered inconsistencies in higher education delivery [Ain, C., F. Sabir, and J. Willison. 2018. “Research Skills That men and Women Developed at University and Then Used in Workplaces.” Studies in Higher Education, Published online. doi:10.1080/03075079.2018.1496412], this work exposes unseen gender-related issues in the graduate population. With graduates prevalent as managers, developing management attributes and employability is emphasised across higher education. Meanwhile, notable disciplinary gender imbalances exist across education and this research explores employability in this context by triangulating Higher Education Statistics Agency and Higher Education Academy data with graduates' degree experiences. Findings reveal notable levels of employability-related support existing, with significant disciplinary variations in its visibility. Some remains unseen, especially in female-orientated disciplines, creating a gap populated by almost 50% more females than males. Consequently, fewer female graduates may recognise certain capabilities as being management-related, potentially resulting in slower career progression compared to male peers, as observed by the Office for National Statistics [ONS. 2019. Overeducation and Hourly Wages in the UK Labour Market; 2006 to 2017. London: Office for National Statistics. Accessed May 2, 2019. https://www.ons.gov.uk/economy/nationalaccounts/uksectoraccounts/compendium/economicreview/april2019/overeducationandhourlywagesintheuklabourmarket2006to2017]. Opportunities exist across disciplines, especially the arts, humanities and social sciences, to enhance visibilities of employability-related support.

Do flexible admission systems affect student enrollment? Evidence from UK universities

ABSTRACTWe reveal the current level of flexible admission systems (FAS) at UK universities, and explore its impact on student enrollment rates. We employ quantitative analysis techniques for data collected and customized from the Higher Education Statistics Agency (HESA) in the UK, during the period 2010–2015. To understand the impact of FAS on student enrollment, six statistical tests were conducted. Based on the level of FAS adopted by universities, we identified four groups of UK universities: very low, low, medium, and high levels of FAS. No robust evidence exists to support claims that universities which apply a higher level of FAS have higher student enrollment. The study results were based only on secondary data collected from HESA, so future studies should be based on other types of data. This paper attempts to cover the missing elements of previous literature and its traditional research techniques.

Impact of accelerated, graduate-entry medicine courses: a comparison of profile, success, and specialty destination between graduate entrants to accelerated or standard medicine courses in UK

BackgroundLittle research has compared the profile, success, or specialty destinations of graduates entering UK medical schools via accelerated, 4-yr, standard 5-yr and 6-yr programmes. Four research questions directed this investigation:-What are the success rates for graduates entering graduate-entry vs. undergraduate medicine courses?How does the sociodemographic and educational profile differ between these two groups?Is success – in medical school and foundation training – dependent on prior degree, demographic factors, or aptitude test performance at selection?What specialty do graduate entry medicine students subsequently enter?MethodsThe data from two cohorts of graduates entering medical school in 2007 and 2008 (n = 2761) in the UKMED (UK Medical Education Database) database were studied: 1445 taking 4-yr and 1150 taking 5-yr medicine courses, with smaller numbers following other programmes.ResultsCompletion rates for degree programmes were high at 95%, with no significant difference between programme types. 4-yr entrants were older, less likely to be from Asian communities, had lower HESA (Higher Education Statistics Agency) tariff scores, but higher UKCAT (UK Clinical Aptitude Test) and GAMSAT (Graduate Medical School Admissions Test) scores, than 5-yr entrants.Higher GAMSAT scores, black or minority ethnicity (BME), and younger age were independent predictors of successful completion of medical school. Foundation Programme (FPAS) selection measures (EPM – educational performance measure; SJT – situational judgment test) were positively associated with female sex, but negatively with black or minority ethnicity. Higher aptitude test scores were associated with EPM and SJT, GAMSAT with EPM, UKCAT with SJT. Prior degree subject, class of degree, HESA tariff, and type of medicine programme were not related to success.ConclusionsThe type of medicine programme has little effect on graduate entrant completion, or EPM or SJT scores, despite differences in student profile.Aptitude test score has some predictive validity, as do sex, age and BME, but not prior degree subject or class. Further research is needed to disentangle the influences of BME.