The data - where it comes from and what it meansimage.guardian.co.uk/sys-files/Education/documents/2007/04/27/tabledata.pdfThe data - where it comes from and what it means Notes 1

Guardian University Guide Data 26236

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The data - where it comes from and what it meansNotes

1. Analyses of subject information show Full Person Equivalents (FPE). These are derived bysplitting student records between the different subjects that make up their qualification aim. Totalsof FPE may differ slightly to counts of students due to rounding.

2. Students whose ethnicity is not known include those who have been coded ‘information refused’.

3. The University of Cambridge does not classify its B.A. degree, but awards classes in the Tripos(honours) examination usually taken at the end of each academic year. Up to and including2002/03 the class of degree recorded on the HESA record was the best class obtained and notnecessarily that obtained in the final year. For 2003/04 and thereafter, the class obtained in the finalyear is being reported. The results reported under this new method are now more closelycomparable to those reported by other institutions.

4. The list of institutions in HESA data for 2005/06 has changed.Merthyr Tydfil College of Further Education merged with the University of GlamorganHomerton College merged with Anglia Ruskin UniversityLeeds College of Music joined the higher education sectorKent Institute of Art and Design merged with The Surrey Institute of Art and Design UniversityCollege to become The University College for the Creative Arts at Canterbury, Epsom, Farnham,Maidstone, Rochester.

5. The following institutions have changed their names for 2005/06:

Edge Hill College of Higher Education changed to Edge Hill UniversityUniversity of Luton changed to University of BedfordshireYork St John College changed to York St John University

HE institutional mergers/campus transfers

The following HEI mergers/campus transfers have been applied to the data items in order to ensureconsistency between years:

1. Within the 2004/05 items 12 and 13, data for Kent Institute of Art and Design and The Surrey Institute ofArt and Design University College have been merged to The University College for the Creative Arts atCanterbury, Epsom, Farnham, Maidstone, Rochester.

2. Within the 2004/05 items 12 and 13, data for Homerton College has been merged with Anglia RuskinUniversity.

3. Data on students and staff at De Montfort University’s Bedford campus has been transferred toUniversity of Bedfordshire. This has not been undertaken for finance data (as this is not possible within theHESA Finance Record) nor has it been undertaken for item 2b which is intended for direct comparisonwith finance data.


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Data specification and definitionsAll data taken from 2005/06 HESA Records except for Items 12 and 13 which are taken from 2004/05Destinations of Leavers from HE Return.

Item 1Total number of student enrolments by level of study (PG, first degree, other UG) and Guardiansubject grouping 2005/06

This data item has been extracted from the HESA Student Record.

Filters:Standard Registration Population (XPSR01)

Item 2aTotal FTE of student enrolments by level of study (PG, first degree, Other UG, FE) and Guardiansubject grouping 2005/06. FTE follows definition used with SSR calculation.

This data item has been extracted from the HESA Student Record. Guardian subject groups are derivedfrom JACS subject codes for this item.

Filters:HE and FE Session Population (XPSES01)Excluding wholly franchised students (FRNCHACT code 3)Students on industrial placement (Location of study (LOCSDY) code D) and partly-franchised students(FRNCHACT code 2) have FTE reduced by half.

Item 2bTotal FTE of student enrolments by level of study (PG, first degree, Other UG, FE) and cost centre2005/06. FTE follows definition used with SSR calculation.

This data item has been extracted from the HESA Student Record. This item uses the cost centres reportedwithin the HESA Student Record.

Filters:HE and FE Session Population (XPSES01)Excluding wholly franchised students (FRNCHACT code 3)Students on industrial placement (Location of study (LOCSDY) code D) and partly-franchised students(FRNCHACT code 2) have FTE reduced by half.

Item 3First degree students by gender and Guardian subject grouping 2005/06, with percentage female.

This data item has been extracted from the HESA Student Record.• Percentages based upon 52 or less students have been suppressed.

Filters:Standard Registration Population (XPSR01)Level of study: First degree

Item 4First degree students by mode of study and Guardian subject grouping 2005/06, with percentagepart-time & other.

This data item has been extracted from the HESA Student Record.• Percentages based upon 52 or less students have been suppressed.

Filters:Standard Registration Population (XPSR01)


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Level of study: First degree

Item 5Full-time, first year, first degree students by age group (20 & under, 21 & over, unknown) andGuardian subject grouping 2005/06, with percentage mature (21 & over). This data item has been extracted from the HESA Student Record and relates to age as at 31 August 2005.Percentages are calculated on all full-time, first degree students of known age.

• Percentages based upon 52 or less students have been suppressed. Filters: Standard Registration Population (XPSR01) First year students: Date of commencement of studies (COMDATE) falls within the 2005/06 academic year Level of study: First degree Mode of study: Full-time and sandwich Item 6 UK domiciled first degree students by ethnicity (white, non-white, unknown) and Guardian subjectgrouping 2005/06, with percentage non-white. This data item has been extracted from the HESA Student Record. Percentages are calculated on all UKdomiciled, first degree students of known ethnicity. • UK domiciled students are defined as such by reference to field 12 Domicile.• Non-white students are those recorded under the following codes of field 14 Ethnicity: 21 Black or Black British - Caribbean. 22 Black or Black British - African. 29 Other Black background. 31 Asian or Asian British - Indian. 32 Asian or Asian British - Pakistani. 33 Asian or Asian British - Bangladeshi. 34 Chinese or Other Ethnic background - Chinese. 39 Other Asian background. 41 Mixed - White and Black Caribbean. 42 Mixed - White and Black African. 43 Mixed - White and Asian. 49 Other Mixed background. 80 Other Ethnic background.

• Percentages based upon 52 or less students have been suppressed. Filters: Standard Registration Population (XPSR01) Level of study: First degree Domicile: UK Item 7 First degree students by disability (no known disability, disabled, unknown) 2005/06, with percentagedisabled. This data item has been extracted from the HESA Student Record. Percentages are calculated on all firstdegree students of known disability status.

• Percentages based upon 52 or less students have been suppressed. Filters: Standard Registration Population (XPSR01) Level of study: First degree


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______________________________________________________________________________________________ Item 8 First year, first degree students by socio-economic classification and Guardian subject grouping2004/05 This data item has been extracted from the HESA Student Record. Filters: Standard Registration Population (XPSR01) First year students: Date of commencement of studies (COMDATE) falls within the 2005/06 academic year Level of study: First degree Item 9 First degree students by domicile (UK, other EU, non-EU) and Guardian subject grouping 2005/06,with percentage other EU and percentage non-EU. This data item has been extracted from the HESA Student Record. • Overseas domiciled students are defined as such by reference to field 12 Domicile using all non-UK

country codes, as listed in the HESA Student Record Coding Manual.• Codes 1782 (Not known) and 1783 (Stateless) are mapped to UK unknown or overseas unknown

according to fee eligibility (FEEELIG).• Percentages based upon 52 or less students have been suppressed. Filters: Standard Registration Population (XPSR01) Level of study: First degree Item 10 First degree qualifiers by class of first degree (first and upper seconds, other classified, not classified)and Guardian subject grouping 2005/06, with percentage firsts and upper seconds. This data item has been extracted from the HESA Student Record. The percentage is calculated fromclassified first degrees only.

• Percentages based upon 52 or less students have been suppressed

Filters: Qualifications obtained population (XPQUAL01) Level of qualification obtained: First degree

Item 11 Mean total tariff point scores of full-time first year, first degree students by Guardian subjectgrouping 2004/05.

These figures are extracted from the Student Record, using field 198, Total tariff score (TOTALTS). Themean tariff point score is given for each Guardian subject grouping.

Mean scores are calculated on a weighted basis for constituent subjects within combination subjectsof qualification aim, using the apportioned registration numbers as described at the end of thisdocument.

Filters: Standard Registration Population (XPSR01) First year students: Date of commencement of studies (COMDATE) falls within the 2005/06 academic year Level of study: first degree Mode of study: full-time & sandwich Year of programme 0 (zero) students are excluded from the analysis


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Students recorded as having 000 (zero) total tariff score are excluded from the analysis Highest qualification on entry (field 21 QUALENT2): codes 39 & 40 Means are suppressed where the base population is 7 or less.

Item 12Destinations of UK-domiciled full-time, first degree graduates and leavers by activity and clientspecified subject grouping 2004/05

Filters:Destinations of Leavers from HE target populationExcluding explicit refusalsMode of study for DLHE: Full-timeLevel of qualification obtained: First degreeDomicile of student (DOMICILE) is a valid UK country code:

2826 UNITED KINGDOM UNKNOWN3826 CHANNEL ISLANDS4826 ISLE OF MAN5826 ENGLAND6826 WALES7826 SCOTLAND8826 NORTHERN IRELAND

Employment categories

In the DLHE survey leavers are able to report separately what they are doing in relation to bothemployment and study and a matrix of possible outcomes is constructed. This matrix is used to define thekey categories of outcomes such as employed and unemployed.

As leavers report separately what they are doing in relation to employment and further study, it is possibleto be involved in either employment only, further study only or employment and further study. Thereforewhere the terms employment and further study are used, it is important to note that:

• employment includes those in employment only, and those in both employment and further study• further study includes those in further study only, and those in both employment and further study.

Matrix of Standard Categories for Publication from DLHE

Employment Circumstances Full-time study(1)

Part-time study(2)

Not in study (3)

Employed full-time (01) D D AEmployed part-time (02) D D BSelf-employed/Freelance (03) D D AVoluntary work/ other unpaid work (15) D D CPermanently unable to work/ retired (16) G G GTemporarily sick or unable to work/ lookingafter the home or family (17)

E1 E2 G

Taking time out in order to travel (10) G G GDue to start a job within the next month (11) E1 F FUnemployed and looking for employment,further study or training (12)

E1 F F

Not employed but NOT looking foremployment, further study or training (13)

E1 E2 O

Something else (14) E1 E2 OQuestion not answered (XX) X X X

Publication Categories

Full-time paid work only (including self-employed) APart-time paid work only B


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Voluntary/Unpaid work only CWork and further study DFull-time further study only E1Part-time further study only E2Assumed to be unemployed FNot available for employment GOther OExplicit refusal X

Note that these categories differ slightly from the HESA standard publication categories by splitting full-time and part-time further study only. Part-time further study combined with unemployed and looking foremployment further study or training or combined with due to start a job in the next month remain in'Assumed to be unemployed'

Item 13UK domiciled full-time, first degree graduates entering employment (including those working andstudying) by SOC 2000 group as defined in Elias & Purcell’s report ‘SOC (HE) A Classification ofoccupations for studying the graduate labour market’ (Graduate, non-graduate, unknown) byGuardian subject grouping 2004/05.

Entering employment comprises categories A to D of Activity as defined above. This is irrespective ofwhether a student is studying as well as working.See “Annex 2 - Classification of positive destination SOC types” for SOC2000 groupings.

Filters:Destinations of Leavers from HE target populationExcluding explicit refusalsMode of study for DLHE: Full-timeLevel of qualification obtained: First degreeDomicile of student (DOMICILE) is a valid UK country code:

2826 UNITED KINGDOM UNKNOWN3826 CHANNEL ISLANDS4826 ISLE OF MAN5826 ENGLAND6826 WALES7826 SCOTLAND8826 NORTHERN IRELAND

Item 14

Student Staff Ratios by cost centre 2005/06

Student numbers - numerator

The student numbers used in the SSR are FTEs. These are calculated as follows:

1. Population filter:This is the HESA Session HE and FE populations (see population definitions at end of document).

2. Calculated as:3. Sum of (Student FTE (STULOAD)/100) by cost centre. These data draw upon the cost centre/

proportion fields (fields 100 to 147) in the HESA Student Record.4. These are calculated for all students EXCEPT those who are recorded as being on industrial

placement for the whole year (field 71 ‘Location of Study’, code D) and those who are recorded ason franchised courses (field 161 ‘Collaboration/franchising’, codes 2 & 3).

5. The FTEs of students who are recorded as being on industrial placement for the whole year (field71 ‘Location of study’, code D) are reduced by half, as are students on partly-franchisedprogrammes (field 161 ‘Collaboration/franchising’ code 2).

6. These elements of FTEs are then summed to obtain total figures for each institution and costcentre.


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Staff numbers - denominator

The staff numbers used in the SSR are also FTEs. They are calculated as follows:

1. Non-atypical staff FTE:Filters:Data is based on the HESA Staff Contracts Session PopulationAcademic staffAcademic employment function is teaching or teaching and research

2. Atypical staff FTE:Filters:Data is based on the HESA Staff Contracts Session PopulationAcademic staff

The non-atypical and atypical staff FTEs are then summed to give a total staff FTE. Note that sinceacademic employment function is not collected for atypical staff it is assumed that all academic atypicalstaff have some teaching function.

Note: SSRs have been suppressed in cases where the total student FTE (numerator) was 7 or less OR wherethe total staff FTE (denominator) was 2 or less.

Item 15Total expenditure by cost centre (academic departments only) and type of expenditure

Drawn from the HESA Finance Record 2005/06, table 6.

Item 16Expenditure on Academic Services by type of expenditure

Drawn from the HESA Finance Record 2005/06, table 6.

Item 17Two measures of ‘value-added’ (as defined by The Guardian) by Guardian subject group 2005/06

Item 17a Method 1This is essentially an updated version of the value-added methodology last used by The Guardian in 2003

Stage 1 Identify population asQualifications obtained populationFirst degree qualifiers onlyClassified degrees only (exclude unclassified degrees)Include only entry qualifications that attract value-added scores: field 21 Highest qualification onentry codes 29, 39, 40, 41, 43, 44, 45, 48, 55, 56, 92, 93, 98

Stage 2 Assign an entry band to each student in above population thus:Field 21 Highest qualification on entry codes 39 and 40:

Tariff point score 001 to 179 assign to band ATariff point score 180 to 239 assign to band BTariff point score 240 to 299 or unknown assign to band CTariff point score 300 to 419 assign to band DTariff point score 420+ assign to band E

All other qualification on entry codes in above restriction list are assigned to band A

Stage 3 Each student who achieved a 1st or 2:1 classification is awarded points as follows:Band A – 10 pointsBand B – 8 pointsBand C – 6 pointsBand D – 4 pointsBand E – 2 points

Students obtaining any other classification of first degree are given a zero score.


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Stage 4 For each HE institution and Guardian subject group the total value-added score is calculated as thesum of score multiplied by the full-person equivalence for each student divided by the total number of full-person equivalents.

Item 17b Method 2This is a new methodology which will be reviewed in light of the data it generates by The Guardian.

Stage 1 Identify population asQualifications obtained populationFirst degree qualifiers onlyClassified degrees only (exclude unclassified degrees)Include ALL entry qualifications

Stage 2 Assign an entry band to each student using the following table:

Entryband

Grouping for Use inCalculations Highest qualification on entry

01 Higher degree of UK institution (01) Higher degree of UK institution

02 Postgraduate Qualifications (02) Postgraduate diploma or certificate, excluding PGCE

(03) PGCE with QTS/GTC Registration

(04) PGCE without QTS/GTC Registration

(05) Postgraduate equivalent qualification not elsewhere specified

03 First degree of UK institution (11) First degree of UK institution

04Degree equivalent (EU, OS, orwith QTS) (10) Undergraduate qualifications with QTS

(12) Graduate of EU institution

(13) Graduate of other overseas institution

(16) Graduate equivalent qualification not elsewhere specified

05 GNVQ levels 4&5 (14) GNVQ/GSVQ level 5

(15) NVQ/SVQ level 5

(26) GNVQ/GSVQ level 4

(27) NVQ/SVQ level 4

06 HE Credits (21) O.U. credit(s)

(22) Other credits from UK HE institution

07 CertEd or DipED(23) Certificate or diploma of education (i.e. non-graduate initial teacher trainingqualification)

08 HNC or HND (24) HNC or HND (including BTEC and SCOTVEC equivalents)

09 Dip HE. (25) Dip HE.

10Other HE qualification of lessthan degree standard (30) Other HE qualification of less than degree standard

11 ONC or OND (41) ONC or OND (including BTEC and SCOTVEC equivalents)

12 Foundation Degree (31) Foundation Degree

13 Foundation course at HE level (29) Foundation course at HE level

14 Foundation course at FE level (43) Foundation course at FE level

15 Access Course (44) Access course (QAA recognised)

(45) Access course (not QAA recognised)

(48) ACCESS course (Code only available if COMDATE before 01/08/2002).

16 Baccalaureate (47) Baccalaureate

17Other non-advancedqualification (56) Other non-advanced qualification

18GCSE/'O' level qualificationsonly (55) GCSE/'O' level qualifications only; SCE 'O' grades and Standard grades


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19 Professional qualifications. (28) Professional qualifications.

20Mature Students (admitted onprior experience)

(93) Mature student admitted on basis of previous experience (without formalAPEL/APL) and/or institution's own entrance examinations

21Other non-UK qualification,level not known (97) Other non-UK qualification, level not known

22 Not Known, None or APL (92) Accreditation of Prior (Experiential) Learning (APEL/APL)

(98) Student has no formal qualification

(99) Not known

See Tariff Score banding (39) 'A' level equivalent qualification not elsewhere specified

(40) Any combinations of GCE 'A'/SCE 'Higher' and GNVQ/GSVQ or NVQ/SVQat level 3

Tariff score banding for qualent2 codes 39 and 40:

TOTALTS Entry band

001 to 039 23040 to 059 24060 to 079 25080 to 099 26100 to 119 28120 to 139 28140 to 159 29160 to 179 30180 to 199 31200 to 219 32220 to 239 33240 to 259 34260 to 279 35280 to 299 36300 to 319 37320 to 339 38340 to 359 39360 to 379 40380 to 399 41400 to 419 42420 to 439 43440 to 459 44460 to 479 45480 to 499 46500 to 539 47540+ 48Unknown 59

Stage 3 For the entire HE sector calculate a ‘probability index’ which is a list of percentage of 1st and 2:1degrees obtained for each of the entry qualification bands. This percentage is the probability of obtaining a1st or 2:1.

Stage 4 For each student in the stage 1 population:If the student obtained a 1st or 2:1 classification of first degree then lookup their entry band in the

probability index and return a score of 1/probability of obtaining a 1st or 2:1.

Stage 5 For each HE institution and Guardian subject group the total value-added score is calculated as thesum of score multiplied by the full-person equivalence for each student divided by the total number of full-person equivalents.


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Item 18 Spend per student by cost centre 2005/06

This item is for illustrative purposes only so that colleagues within HEIs may look at the correspondencebetween the expenditure and student FTE data by cost centre. Please note the spend per studentcalculated and used by The Guardian will also include an apportioned element of expenditure onacademic services for each HEI.

This item is calculated as total expenditure minus academic staff costs (from item 15), divided by totalstudent FTE (from item 2b).


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Standard definitions

Student Data Populations

The HESA standard registration population has been derived from the HESA Student Record andensures that similar activity is counted in a similar way irrespective of when it occurs. The population splitsthe student experience into ‘years of programme of study’; the first year of which is deemed to start on thecommencement date of the programme with second, and subsequent years, starting on, or near, theanniversary of that date. Registrations are counted once for each ‘year of programme of study’. Shortcourse registrations are counted in the standard registration population regardless of whether they are activeon 1 December of the reporting period. However students who leave within two weeks of their start date, oranniversary of their start date, and are on a course of more than two weeks duration, are not included in thestandard registration population. Dormant students, incoming visiting and exchange students from overseasand students studying for the whole of their programme of study outside of the UK are also excluded fromthis population.

The HESA session HE population has been derived from the HESA Student Record. It includes all highereducation enrolments active at any point in the academic year 1 August 2005 to 31 July 2006 except:

• dormant students (those who have ceased studying but have not formally de-registered)• incoming visiting and exchange students• students studying for the whole of their programme of study outside of the UK.

Incoming visiting and exchange students are excluded from the session population in order to avoid anelement of double-counting with both outgoing and incoming students being included.

The HESA qualifications obtained population is a count of student enrolments associated with the awardof an HE qualification (excluding HE institutional credits) during the period 1 August 2005 to 31 July 2006inclusive. This population includes qualifications obtained during the 2005/06 reporting year, which werereturned to HESA by 31 October 2006.

The qualifications obtained population excludes qualifications awarded to incoming visiting and exchangestudents. This population includes awards from dormant status. The HESA Destinations of Leavers from Higher Education (DLHE) target population contains allUnited Kingdom (UK) and European Union (EU) domiciled students reported to HESA for the reportingperiod 1 August 2004 to 31 July 2005 as obtaining relevant qualifications and whose study was full-time orpart-time (including sandwich students and those writing up theses). The coverage differs from thepopulation used in previous years for the First Destination Supplement (FDS) in a number of ways.Notably, those who obtained any of the relevant qualifications following part-time study are now included,together with those obtaining postgraduate diplomas and certificates (full-time or part-time).

Relevant qualifications for inclusion in the DLHE return are postgraduate degrees, postgraduate diplomasand certificates, Postgraduate Certificates in Education (PGCE), first degrees (excludes intercalateddegrees), Diplomas of Higher Education (DipHE), Certificates of Higher Education (CertHE), foundationdegrees, Higher National Diplomas (HND) or Higher National Certificates (HNC). The population for theDLHE return does not necessarily represent the full cohort graduating during the reporting period:examples of those excluded are professional qualifications (e.g. associate membership or membership of abody such as the Institute of Bankers) and undergraduate diplomas and certificates (other than foundationdegrees, HND, DipHE, HNC and CertHE).

Full-time equivalent

Student full-time equivalent (FTE) data represents the institutions assessment of the full-time equivalenceof the student during the reporting year 1 August 2005 to 31 July 2006. FTE data is based on the HESAsession population.

Further Education

Further education (FE) students are those students on programmes of study for which the level ofinstruction is equal to or below that of level 3 of the National Qualifications Framework, i.e. courses


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leading to the Advanced Level of the General Certificate of Education (GCE A-levels), the AdvancedLevel of the Vocational Certificate of Education (VCE A-levels) or the Advanced Higher Grade andHigher Grade of the Scottish Qualifications Authority (SQA Advanced Highers/Highers). This includesstudents studying non-accredited and non-approved HE qualifications.

Domicile

Domicile data is supplied to HESA in the form of postcodes (UK domiciled students) or country codes.Postcodes are mapped to counties, unitary authorities and UK nations using the National Statistics AllFields Postcode Directory. Countries are mapped to geographical regions following consultation with theDepartment for Education and Skills. Where no data is supplied about the student's domicile, fee eligibilityis used to determine whether domicile is European Union, including the UK, or not.

UK domiciled students are those whose normal residence is in the UK, including the Channel Islands andIsle of Man.

Of those students who are not UK domiciled, other EU students are those whose normal residence is incountries which were European Union (EU) members as at 1 December of the reporting period.Non-EU students are those whose normal residence prior to commencing their programme of study wasoutside the EU.

Level and mode of studyData split by level of study and mode of study are defined thus:

Level of studyPostgraduate QUALAIM codes 02, 04, 06, 14

03, 05, 07, 08, 10, 12, 13, 62, 98First Degree QUALAIM codes 18, 20, 21, 22, 23, 24

Other Undergraduate QUALAIM codes 15, 25, 26, 27, 28, 29, 30, 32, 33, 41, 42,43, 44, 45, 51, 52, 61, 97

Mode of studyFull-time MODE codes 01, 12, 52 and 53, 02(greater than or equal to

24 weeks), 13(greater than or equal to 24 weeks), 23, 24,25(greater than or equal to 24 weeks)

Part-time MODE codes 14, 31, 32, 33, 34, 35, 36, 37, 38, 39,02(less than 24 weeks), 13(less than 24 weeks), 25(less than24 weeks), 41, 42, 43, 44, 51

Mode of study (for DLHE data)

Full-time includes full-time and sandwich study, plus those writing up theses following full-time study.

First Year StudentsFirst year students are based on the HESA standard registration population who commenced theirprogramme of study in the reporting period relevant to the data collection year (in this case 2005/06).

Age Age is as at 31 August 2005. Classification of first degreesThe classification of an undergraduate degree indicates the qualification class that the student obtained.Certain qualifications obtained at first degree level are not subject to classification of award, notablymedical and general degrees. These, together with ordinary degrees, have been included within theunclassified category. Third class honours, fourth class honours and the pass category have beenaggregated. Lower second and undivided second class honours have been aggregated.

Subject Areas


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In 2002/03 a new subject classification was introduced called the Joint Academic Coding System (JACS).This subject classification looks similar to that previously published but has been devised in a differentway. Therefore subject data is not comparable to that previously published.

Additionally, from 2002/03, a new procedure of apportionment has been introduced. Under apportionment,each headcount is, where necessary, divided in a way that in broad-brush terms reflects the pattern of a splitprogramme. This is analogous to the use of FTE calculations, but should not be confused with them, sincethe splits used for apportionment are conventional rather than data-based.

For split programmes not involving an initial teacher training (ITT) component, the apportionmentalgorithm is as follows:

• 50%:50% for a balanced two-way split;• 66.667%:33.333% for a major/minor two-way split;• 33.333%:33.333%:33.333% for a balanced three-way split.

ITT students at undergraduate level who also have a specialism subject recorded (typically, secondary ITTstudents) are apportioned 50% to the ‘Education’ subject area and the remaining 50% is further apportionedaccording to the algorithm for non-ITT students. Where no subject other than education is recorded, orwhere the student is on a PGCE course, apportionment is 100% to the ‘Education’ subject area.

The 19 broad subject areas have been retained. Further details have been outlined in the HESA StudentCircular 02/03 'Subject Areas and Related Issues'. Principal SubjectsThe 19 broad subject areas are disaggregated into 159 Principal Subjects. Similarly to above, thefollowing rules are used to determine the principal subject:

For split programmes not involving an initial teacher training (ITT) component, the apportionmentalgorithm is as follows:

• 50%:50% for a balanced two-way split;• 66.667%:33.333% for a major/minor two-way split;• 33.333%:33.333%:33.333% for a balanced three-way split.

ITT students at undergraduate level who also have a specialism subject recorded (typically,secondary ITT students) are apportioned 50% to the ‘Education’ subject area and the remaining50% is further apportioned according to the algorithm for non-ITT students. Where no subject otherthan education is recorded, or where the student is on a PGCE course, apportionment is 100% to the‘Education’ subject area.

Staff Data 2005/06Coverage

The staff record provides data in respect of the characteristics of members of all academic and non-academic staff employed under a contract of employment by a HEI in the UK. Academic staff are definedas academic professionals who are responsible for planning, directing and undertaking academic teachingand research within HE institutions. They also include vice-chancellors, medical practitioners, dentists,veterinarians and other health care professionals who undertake lecturing or research activities. Non-academic staff are defined as those that do not have an academic employment function such as managers,non-academic professionals, student welfare workers, secretaries, caretakers and cleaners. Staff employedunder consultancy contracts, or on the basis of payment of fees for services, without a contract ofemployment, are not included in the record.

The record is collected in two sections; the person table and the contract table. The person table containsone record for every person employed by an institution during the reporting period and contains attributesof the individual such as birth date, gender and ethnicity. Each person's employment with an institutionwill be governed by a legally-binding contract and each contract that exists is recorded on the contracttable. If a person has a single contract with the institution there will be one record on the person table and


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one record on the contract table. If a person has three contracts with an institution there will be one recordon the person table and three records on the contract table.

The HESA staff contract population is an indicator of those contracts that are active on 1 Decemberwithin the reporting period. Atypical staff contracts, i.e. those whose working arrangements are notpermanent, involve complex employment relationships and/or involve work away from the supervision ofthe normal work provider, are not counted in this population. Other staff with a default (or unknown)contract start date, a default (or unknown) contract end date and a contract FTE of zero are also not countedin this population.

The HESA staff contract session population is an indicator of those contracts that were active during thereporting period. Atypical staff contracts are also counted in this population.

Full-person equivalent (FPE)

Individuals can hold more than one contract with an institution and each contract may involve more thanone different activity. In published analyses staff counts have been divided amongst their activities inproportion to the declared FTE for each activity. This results in counts of Full Person Equivalents (FPE).Staff FPE counts are calculated on the basis of contract activities that were active on 1st December of thereporting period (using the HESA staff contract population).

The HESA staff contract session population is an indicator of those contracts that are active during thereporting period 1 August 2005 to 31 July 2006. Atypical staff contracts are also counted in thispopulation.

Full-time equivalent (FTE)

Full-time equivalent (FTE) is that recorded in the contract and measures the equivalence to full-time overthe course of the reporting period 1 August to 31 July. The FTE is therefore counted using a population ofstaff who were active during the reporting period, not just on a given snapshot date (i.e. the HESA staffcontract session population).

SOC – Occupational coding for higher education staff

The Standard Occupational Classification (SOC) provides a national standard for categorising occupationalinformation. SOC forms the basis of occupational classification in a variety of national surveys that collectstatistical information such as the Labour Force Survey and New Earnings Survey. The utilisation of SOCfor classifying occupations within the Higher Education (HE) sector therefore both allows for theheterogeneity of occupations that exist and enables comparisons to be made with other sectors of theeconomy and from a variety of data sources.

However, some difficulties emerge in the direct application of SOC for occupational coding within the HEsector. At the most aggregate level, SOC distinguishes nine broad categories termed Major Groups. Thetitles associated with these Major Groups, which by necessity have to be general in their nature toencompass all occupations, do not provide an intuitive method of classifying the occupations within HE.Additionally, the coding manuals of the Standard Occupational Classification contain information on manyoccupations and job titles that are not relevant to the HE sector.

The classification of occupations within higher education has therefore necessitated the development of avariant of the national standard that is relevant for the HE sector. This enables the classification of job titlesfound within the HE sector to fall into one of 13 broad occupational categories:

1 Managers2A Academic professionals2B Non-academic professionals3A Laboratory, engineering, building, it and medical technicians (including nurses)3B Student welfare workers; careers advisers; vocational training instructors; personnel and planningofficers3C Artistic, media, public relations, marketing and sports instruction occupations4A Library assistants, clerks and general administrative assistants


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4B Secretaries, typists, receptionists and telephonists5 Chefs, gardeners, electrical and construction trades, mechanical fitters and printers6 Caretakers, residential wardens, sports and leisure attendants, nursery nurses and care occupations7 Retail and customer service occupations8 Drivers, maintenance supervisors and plant operatives9 Cleaners, catering assistants, security officers, porters and maintenance workers

Academic staff are defined as academic professionals who are responsible for planning, directing andundertaking academic teaching and research within HE institutions. They also include vice-chancellors,medical practitioners, dentists, veterinarians and other health care professionals who undertake lecturing orresearch activities. All academic staff fall into group 2A of the SOC classification, regardless of theirdiscipline (e.g. science, engineering, social sciences, humanities, languages).

Finance data definitions 2005/06Reference datesFinancial data relates to the institutions’ financial year, i.e. 1 August 2005 to 31 July 2006.

Categories of expenditure

Staff costs

Staff costs cover all, and only, those full-time and part-time staff holding contracts of employment with theinstitution, and includes any redundancy or restructuring payments made to these staff.

Academic staff costs includes costs in respect of academic staff, defined as staff whose primary function isteaching and/or research, paid from within the budgets of academic departments and allocated to theappropriate cost centre.

Other staff costs includes costs in respect of all other staff paid from within the budgets of academicdepartments and allocated to the appropriate cost centre.

Other operating costs

Other operating expenses includes costs in respect of payments to non-contracted staff or individuals, allother non-staff costs incurred, except for depreciation and interest payable. Equipment that has not beendepreciated, expenditure on maintenance contracts and telephone costs (calls, rental and non-capitalisedequipment) if not charged to departments, are also included in this category.

Depreciation includes depreciation costs on equipment capitalised according to where the assets beingdepreciated are located.

Interest payable includes costs in respect of interest payable on premises, residences and cateringoperations and other expenditure.

Expenditure activities

Academic departmental cost centres

This includes all expenditure directly incurred by or on behalf of academic departments (includingdepartments of continuing education) and expenditure incurred in connection with special and shortcourses, which is not reimbursable by research councils or other bodies in respect of work carried out ontheir behalf.

Please note that the list of cost centres has been simplified from last year, achieved by merging or removingexisting cost centres.


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01 Clinical medicine02 Clinical dentistry03 Veterinary science04 Anatomy & physiology05 Nursing & paramedical studies06 Health & community studies07 Psychology & behavioural sciences08 Pharmacy & pharmacology10 Biosciences11 Chemistry12 Physics13 Agriculture & forestry14 Earth, marine & environmental sciences16 General engineering17 Chemical engineering18 Mineral, metallurgy & materials engineering19 Civil engineering20 Electrical, electronic & computer engineering21 Mechanical, aero & production engineering23 Architecture, built environment & planning24 Mathematics25 IT & systems sciences & computer software engineering26 Catering & hospitality management27 Business & management studies28 Geography29 Social studies30 Media studies31 Humanities & language based studies33 Design & creative arts34 Education35 Modern languages37 Archaeology38 Sports science & leisure studies41 Continuing education.

Academic services

This includes expenditure incurred on centralised academic services such as the library and learningresource centres, central computers and computer networks (including maintenance and operating costs),expenditure on centrally run museums, galleries and observatories, and any other general academic servicesnot covered elsewhere.


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Annex 1Default mapping of subjects of study (JACS codes) to specified subject groups

The mapping from HESA principal subjects to these groups is as follows (note that student numbers havebeen apportioned across combination subjects before mapping onto Guardian subject groupings):

Note also that where HEIs have informed the Guardian of changes to the default mapping via The Guardiansubject consultation, such modifications have been applied to the data.

Guardian subject group JACS principal subject(A1) Pre-clinical medicine1 Medicine

(A3) Clinical medicine

(A2) Pre-clinical dentistry2 Dentistry (A4) Clinical dentistry

(D1) Pre-clinical veterinary medicine3 Veterinary Science (D2) Clinical veterinary medicine & dentistry

(B1) Anatomy, physiology & pathology(B5) Ophthalmics

4 Anatomy and Physiology (B6) Aural & oral sciences

(B7) Nursing(B8) Medical technology

5 Nursing and ParamedicalStudies

(B9) Others in subjects allied to medicine

6 Health and CommunityStudies (L5) Social work

7 Psychology (C8) Psychology8 Pharmacy &Pharmacology (B2) Pharmacology, toxicology & pharmacy

(C0) Broadly-based programmes within biological sciences(B4) Nutrition(C1) Biology(C2) Botany(C3) Zoology(C4) Genetics(C5) Microbiology(C7) Molecular biology, biophysics & biochemistry

9 Biosciences

(C9) Others in biological sciences10 Chemistry (F1) Chemistry

(F3) Physics11 Physics

(F5) Astronomy

(D0) Broadly-based programmes within agriculture & related subjects(D4) Agriculture(D5) Forestry(D6) Food & beverage studies(D7) Agricultural sciences

12 Agriculture andForestry (D9) Others in veterinary sciences, agriculture & related subjects13 Earth and MarineSciences

(F6) Geology


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Sciences

(F7) Ocean sciences

(H1) General engineering14 General Engineering (H9) Others in engineering15 Chemical Engineering (H8) Chemical, process & energy engineering

(F2) Materials science

(J1) Minerals technology(J2) Metallurgy(J3) Ceramics & glasses(J4) Polymers & textiles

16 Mineral, Metallurgy andMaterials Engineering (J5) Materials technology not otherwise specified17 Civil Engineering (H2) Civil engineering18 Electrical, Electronicand Computer Engineering (H6) Electronic & electrical engineering

(H3) Mechanical engineering

(H4) Aerospace engineering(H5) Naval architecture(H7) Production & manufacturing engineering

19 Mechanical, Aero andProduction Engineering (J6) Maritime technology

(G0) Broadly-based programmes within mathematical sciences(G1) Mathematics(G2) Operational research(G3) Statistics(G9) Others in mathematical & computing sciences

20 Mathematics (G91) Others in mathematical sciences

(G4) Computer science

(G5) Information systems(G6) Software engineering(G7) Artificial intelligence

21 Information Technologyand Systems Sciences (G92) Others in computing sciences

(N0) Broadly-based programmes within business & administrative studies(N1) Business studies(N2) Management studies(N3) Finance(N4) Accounting(N5) Marketing(N6) Human resource management

22 Business andManagement Studies (N9) Others in business & administrative studies23 Tourism, Transport andtravel (N8) Tourism, transport & travel

(F8) Physical & terrestrial geographical & environmental sciences24 Geography &environmental sciences

(L7) Human & social geography

25 Social Policy andAdministration (L4) Social policy

26 Anthropology (L6) Anthropology


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(P0) Broadly-based programmes within mass communications anddocumentation(P1) Information services(P2) Publicity studies(P3) Media studies(P4) Publishing(P5) Journalism

27 Librarianship,Communication and MediaStudies (P9) Others in mass communications & documentation

(X0) Broadly-based programmes within education(X1) Training teachers(X3) Academic studies in education

28 Education

(X9) Others in education

(R1) French studies

(R2) German studies(R4) Spanish studies(R3) Italian studies(R5) Portuguese studies(T4) Other Asian studies(R6) Scandinavian studies(R7) Russian & East European studies(R9) Others in European languages, literature & related subjects(T1) Chinese studies(T2) Japanese studies(T3) South Asian studies(T5) African studies(T8) Australasian studies(T6) Modern Middle Eastern studies(T9) Others in Eastern, Asiatic, African, American & Australasianlanguages, literature & related subjects(Q0) Broadly-based programmes within languages

29 Modern Languages

(Q1) Linguistics(F4) Forensic & archaeological science31 Archaeology

(V4) Archaeology

(M0) Broadly-based programmes within law(M1) Law by area(M2) Law by topic

32 Law (M9) Others in law33 Sociology (L3) Sociology34 Politics (L2) Politics35 Economics (L1) Economics36 English (Q3) English studies

(W0) Broadly-based programmes within creative arts & design(W1) Fine art(W2) Design studies(W7) Crafts

37 Art & design

(W9) Others in creative arts & design38 Music (W3) Music

(W4) Drama39 Drama & Cinematics (W5) Dance


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(W6) Cinematics & photography40 Architecture (K1) Architecture

41 Philosophy (V5) Philosophy(Q6) Latin studies(Q7) Classical Greek studies

42 Classics (Q8) Classical studies43 Theology & ReligiousStudies (V6) Theology & religious studies

44 American studies (T7) American studies(V1) History by period(V2) History by area

45 History (V3) History by topic46 Sports science (C6) Sports science

(K4) Planning (urban, rural & regional)

(K2) Building(K3) Landscape design(K9) Others in architecture, building & planning

47 Building, town &country planning

(K0) Broadly-based programmes within architecture, building & planning(A0) Broadly-based programmes within medicine & dentistry(A9) Others in medicine & dentistry(B0) Broadly-based programmes within subjects allied to medicine(B3) Complementary medicine(D3) Animal science(F0) Broadly-based programmes within physical sciences(F9) Others in physical sciences(H0) Broadly-based programmes within engineering & technology(J7) Industrial biotechnology(J9) Others in technology(L0) Broadly-based programmes within social studies(L9) Others in social studies(N7) Office skills(Q2) Comparative literary studies(Q4) Ancient language studies(Q5) Celtic studies(Q9) Others in linguistics, classics & related subjects(V0) Broadly-based programmes within historical and philosophicalstudies(V9) Others in historical & philosophical studies(W8) Imaginative writing(X2) Research & study skills in education

Other subjects

(Y0) Combined

Annex 2Classification of positive destination SOC types

Defined using four character SOC 2000 code groups


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Graduate:('2216','2212','2314','2113','2311','2214','2322','2432','2112','2444','2411','2329','2213','2321','1182','2211','2111','2215','2431','1137','3551','2451','2313','2423','2312','2315','3215','3223','2125','2452','1114','2419','1212','1113','3431','3412','2316','3432','3411','2126','2319','1134','2121','3229','2131','3564','1181','1112','2132','2442','3416','1184','1136','1111','3221','3214','3222','3552','3433','2434','3568','2124','2443','3543','2422','3415','2433','2129','1171','1135','3539','1222','1123','3422','2122','3512','2421','3561','1131','3414','3232','3121','3567','2127','3111','3449','1235','1132','2317','1141','2441','3535','5414','1172','3212','3565','4114','1231','3562','2128','3421','3534','2123','3231','3566','1133','3520','4137','3123','3537','3563','3413','3115','3132','3532','1225','4111','1151','1183','3319','3541','3114','3119','1121','1185','1142','1122','3442','3434','3536','3544','1173','1152','3542','1239','3533','3531','3218','5245','3211','3312','1221','1226','1162','1163','3113','1224','1211')

Non-graduate:('4215','8138','4135','3131','3511','6219','3122','3216','4136','4131','3443','6214','6212','4112','4122','1174','5112','7211','5499','4213','4113','4150','5496','9259','7129','4214','6124','9249','5411','6211','7212','5242','5244','9226','1219','4132','7113','3441','4123','9224','6215','4142','1161','9225','4134','5494','1234','6123','6114','9112','4212','9221','4217','1223','4141','4216','9229','3112','4211','3313','5419','7121','7125','7112','4133','5249','4121','6291','5433','7111','5111','5421','8218','7123','6139','9241','3213','6213','8133','9219','9251','5491','8143','5119','6131','6115','9133','6111','6112','9111','5492','6231','7124','6122','5113','8139','9119','8119','6232','8124','8114','3314','9121','5495','9211','5319','5311','9223','5432','3513','8215','9141','8149','5224','9139','6222','9132','9222','5241','3311','7122','5434','5412','8214','5422','9149','9234','8219','8111','5413','9233','8131','8136','8212','5423','1232','6121','5315','5223','5216','5316','9134','3217','8216','8141','8123','8129','8137','5243','5231','5323','8125','9244','5431','5312','8222','6221','6113','5314','5213','5321','9129','8213','5322','8132','8211','5221','1233','3514','5211','5212','5214','5215','5222','5232','5233','5234','5313','5424','5493','6292','8112','8113','8115','8116','8117','8118','8121','8122','8126','8134','8135','8142','8217','8221','8223','8229','9131','9231','9232','9235','9239','9242','9243','9245')

Documents

The data - where it comes from and what it meansimage.guardian.co.uk/sys-files/Education/documents/2007/04/27/tabledata.pdfThe data - where it comes from and what it means Notes 1