ABCDEFGHIJKLMNOPQRSTUVW
1
QuestionActions possibleData sourcesEvent/origin of QPossible reporting split
2
What is the academic quality of studentsUCAS applicant/and acceptance dataHESPA ExecEntry tariff
3
What are the emerging trends from level 3National pupil databaseHespa ExecTrends in level 3 A level subect achievement, schools, local authority etc
4
How are we competing?Is the marketing/product offering right?UCAS applicant/and acceptance dataHESPA ExecStudent demand number of apps and accepts + the ratio
5
what's going on in the external environment?UCAS/ONSHESPA Exec% partcipation rates by Region
6
Are our students successful?Are there tailored interventions around particular cohorts of studentsHESA student recordHESPA ExecAcademic Progression First Degree
7
Who are we?Is there any in balances in the portfolioHESA student recordHESPA ExecStudent Population
8
HESA student recordHESPA Exec% transferring in/out
9
How effective is the student experienceare there any anomaliesHESA student recordHESPA ExecValue added (entry quals versus good honours or employment
10
Are our students successful?are there any anomaliesHESA student recordHESPA ExecGood honours
11
do our graduates gain employmentHESA DHLE + studentHESPA ExecGraduate Employability + further study
12
do our graduates gain employmentSLCHESPA ExecLong term employment prospects 10+ years
13
do our graduates gain employmentSLC/HMRCHESPA ExecBenchmarked salary data by region
14
HESPA ExecAcademic staff qualifications
15
are we appropriately resourcedare there any anomaliesHESA staff + studentHESPA ExecStudent Staff Ratios
16
How effective is the student experienceNSSHESPA ExecBenchmarked NSS
17
How are students engaging with their courses?Target 'vulnerable' students to help them succeed. Use of systems, personal experiences, views/opinions.HESPA15
18
Competitor analysis, relationship between entry characteristics and subsequent student journey, etc.School attainment relative to national average.  To help identify bright young people from disadvantaged areas.Access through data warehouse (both via data visualisation tool and API) to much more comprehensive UCAS data.  Data quality issues would need addressing!HESPA15
19
How are graduates performing (role/salary) after 5/10 years?Analyse graduate career path/success.Data on graduate in addition to DLHE (6 months after graduation).HESPA15
20
Identify key demand trends (particularly emergent).Focus recruit activity - marketing - etc.Key external datasets TBCHESPA15
21
What will the next version of the league tables look like?HESPA15
22
How to contextualise an offer based on post-intake metricsHESPA15
23
Identify critical factors in determining progressionFocus interventions - direct tutorsHESPA15
24
Are we receiving return on investment for our spend on marketing?HESPA15
25
How significant is League Table position on applicant decision making?HESPA15
26
Data around applicant choice and destination - when not enrolled at your institution.HESPA15
27
Scheme level information that is up to date.HESPA15
28
Employability - what's impacting on it?HESPA15
29
Students who stay within a particular institution - progression - where did they come from in the beginning?- how did they get here? HESPA15
30
Decision making processes - what were they? Was it, for instance, the result of an opportunity in school related to the institution or particular marketing?Keen to explore this in order to plan ahead.HESPA15
31
Gaining a sectoral understanding of what sample biases there may be.HESPA15
32
Can it be supplemented by accessible guidance on how to interpret what is available, in order to make it useful?HESPA15
33
Non-money driving engagement agenda - quite challenging area - would be useful to have information around this.HESPA15
34
How can I find out other HEIs with high levels of learners with particular disabilities?Pool resources (eg accessible textbooks), pool expertise, compare assistive technologies DSA applicants/recipientsVia website
35
Removal of student numbers cap: How should I refactor my course offering to respond?Reshape curriculum to operate efficientlyDigifest15
36
Mashing up current data with historical to give trends and a national context, e.g. UCAS data (offers, enrolments, entry requirements, geographical).UCAS dataDigifest15
37
Data to be able to predict trends in subjects and popularity of programmes and possible level of entry => competitive advantageDigifest15
38
How do we measure student engagement early or somehow predict likelihood to engage?Stop students leaving and allow better progressionDigifest15
39
Where should we compete? Success of programmes therefore success of students...Digifest15
40
Display value for money indicators for students and parentsDigifest15
41
Enough work being done on privacy issues?Digifest15
42
Why aren't students showing up at the library?Spot students with problems and therefore detect retention issues. Digifest15
43
Why aren't students showing up at the library?If some students aren't visiting the library is it because the books aren't right?Digifest15
44
is there a gender bias in learning and library use?Digifest15
45
Impact of print versus e-resources use. Library. Impacts on long term career - retention?DemographicsDigifest15
46
End to end' join up of student data from pre-enrolment through to graduation and beyond (e.g. employment outcomes)To understand the characteristics of the student journeyUCAS, Hesa Student, Alumni, Employability outcomes, DELNI - the join up between these is key - to track learner progress across these.Digifest15
47
Benchmarking cost of student experience - e.g. Accommodation, food, travelTo allow institution to dispel myths re apparent high costs and/or to enable institutions to take measures to intervene if concerns are true.Student spending habits - estimates. Loads data. Retention/drop out rates. Campus revenue (e.g. cafes, bars, etc). Snapshot surveys.Digifest15
48
Is there a way of looking at learning patterns established by students in FE so that they can be matched when entering HE?Digifest15
49
Assessment and feedback scores - challenges - would like to know are these linked only to the technology involved - or is it about the quality of the assessment? How do you measure it?Digifest15
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100