A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | |
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1 | Question | Actions possible | Data sources | Event/origin of Q | Possible reporting split | ||||||||||||||||||
2 | What is the academic quality of students | UCAS applicant/and acceptance data | HESPA Exec | Entry tariff | |||||||||||||||||||
3 | What are the emerging trends from level 3 | National pupil database | Hespa Exec | Trends 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 data | HESPA Exec | Student demand number of apps and accepts + the ratio | ||||||||||||||||||
5 | what's going on in the external environment? | UCAS/ONS | HESPA Exec | % partcipation rates by Region | |||||||||||||||||||
6 | Are our students successful? | Are there tailored interventions around particular cohorts of students | HESA student record | HESPA Exec | Academic Progression First Degree | ||||||||||||||||||
7 | Who are we? | Is there any in balances in the portfolio | HESA student record | HESPA Exec | Student Population | ||||||||||||||||||
8 | HESA student record | HESPA Exec | % transferring in/out | ||||||||||||||||||||
9 | How effective is the student experience | are there any anomalies | HESA student record | HESPA Exec | Value added (entry quals versus good honours or employment | ||||||||||||||||||
10 | Are our students successful? | are there any anomalies | HESA student record | HESPA Exec | Good honours | ||||||||||||||||||
11 | do our graduates gain employment | HESA DHLE + student | HESPA Exec | Graduate Employability + further study | |||||||||||||||||||
12 | do our graduates gain employment | SLC | HESPA Exec | Long term employment prospects 10+ years | |||||||||||||||||||
13 | do our graduates gain employment | SLC/HMRC | HESPA Exec | Benchmarked salary data by region | |||||||||||||||||||
14 | HESPA Exec | Academic staff qualifications | |||||||||||||||||||||
15 | are we appropriately resourced | are there any anomalies | HESA staff + student | HESPA Exec | Student Staff Ratios | ||||||||||||||||||
16 | How effective is the student experience | NSS | HESPA Exec | Benchmarked 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 TBC | HESPA15 | |||||||||||||||||||
21 | What will the next version of the league tables look like? | HESPA15 | |||||||||||||||||||||
22 | How to contextualise an offer based on post-intake metrics | HESPA15 | |||||||||||||||||||||
23 | Identify critical factors in determining progression | Focus interventions - direct tutors | HESPA15 | ||||||||||||||||||||
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/recipients | Via website | |||||||||||||||||||
35 | Removal of student numbers cap: How should I refactor my course offering to respond? | Reshape curriculum to operate efficiently | Digifest15 | ||||||||||||||||||||
36 | Mashing up current data with historical to give trends and a national context, e.g. UCAS data (offers, enrolments, entry requirements, geographical). | UCAS data | Digifest15 | ||||||||||||||||||||
37 | Data to be able to predict trends in subjects and popularity of programmes and possible level of entry => competitive advantage | Digifest15 | |||||||||||||||||||||
38 | How do we measure student engagement early or somehow predict likelihood to engage? | Stop students leaving and allow better progression | Digifest15 | ||||||||||||||||||||
39 | Where should we compete? Success of programmes therefore success of students... | Digifest15 | |||||||||||||||||||||
40 | Display value for money indicators for students and parents | Digifest15 | |||||||||||||||||||||
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? | Demographics | Digifest15 | |||||||||||||||||||
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 journey | UCAS, 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, travel | To 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 | |||||||||||||||||||||
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