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Supply-side: V3 Implementation

Please note, version 3 pages are still available for your reference, but we have disabled links to avoid confusion: please refer to the Data Futures Resources page for project documents for your consideration.

The concept of segments as shown below was presented below as a way of understanding the new collection schedule, but this concept has not been carried forward to the detailed design phase or implementation and transition.

This page refers to collection specifications at the most detailed level. By working with the current collection mandate, we have created an implementation Collection Design logical model split into individual segments with a data dictionary for every field in those segments. In addition there is further detail within  physical mapping of these fields by segment.

As part of this process the current individual collections for Student, Alternative Provider (AP) student and Initial Teacher Training (ITT) have been folded into this design and independently verified. This was done by working through implementation issues and documenting solutions using both HESA and sector expertise.

The key output from that process is the translation mapping spreadsheet which at a high level covers:

  1. Whether the data would be collected under the initial Data Futures collection specification or not. 
  2. If collected, in which segment.
  3. How it is mapped to the current collections
  4. Any notes and issues identified at this stage, and an indication of the implementation method where possible

Where no particular implementation method is specified, it has been assumed that the Data Landscape Steering Group (DLSG) Data Dictionary (as defined by the Higher Education Data and Information Improvement Programme [HEDIIP] Data Language project) is canonical. 

Translation mapping has now been updated to Collection Mapping and is available in Data Futures Resources

This spreadsheet provides a translation from the logical model to the data dictionary and the current collection specifications for Student, ITT and AP.

Five tabs define these translations:

  1. Collection Specification Model v3.0 is the summary. It lists all the logical entities by segment and maps them to the data dictionary definition and the three individual collections covered by collection design. Where there is no direct mapping N/A designates this.
  2. Data Dictionary reverses the mapping first listing all data dictionary references back to the logical model again split by segment. Where there is a difference in the name, this is designated by the field filled in blue.
  3. Student takes the current C16051 specification and maps this through to the logical model where there is a match and adds a description plus  additional information where available.
  4. ITT takes the current C16053 specification and maps this through to the logical model where there is a match and adds a description plus  additional information where available.
  5. AP takes the current C16054 specification and maps this through to the logical model where there is a match and adds a description plus  additional information where available.

We expect this material to be useful to:

  • Better understand how the current collection will be transformed into in-year segments
  • Flag up any issues with mapping for your institution
  • Aid planning of migration activities
  • Answer existing questions or create new enquiries for the data futures team to respond to

It needs to be stressed this material should not trigger activity to begin mapping current collection fields to the proposed in-year collection. Obviously this material will change as the collection year increments, and any mapping activity should form part of a wider plan around migration.

Derived Fields

A key deliverable for version 3 of the collection design was the addition of derived fields. The approach taken has mapped current derivations by segment to give confidence that in-year collection has the same coverage. In addition, a number of proposed derivations such as ‘Major sources of tuitions fees’ are included.

Visit the derived fields page to find out more.