Open data strategy
The benefits of open data to the higher education sector are clear – improving usability and strengthening evidence-based planning for positive results. And while we're using open data to innovate with new strategies and services, we're also strengthening the UK's reputation as a leading global HE player.
Our open data strategy
We're committed to publishing much of the information we hold as open data by 2021*. In fact, we've already made a start: in 2016 our Statistical First Releases and UK Performance Indicators were made open; and in 2017, most of the Higher Education in the UK 2015/16 publication is following suit. Our Open Data Strategy 2017-2021 (this version updated in July 2017 and published here since October 2017) – informed by a public consultation in the summer 2016 – sets out our plans to publish more.
Use the data - open data means you're free to copy, use, share and adapt it for any purpose. HESA open data is published under the Creative Commons 4.0 International licence (CC BY 4.0). Look out for links to this licence and the HESA open data logo. You must give appropriate credit and link back to the license in your own work.
Get in touch - our open data champion, Izzy Budd, would love to hear about new uses of open data, ways we could improve it, and any questions you've got. Email Izzy at [email protected]
Give feedback - most of our open data releases include a link to a feedback form. Please tell us how you get on with the data and how it could be better.
Spread the news - the benefits of open data are only realised if people know it's there to use. Please tell friends and colleagues and share your research. We're always happy to retweet new uses of HESA data @ukhesa.
If you're still unsure what open data actually means, check out the Open Data Institute's explanation.
*We know that we hold some personal and commercially sensitive information, not suitable for publication as open data. But where these restrictions don't apply, or can be mitigated, we will publish as much of our data openly as possible.
The following releases have been published under a Creative Commons Attribution 4.0 International Licence. This means you can use and adapt this content for personal and commercial use, but you must give appropriate credit, provide a link to the licence and indicate if you have made changes. Appropriate credit should include our name (HESA) and web address (www.hesa.ac.uk).
We have also published many of our tables as machine-readable csv files. View a list of these machine-readable downloads.
The latest HE Business and Community Interaction (HE-BCI) survey reveals the extent of UK universities’ engagement in the economy and the application of their work outside of academic environments. Results reveal over 4,000 new graduate start-ups in 2016/17.
An experimental statistical release of widening participation and non-continuation rates of full-time entrants at publicly funded HE providers and alternative providers. It includes a two year time series of widening participation data using the new POLAR4 measure of low participation.
The purpose of performance indicators is to provide an objective measure of how the UK higher education (HE) sector is performing. This is the second of our releases this year and focuses on student retention.
Higher Education Statistics for the UK serves as a quick reference guide to high-level data on all aspects of higher education in the UK. Data is published in a number of releases produced over the year. Information about HE finances was added on 7 March 2018.
HESA's experimental Official Statistics publication, Higher Education Student Statistics: Alternative Providers, 2016/17 is published as an open data release. It covers students on specified courses at alternative providers - higher education providers who do not receive recurrent public funding and are not included in HESA's other student data releases. For the first time, this release includes data on the totality of HE provision in the UK, including publicly funded HE providers, alternative providers, and HE level study at Further Education Colleges.
In 2016/17 90% of UK domicile young entrants to full-time first degree courses came from state schools. Figures for individual HE providers ranged from 44.1% to 100%.
The first release of HESA’s official student enrolment data for 2016/17 shows an increase in the number of students in higher education, a decline in part-time students, and over a quarter of first degree graduates gaining a first.
The Destinations of Leavers from Higher Education Longitudinal survey captures information about the activities and perspectives of graduates three and a half years after they completed their studies. Our report analyses the 107,340 responses we received to the winter 2016/17 survey which contacted 2012/13 leavers.
Destinations of undergraduate leavers from higher education at alternative providers in England 2015/16
The first publication of graduate destinations data from alternative providers shows: 75% of first degree leavers from alternative providers (APs) were in work; 72% of foundation degree leavers were in further study; 11% of HND/HNC leavers were unemployed.
The UK Performance Indicators show the proportion of undergraduate leavers from each HE provider who were working or studying six months after graduation, based on the Destinations of Leavers from HE survey.