HESA welcomes new Code of Practice for HE data collections
The Higher Education Statistics Agency (HESA) today welcomes the launch of a new Code of practice for higher education data collections. The Code of Practice has been prepared by the UK higher education funding bodies to ensure clarity and ease of reference regarding the principles that HE providers need to adhere to in order to safeguard data standards
The Code applies to all data collections submitted to HESA and the four UK higher education funding bodies, as well as discussions concerning the data. It draws together both the explicit rules and checks that apply to data collections and an explanation of the principles that underpin the rules: honesty, impartiality and rigour.
Data is playing an increasingly central role in debates and decision making across the sector, from government policy reviews to providers’ own operational benchmarking. It’s now more important than ever that we maintain HESA data as an essential trusted source of information.Paul Clark, Chief Executive at HESA
HESA and HE providers have been working together for the last 22 years to make sure that the data submitted to HESA is of the highest quality. I hope that this Code of Practice will be a useful support for those preparing and managing providers’ data collections.
HE providers have a responsibility to ensure that all those involved in the preparation of data submissions are aware of, and have abided by, the Code.
Notes for editors
About HESA
The Higher Education Statistics Agency (HESA) is the official organisation whose purpose is to collect, quality assure and disseminate data about higher education in the UK. We are a sector-owned, charitable company that supports the advancement of UK higher education by ensuring the availability of accurate and comprehensive data. HESA data enables the sector to plan, manage itself effectively and remain responsive to students and wider society. Information derived from our datasets is published as official statistics and we inform public debate about Higher Education through statistics published in the media.
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