In 2022/23, the Open University, which focuses on remote learning, had approximately 140,215 students enrolled on courses, the highest in the UK during that academic year. After the Open University, University College London had the highest number of students in the UK, at 51,810, while the University of Manchester had the second-highest, at 46,860. The UK's oldest university, The University of Oxford, had approximately 27,340 students studying there.

In 2022/23 there were estimated to be over 2.94 million students enrolled in higher education courses in the United Kingdom, which was the highest number of enrolled students during this provided time period. Although the number of students in the UK fell from 2.5 million in 2011/12 to 2.27 by 2014/15, this trend reversed in subsequent years, reaching the peak in the most recent year. Largest UK universities At 151,840 students, the mainly remote, Open University had the largest number of students enrolled among UK-based higher education institutions in 2021/22. University College London had the second-highest number of students at 46,830, followed by the University of Manchester at 46,140. At the UK's two oldest and most prestigious universities, Oxford and Cambridge, there were 27,290, and 22,610 students respectively. The university with the most students in Scotland was the University of Glasgow at 42,980 students, with Wales' being Cardiff University at 33,985 students, and Northern Ireland's Ulster University having 34,550 students. Student Debt in the UK For students that graduated from English universities in 2023, the average student loan debt incurred over the course of their studies was over 44,900 pounds. Although the students graduated with less debt from universities in Wales, Northern Ireland, and especially Scotland, this too has been growing in recent years. The overall outstanding student loan debt in the UK reached over 225.95 billion pounds in 2022/23, with the vast majority from students who studied in England.

This dataset shows the location of Higher Education (HE) and Further Education (FE) institutes in the Great Britain. This should cover Universities and Colleges. Many institutes have more than one campus and where possible this is refelcted in the data so a University may have more than one entry. Postcodes have also been included for instities where possible. This data was collected from various sources connected with HEFE in the UK including JISC and EDINA. This represents the fullest list that the author could compile from various sources. If you spot a missing institution, please contact the author and they will add it to the dataset. GIS vector data. This dataset was first accessioned in the EDINA ShareGeo Open repository on 2011-02-01 and migrated to Edinburgh DataShare on 2017-02-21.

This is a cross-national survey of Chinese international students in the UK, Germany and Japan, with comparison groups of domestic students in the UK, Germany, and Japan, as well as a comparison group of domestic students in China. The study population are taught (undergraduate and postgraduate) students of the listed groups. Areas covered in the questionnaires: Socio-demographic characteristics and course details; family background (parental education, occupation, household income, siblings); prior education (academic achievement and educational migration); motivations for studying abroad and decision-making processes; individuality traits and values (e.g., achievement orientation, risk-taking attitude); study experience in current course; health and wellbeing; future life course aspirations; cosmopolitan vs national orientations.

Young people moving away from home to seek 'bright futures' through higher education are a major force in the urbanization of China and the internationalization of global higher education. Chinese students constitute the largest single group of international students in the richer OECD countries in the world, making up 20 percent of total student migration to these countries. Yet systematic research into a representative sample of these student migrants is scarce, and, more generally, theoretical frameworks for migration may not always be relevant to students moving for higher education reasons. Bright Futures is a pioneering study that investigates key dimensions of this educational mobility through large-scale representative survey research in China, the UK and Germany. We explore this phenomenon in terms of two related aspects: the migration of students from the People's Republic of China to the UK and Germany for higher education reasons, and internal migration in order to study within China. This research design provides a rare opportunity for direct comparisons between those who stay and those who migrate, both within China and beyond its borders. We also compare Chinese students in the UK and Germany with domestic students in the same two countries. Through such comparisons we are able to address a number of theoretical questions such as selectivity in educational migrations, aspirations beyond returns, the impact of transnationalization of higher education on individual orientations and life-course expectations, and the link between migration and the wellbeing of the highly educated. Bright Futures is a collaborative project (ESRC project number ES/L015633/1), involving researchers from the University of Essex, the University of Edinburgh, UNED, the University of Bielefeld and Tsinghua University. The research was funded by the Economic and Social Research Council (ESRC, UK), the German Research Foundation (DFG, Germany) and the National Natural Science Foundation (China). A related project, Asian Educational Mobilities: A Comparative Study of International Migration of Japanese and Chinese Higher Education Students (ESRC project number ES/N019024/1, funded by the ESRC and the DFG) collected data for a smaller-scale survey of Chinese and Japanese students in Japan which supplements the other surveys. This survey provides data on Chinese international students in another destination country and includes domestic students for comparison.

These data were generated as part of a two-and-a-half-year ESRC-funded research project examining the digitalisation of higher education (HE) and the educational technology (Edtech) industry in HE. Building on a theoretical lens of assetisation, it focused on forms of value in the sector, and governance challenges of digital data. It followed three groups of actors: UK universities, Edtech companies, and investors in Edtech. The researchers first sought to develop an overview of the Edtech industry in HE by building three databases on Edtech companies, investors in Edtech, and investment deals, using data downloaded from Crunchbase, a proprietary platform. Due to Crunchbase’s Terms of Service, only parts of one database are allowed to be submitted to this repository, i.e. a list of companies with the project’s classification. A report offering descriptive analysis of all three databases was produced and is submitted as well. A qualitative discursive analysis was conducted by analysing seven documents in depth. In the second phase, researchers conducted interviews with participants representing three groups of actors (n=43) and collected documents on their organisations. Moreover, a list of documents collected from Big Tech (Microsoft, Amazon, and Salesforce) were collected to contextualise the role of global digital infrastructure in HE. Due to commercial sensitivity, only lists of documents collected about investors and Big Tech are submitted to the repository. Researchers then conducted focus groups (n=6) with representatives of universities (n=19). The dataset includes transcripts of focus groups and outputs of writing by participants during the focus group. Finally, a public consultation was held via a survey, and 15 participants offered qualitative answers.

India has the most universities worldwide. According to data from July 2023, there were an estimated 5,350 universities in India. Indonesia had the second most universities, counting 3,300, followed by the United States with 3,200 universities.

Interest in the relationship between the activities of universities and action on climate change is growing, but until recently there has been little focus on the role of researchers, particularly with regards to how research practices and culture can enable or inhibit change. This study addresses this gap, exploring researchers’ perceptions of universities’ measures to tackle their own emissions, their own engagement on issues surrounding the climate crisis, and challenges and opportunities for researchers to contribute to them. We present findings from a large, mixed methods survey of 1,853 researchers from 127 UK universities across disciplines and career stages, including comparing responses across these professional differences, and analysis based on over 5,000 open text responses provided by the survey participants. The results show that while most have some knowledge of the actions being taken and feel that climate emergency declarations are making a (small) difference, many think not enough is being done. They feel that responsibility for university climate action sits across government, universities and research councils, but almost all researchers are also personally worried about climate change and want to do more themselves to address it. For the most part, they also strongly support climate advocacy by those engaged in research. Yet high workload, uncertainty about what actions to take, perceived lack of agency or power, inflexible university processes and pressure to travel are just some of the many barriers researchers face in taking action. The study highlights how these barriers can be overcome, and the steps universities and researchers can take to better incorporate climate action into their research culture and practices.

The Centre for Climate Change Transformations (C3T) will be a global hub for understanding the profound changes required to address climate change. At its core, is a fundamental question of enormous social significance: how can we as a society live differently - and better - in ways that meet the urgent need for rapid and far-reaching emission reductions?

While there is now strong international momentum on action to tackle climate change, it is clear that critical targets (such as keeping global temperature rise to well within 2 degrees Celsius relative to pre-industrial levels) will be missed without fundamental transformations across all parts of society. C3T's aim is to advance society's understanding of how to transform lifestyles, organisations and social structures in order to achieve a low-carbon future, which is genuinely sustainable over the long-term.

Our Centre will focus on people as agents of transformation in four challenging areas of everyday life that impact directly on climate change but have proven stubbornly resistant to change: consumption of goods and physical products, food and diet, travel, and heating/cooling. We will work across multiple scales (individual, community, organisational, national and global) to identify and experiment with various routes to achieving lasting change in these challenging areas. In particular, we will test how far focussing on 'co-benefits' will accelerate the pace of change. Co-benefits are outcomes of value to individuals and society, over and above the benefits from reducing greenhouse gas emissions. These may include improved health and wellbeing, reduced waste, better air quality, greater social equality, security, and affordability, as well as increased ability to adapt and respond to future climate change. For example, low-carbon travel choices (such as cycling and car sharing) may bring health, social and financial benefits that are important for motivating behaviour and policy change. Likewise, aligning environmental and social with economic objectives is vital for behaviour and organisational change within businesses.

Our Research Themes recognise that transformative change requires: inspiring yet workable visions of the future (Theme 1); learning lessons from past and current societal shifts (Theme 2); experimenting with different models of social change (Theme 3); together with deep and sustained engagement with communities, business and governments, and a research culture that reflects our aims and promotes action (Theme 4).

Our Centre integrates academic knowledge from disciplines across the social and physical sciences with practical insights to generate widespread impact. Our team includes world-leading researchers with expertise in climate change behaviour, choices and governance. We will use a range of theories and research methods to fill key gaps in our understanding of transformation at different spatial and social scales, and show how to target interventions to impactful actions, groups and moments in time.

We will partner with practitioners (e.g., Climate Outreach, Greener-UK, China Centre for Climate Change Communication), policy-makers (e.g., Welsh Government) and companies (e.g.,...

Big changes to the way in which research funding is allocated to UK universities were brought about in the Research Excellence Framework (REF), overseen by the Higher Education Funding Council, England. Replacing the earlier Research Assessment Exercise, the purpose of the REF was to assess the quality and reach of research in UK universities–and allocate funding accordingly. For the first time, this included an assessment of research ‘impact’, accounting for 20% of the funding allocation. In this article we use a text mining technique to investigate the interpretations of impact put forward via impact case studies in the REF process. We find that institutions have developed a diverse interpretation of impact, ranging from commercial applications to public and cultural engagement activities. These interpretations of impact vary from discipline to discipline and between institutions, with more broad-based institutions depicting a greater variety of impacts. Comparing the interpretations with the score given by REF, we found no evidence of one particular interpretation being more highly rewarded than another. Importantly, we also found a positive correlation between impact score and [overall research] quality score, suggesting that impact is not being achieved at the expense of research excellence.

Full resource found at: https://sparcopen.org/our-work/big-deal-knowledge-base

Sourcing: Pricing Data: Individual entries are linked to third party resources within the database; non-linked entries come from Freedom of Information requests (courtesy of Ted Bergstrom and Paul Courant). FTE Data: UK Higher Education Statistics Agency for UK FTE (HE student enrollment FTE + HE staff); DOE IPEDS for US FTE (“Full-time equivalent fall enrollment” + “Total FTE staff”); Universities Canada and COPPUL for Canadian FTE (student data only). Institutional Categories: Carnegie Classification of Institutions of Higher Education.

UK Student Accommodation Market is segmented by accommodation type (Halls of residence, Rented houses or rooms, Private student accommodation), by location (City Center, Periphery), by rent type (basic rent, total rent), by mode (Online, Offline). The report offers market size and values in (USD million) during the forecasted years for the above segments.

This data collection relates to project 3.4 of the Centre for Global Higher Education: The transformative potential of MOOCs and contrasting online pedagogies. The response of higher education systems to the possibilities of digital technologies has been sporadic and localised. System-level initiatives relate more to administration and research than to education, while institution-level responses focus mainly on installing virtual learning environments. One area where digital innovation in HE has been rapid and large-scale is the phenomenon of the spread of massive, open, online courses (MOOCs). The top universities in the US, a few in the UK, the EU, the Far East, Australia, and now also in parts of the Global South, have experimented with this form of HE. The transformative potential of MOOCs, while widely forecast, is still uncertain, for several reasons: MOOCs have done little to transform undergraduate education, as some 80 per cent of participants are highly qualified professionals. MOOC affordances and the large-scale participation rates are incompatible with the personal nurturing and scaffolding that supports high quality student learning. Universities and platform developers are still developing the business models they need to make MOOCs sustainable, and financially viable. In order to explore what features of MOOCs have most potential to transform Higher Education, in depth interviews with MOOC participants were conducted online.

The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over £7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social...

This dataset includes reflectance spectra of oilseed rape collected from Big Croft field, near Chilbolton, as part of the Network for Calibration and Validation of EO data (NCAVEO) 2006 Field Campaign. The data was collected on the 18th June, using an ASD N4406 instrument.

Please note that all raw spectra files collected during the NCAVEO campaign (labelled ***R_ASD0606**.***) have incorrect dates, indicating them to have been collected in July rather than June. The day of month and time (UTC) are correct in all cases. All other files (FSF spreadsheets and Excel/ENVI summary outputs) are also marked with the correct 15-18th June 2006 dates.

This is a collection of simple maps in PDF format that are designed to be printed off and used in the classroom. The include maps of Great Britain that show the location of major rivers, cities and mountains as well as maps of continents and the World. There is very little information on the maps to allow teachers to download them and add their own content to fit with their lesson plans. Customise one print out then photocopy them for your lesson. data not available yet, holding data set (7th August). Other. This dataset was first accessioned in the EDINA ShareGeo Open repository on 2012-08-07 and migrated to Edinburgh DataShare on 2017-02-22.

Secure Access versions of Next Steps have more restrictive access conditions than Safeguarded versions available under the standard End User Licence (see 'Access' section).

Secure Access versions of the Next Steps include:

• sensitive variables from the questionnaire data for Sweeps 1-9. These are available under Secure Access SN 8656.
  
• National Pupil Database (NPD) linked data at Key Stages 2, 3, 4 and 5, England. These are available under SN 7104.
• Linked Individualised Learner Records learner and learning aims datasets for academic years 2005 to 2014, England. These are available under SN 8577.
  
• detailed geographic indicators for Sweep 1 and Sweep 8 (2001 Census Boundaries) are available under SN 8189, geographic indicators for Sweep 8 and 9 (2011 Census Boundaries) are available under SN 8190, and geographic indicators for Sweep 9 (2021 Census Boundaries) are available under SN 9337. The Sweep 1 geography file was previously held under SN 7104.
• Linked Health Administrative Datasets (Hospital Episode Statistics) for financial years 1997-2022 held under SN 8681.
• Linked Student Loans Company Records for years 2007-2021 held under SN 8848.

SN 5545 - Next Steps: Sweeps 1-9, 2004-2023 includes the main Next Steps survey data from Sweep 1 (age 14) to Sweep 9 (age 32).

Latest edition information
For the eighteenth edition (February 2025), the Sweep 9 Derived Variables data file has been updated with some newly derived variables categorised under the household (W9DCHNO12, W9DTOTCH, W9DTOTOWNCH) and education (W9DAQLVLH, W9DVQLVLH) sections. The Longitudinal data file have been updated with changes to the weight variables. Three out of the four weights in the previous version have been removed. W9FINWTALLB has been renamed to W9FINWT in line with previous sweeps. The user guide has been updated to reflect these changes. Furthermore, the derived variables user guide has been merged into the main user guide and can be accessed via Appendix 1.

This statistic shows the income of Higher Education Institutions in the United Kingdom in the academic year 2016/17, by source. The largest source of income was from tuition fees, which constituted almost half of the total income for that year.

Abstract copyright UK Data Service and data collection copyright owner.

Next Steps (also known as the Longitudinal Study of Young People in England (LSYPE1)) is a major longitudinal cohort study following a nationally representative group of around 16,000 who were in Year 9 attending state and independent schools in England in 2004, a cohort born in 1989-90.

The first seven sweeps of the study were conducted annually (2004-2010) when the study was funded and managed by the Department for Education (DfE). The study mainly focused on the educational and early labour market experiences of young people.

In 2015 Next Steps was restarted, under the management of the Centre for Longitudinal Studies (CLS) at the UCL Faculty of Education and Society (IOE) and funded by the Economic and Social Research Council. The Next Steps Age 25 survey was aimed at increasing the understanding of the lives of young adults growing up today and the transitions out of education and into early adult life.

The Next Steps Age 32 Survey took place between April 2022 and September 2023 and is the ninth sweep of the study. The Age 32 Survey aimed to provide data for research and policy on the lives of this generation of adults in their early 30s. This sweep also collected information on many wider aspects of cohort members' lives including health and wellbeing, politics and social participation, identity and attitudes as well as capturing personality, resilience, working memory and financial literacy.

Next Steps survey data is also linked to the National Pupil Database (NPD), the Hospital Episode Statistics (HES), the Individualised Learner Records (ILR) and the Student Loans Company (SLC).

There are now two separate studies that began under the LSYPE programme. The second study, Our Future (LSYPE2) (available at the UK Data Service under GN 2000110), began in 2013 and will track a sample of over 13,000 young people annually from ages 13/14 through to age 20.

Further information about Next Steps may be found on the CLS website.

Secure Access datasets:

Secure Access versions of Next Steps have more restrictive access conditions than Safeguarded versions available under the standard End User Licence (see 'Access' section).

Secure Access versions of the Next Steps include:

• sensitive variables from the questionnaire data for Sweeps 1-9. These are available under Secure Access SN 8656.
  
• National Pupil Database (NPD) linked data at Key Stages 2, 3, 4 and 5, England. These are available under SN 7104.
• Linked Individualised Learner Records learner and learning aims datasets for academic years 2005 to 2014, England. These are available under SN 8577.
  
• detailed geographic indicators for Sweep 1 and Sweep 8 (2001 Census Boundaries) - available under SN 8189 and geographic indicators for Sweep 8 (2011 Census Boundaries) - available under SN 8190. The Sweep 1 geography file was previously held under SN 7104.
• Linked Health Administrative Datasets (Hospital Episode Statistics) for years 1998-2017 held under SN 8681.
• Linked Student Loans Company Records for years 2007-2021 held under SN 8848.

When researchers are approved/accredited to access a Secure Access version of Next Steps, the Safeguarded (EUL) version of the study - Next Steps: Sweeps 1-9, 2004-2023 (SN 5545) - will be automatically provided alongside.

SN 7104 - Next Steps: Linked Education Administrative Datasets (National Pupil Database), England, 2005-2009: Secure Access includes linked National Pupil Database records on pupils’ attainment at KS2, KS3, KS4 and KS5 and data about the pupil such as free school meal eligibility and Special Education Needs (SEN) status. Information is also available about the school attended at the sampling stage.

For the sixth edition (August 2020), the study has been updated to only include the Linked Education Administrative Datasets (National Pupil Database), England, 2005-2009. The main Next Steps survey sensitive variables, previously available as part of this study, have moved to a new study (SN 8656) or are now available under EUL as part of SN 5545. The 'next_steps_redeposit_dictionary.xlsx' available under both SN 5545 and SN 8656 should be consulted for the location of specific variables.

The majority of pupils sampled from maintained schools have been linked to their National Pupil Database (NPD) records. The NPD data under Secure Access SN 7104 includes:

In Autumn 2024, among the students enrolled in the highest ranked university in the world, Oxford in the United Kingdom, 51 percent were female. See here for an overview of the highest-ranked universities in the world.

Snapshot img

Medical Education Market Size 2025-2029

The medical education market size is forecast to increase by USD 294.5 billion at a CAGR of 18.4% between 2024 and 2029.

The market is experiencing significant growth due to the increasing adoption of medical technologies and digital transformation in healthcare services. Online education, e-learning, and distance learning are becoming increasingly popular, with e-books and digital content gaining traction. Gamification, artificial intelligence, and robotics are revolutionizing medical education, providing interactive and personalized learning experiences. However, the availability of open-source and free education resources poses a threat to the market. Medical institutions are investing in enterprise resource planning (ERP) software, automation software, business intelligence, and data analytics tools to streamline operations and enhance the learning experience. Augmented reality, chatbots, and social networking are also being integrated into medical education to improve engagement and collaboration.

What will be the Size of the Medical Education Market During the Forecast Period?

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The market encompasses a diverse range of offerings, including online training modules, medical schools, universities, and integrated curricula. This dynamic landscape caters to the ongoing education and development of healthcare professionals, with a focus on patient safety and quality care. Online medical courses, reading resources, recorded films, and AR technology are increasingly popular, providing flexible and accessible learning opportunities. Medical schools and universities employ a mix of traditional curricula and innovative teaching methods, such as problem-based learning and hands-on interaction. Medical training also incorporates advanced technologies, like realistic simulations and evidence-based medicine, to enhance the learning experience.
The market's growth is driven by the evolving healthcare industry, with a focus on disease treatments and medical technologies. Medical education research continues to shape the landscape, ensuring the provision of effective and efficient educational solutions. Library facilities and access to up-to-date information are essential components, enabling healthcare professionals to stay informed and deliver optimal patient care. Key areas of focus include electronic health records, accounting software, time tracking software, and customer relationship management (CRM) systems. The market is expected to continue growing, driven by the need for continuous learning and skill development In the healthcare industry.

How is this Medical Education Industry segmented and which is the largest segment?

The medical education industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Courses

  Cardiothoracic
  Neurology
  Orthopedic
  Oral and maxillofacial
  Others


Delivery

  On-campus
  Online
  Distance


Type

  Graduation courses
  Certifications and trainings
  Post graduate courses


Geography

  North America

    Canada
    US


  Europe

    Germany
    UK
    France
    Italy


  APAC

    China
    India
    Japan


  South America

    Brazil


  Middle East and Africa

By Courses Insights

The cardiothoracic segment is estimated to witness significant growth during the forecast period.

The cardiothoracic training segment in medical education experienced notable growth in 2024, fueled by the escalating demand for cardiac specialists and the importance of continuous skill development in addressing the high prevalence of cardiovascular diseases worldwide. Cardiothoracic education holds a substantial share due to the critical nature of heart and lung surgeries and ongoing advancements in surgical techniques and technologies. Integration of simulation-based training and the adoption of online and hybrid learning modes have significantly enhanced the accessibility and quality of cardiothoracic education, enabling more flexible and comprehensive programs for healthcare professionals. Online medical courses, recorded films, AR technology, and realistic simulations are transforming medical education, providing flexible and cost-effective alternatives to traditional classroom-based courses.

The e-learning segment, including online training modules and e-books, is increasingly popular among medical schools, universities, and training centers for initial training and continuing education. Pediatric training, emergency medicine, and physician development are other significant segments in medical education, catering to the unique needs of various healthcare professionals. Artificial intelligence, robotics, big data, social networking, and adaptive learn

The University of Kentucky Insect Collection is composed of two major collections. The primary UK collection had its beginning in 1889 under the newly formed Entomology Department’s chair, Harrison H Garman. Charles Covelle of the University of Louisville facilitated donating their collection to UK; the transfer was completed in 2003. In 2010, the combined collection was moved into its current location in the Dimock building on the UK main campus. The collection is housed in compactors and consists of somewhere between ½ and 1 million pinned specimens in 1,868 drawers. Major strengths include leafhoppers (>250 drawers) and Lepidoptera (730 drawers) where taxonomists Paul Freytag (UK, leafhoppers) and Charles Covelle, Jr. (U of L, Lepidoptera) spent their careers studying these groups. The collection is Kentucky-centric, but has specimens from all over the US, and more exotic locations in Central and South America (Costa Rica, Panama, Venezuela), Asia (Japan, Phillipines, Thailand) and the Middle East (Saudi Arabia). There is also a more modest collection of ethanol-preserved specimens.

In 2021/22 the overall annual expenditure of higher education institutions in the United Kingdom amounted to approximately 50.89 billion British pounds, an increase on the previous year when this type of expenditure when compared to the previous year.