The Higher Education Research and Development (HERD) Survey is the primary source of information on R&D expenditures at U.S. colleges and universities. The survey collects information on R&D expenditures by field of research and source of funds and also gathers information on types of research, expenses, and R&D personnel. The survey is an annual census of institutions that expended at least $150,000 in separately accounted for R&D in the fiscal year. This dataset includes HERD assets for 2021.

Social and human care-oriented fields of study are dominated by female students in the OECD countries. For instance, in Australia, ** percent of the new students at short-cycle tertiary programs in education and ** percent of the new health students were women, compared to only ** percent of the new students within science, technology, engineering, and mathematics. There were some differences between the countries, but in all OECD countries, a majority of the new bachelor's students within education and health were women.

This repository contains a dataset of higher education institutions in France. This includes 349 higher education institutions in France, including universities, universities of applied sciences and Higher Institutes as Higher Institute of Engineering, Higher Institute of biotechnologies and few others. This dataset was compiled in response to a cybersecurity investigation of France higher education institutions' websites [1]. The data is being made publicly available to promote open science principles [2].

The data includes the following fields for each institution:

• ETER_Id: A unique identifier assigned to each institution.
• Name: The full name of the institution.
• Category: Indicates whether the institution is public or private.
• Institution_Category_Standardized: Indicates whether the institution is University, University of applied sciences or other.
• Member_of_European_University_alliance: Indicates if the institution is member of European University Alliance (A kind of collaborative higher education institutions network in Europe).
• Url: The website of the institution.
• NUTS2: Nomenclature of Territorial Units for Statistics (NUTS): A classification by the European Union to divide member states' territories into statistical units. The NUTS system has three hierarchical levels, with NUTS2 being the second level.
• NUTS2_Label_2016: Refers to the classification of regions at the NUTS2 level according to the 2016 criteria set by the European Union.
• NUTS2_Label_2021: Refers to the classification of regions at the NUTS2 level according to the 2021 criteria set by the European Union.
• NUTS3: Nomenclature of Territorial Units for Statistics (NUTS): A classification by the European Union to divide member states' territories into statistical units. The NUTS system has three hierarchical levels, with NUTS3 being the third level.
• NUTS3_Label_2016: Refers to the classification of regions at the NUTS3 level according to the 2016 criteria set by the European Union.
• NUTS3_Label_2021: Refers to the classification of regions at the NUTS3 level according to the 2021 criteria set by the European Union.

The methodology for creating the dataset involved obtaining data from two sources: The European Higher Education Sector Observatory (ETER)[3]. The data was collected on December 26, 2024, the Eurostat for NUTS - Nomenclature of territorial units for statistics 2013-16[4] and 2021[5].

This section outlines the methodology used to create the dataset for Higher Education Institutions (HEIs) in France. The dataset consolidates information from various sources, processes the data, and enriches it to provide accurate and reliable insights.

Data Sources

1. ETER Database: The primary dataset was sourced from the ETER database, containing detailed information about HEIs in Europe.
   • File: eter-export-2021-FR.xlsx
2. Eurostat NUTS Data: Two datasets from Eurostat were used for regional information:
   • NUTS 2013-2016 regions: NUTS2013-NUTS2016.xlsx
   • NUTS 2021 regions: NUTS2021.xlsx

Data Cleaning and Preprocessing Column Renaming Columns in the raw dataset were renamed for consistency and readability. Examples include:

• ETER ID → ETER_ID
• Institution Name → Name
• Legal status → Category

Value Replacement

1. HEI Categories: The Category column was cleaned, with government-dependent institutions classified as "public."
2. Standardized Institution Categories: Mapped numerical values to descriptive labels such as "University" and "University of applied sciences."
3. European University Alliance Membership: Replaced binary values with "Yes" or "No."

Handling Missing or Incorrect Data

1. Specific entries with missing or incorrect data were updated manually based on their ETER_ID. For instance:
   • Adjusted URLs for entries like FR0333 (updated to www.icam.fr)
   • Adjusted URLs for entries like FR0906 (updated to epss.fr)
   • Adjusted URLs for entries like FR0104 (updated to www.ensa-nancy.fr)
   • Adjusted URLs for entries like FR0466 (updated to www.clermont-auvergne-inp.fr)
   • Adjusted URLs for entries like FR0907 (updated to insp.gouv.fr) - This universety also changed your name for Institut national du service public
   • Removed entries such as FR0129 and FR0944 due to insufficient or invalid information.
   • Removed FR0513 Institut supérieur européen de gestion Lyon because it's the same url and school of Paris, so remains only the main campus in Paris
   • Remove FR0235 Institut supérieur de l'électronique et du numérique Toulon, because it's the same url of Institut supérieur de l'électronique et du numérique Lille, so remains only the main campus
   • Remove FR0106 and FR010 École spéciale militaire, because it's the url returns 403 forbiden
   • Remove FR0970 École nationale de la meteorologie beucase of invalid HTTPS

Regional Data Integration

1. Merged NUTS 2016 and NUTS 2021 data to enrich the dataset with regional labels.

Final Dataset The final dataset was saved as a CSV file: france-heis.csv, encoded in UTF-8 for compatibility. It includes detailed information about HEIs in France, their categories, regional affiliations, and membership in European alliances.

Summary This methodology ensures that the dataset is accurate, consistent, and enriched with valuable regional and institutional details. The final dataset is intended to serve as a reliable resource for analyzing French HEIs.

This data is available under the Creative Commons Zero (CC0) license and can be used for any purpose, including academic research purposes. We encourage the sharing of knowledge and the advancement of research in this field by adhering to open science principles [2].

If you use this data in your research, please cite the source and include a link to this repository. To properly attribute this data, please use the following DOI: 10.5281/zenodo.7614862

If you have any updates or corrections to the data, please feel free to open a pull request or contact us directly. Let's work together to keep this data accurate and up-to-date.

We would like to acknowledge the support of the Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), within the project "Cybers SeC IP" (NORTE-01-0145-FEDER-000044). This study was also developed as part of the Master in Cybersecurity Program at the Instituto Politécnico de Viana do Castelo, Portugal.

1. Pending
2. S. Bezjak, A. Clyburne-Sherin, P. Conzett, P. Fernandes, E. Görögh, K. Helbig, B. Kramer, I. Labastida, K. Niemeyer, F. Psomopoulos, T. Ross-Hellauer, R. Schneider, J. Tennant, E. Verbakel, H. Brinken, and L. Heller, Open Science Training Handbook. Zenodo, Apr. 2018. [Online]. Available: [https://doi.org/10.5281/zenodo.1212496]
3. The European Higher Education Sector Observatory, Dec 2024. Available: ETER
4. NUTS - Nomenclature of territorial units for statistics, Dec 2024. Available: NUTS-2013-2016
5. NUTS - Nomenclature of territorial units for statistics, Dec 2024. Available: NUTS-2021.

This release is the annual first release of Graduate Outcomes survey data and covers UK higher education providers (HEPs) and further education colleges (FECs) in England, Wales and Northern Ireland. Data is collected approximately 15 months after HE course completion. Following an assessment from the Office for Statistics Regulation (OSR), the Graduate Outcomes data publication has been awarded official statistics accreditation. Please see the Graduate Outcomes data awarded official statistics accreditation and OSR report for more detail. This bulletin has been produced by Jisc in collaboration with statisticians from the Department for Education, the Office for Students, the Welsh Government, the Scottish Government and the Department for the Economy Northern Ireland. It has been released according to the arrangements approved by the UK Statistics Authority.

In the 2021/22 academic year, about 4.1 million higher education degrees were earned in the United States. By the 2031/32 academic year, this figure is projected to increase to about 4.83 million degrees.

This bulletin is the annual first release of HESA student data. It covers data about higher education students and qualifiers from the following types of providers within the UK: Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales. These providers submit data to HESA via either the Student record or the Student alternative record. This is the third year that data from both records have been combined together in the figures within this release to provide a more complete picture of higher education within the UK. Further details on coverage can be seen in the notes section of this release. This bulletin also includes information from the HESA Aggregate Offshore record and can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

Science, technology, engineering, and mathematics (STEM) was the most popular field of study among new first-time students in OECD countries in 2021. Overall, more than ********** of the students started a program within this field. Business, administration, and law followed behind with more than ** percent, whereas ** percent of the students started to study health and welfare. On the other hand, only **** percent opted for services.

The dataset comprises 13 interview transcripts, with sensitive information redacted. These interviews were conducted online during the Spring and Summer of 2021 and involved international students who had participated in study abroad or degree-seeking programs during the COVID-19 pandemic. The interviews focused on the students' experiences as they transitioned from traditional in-person programs to online and blended learning due to pandemic-related isolation measures.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

This bulletin provides details of staff employment at UK higher education (HE) providers on 1 December 2021. Detailed analysis of the HESA staff record is available in the Higher Education Staff Open Data, released on 21 February 2023. This bulletin has been produced by Jisc in collaboration with statisticians from the Department for Education, the Office for Students, the Welsh Government, the Scottish Government and the Department for the Economy Northern Ireland. It has been released according to the arrangements approved by the UK Statistics Authority.

This release includes more detail on higher education students than was published in the student statistics bulletin in January 2022.

The joint UNESCO-OECD-Eurostat (UOE) data collection on formal education systems provides annual data on student participation and completion of educational programmes as well as data on personnel, cost and type of resources devoted to education. The reference period for non-monetary education data is the school year and for monetary data it is the calendar year. The International Statistics of Education and Training Systems ÔÇô UNESCO-UIS/OECD/Eurostat (UOE) Questionnaire aims to provide the data required by international bodies, in addition to offering results at the national level. It is a synthesis and analysis operation that appears in the National Statistical Plan 2021-2024 (Prog. 8677) and is carried out by the S.G. of Statistics and Studies of the Ministry of Education and Vocational Training in collaboration with the Ministry of Universities and the National Institute of Statistics. Its purpose is to integrate the statistical information of the activity of the educational-training system in its different levels of education in order to meet the demands of international statistics, of the same name, requested by Eurostat, OECD and UNESCO-UIS. A selection of tables with data derived from this statistic is provided below, together with a presentation summary note:

This section presents statistical information on the educational variables collected in the Labor Force Survey of the National Institute of Statistics, as well as in the Community Labor Force Survey of Eurostat. The indicators of the strategic framework for European cooperation in education and training (2021-2030) derived from these sources are highlighted. The information is presented disaggregated by autonomous community and by European Union country, according to the source used, and with temporal evolutions since 2002. The results are obtained as annual averages of quarterly data, so the information is updated annually, as the four quarters of the LFS are available, as well as the results derived from the Eurostat community survey. From the 2014 results of the LFS, the new National Classification of Education, CNED-2014, based on the International Standard Classification of Education, ISCED-2011, applied in the LFS, is applied; and from 2016, the update of the sectors/fields of study of both classifications (CNED-F and ISCED-F) is applied. These changes in the classifications involve a break in series for some of the tables, as indicated in the accompanying notes. Publication date: February 7, 2025 (Click on the links to access the EDUCAbase Information System).

This table shows the number of first and older year students at the higher education institutions funded by the government by type of education, course of study, migration background and academic year. This table also shows the number of students enrolled at some designated institutions: the theological universities and the University of Humanistics. From the academic year 2016/'17 the Transnational University of Limburg has also been included. The ISCED-F2013 format is used in this table. ISCED-F1997 has been used in previous study tables. Both divisions do not match each other. That is why it was decided to create a new series from academic year 2015/'16. This table shows, by year, the distribution of students between the different fields of study. Due to clusters and splits of year-on-year studies, this table is less suitable for a comparison of fields of study over the years.

Data available from: academic year 2015/'16.

Status of the figures: The figures for the school years up to 2020/'21 are final. The figures for the school year 2021/'22 are provisional and because the table has been discontinued, they are no longer definitive.

Amendments as of 15 December 2023: None, this table has been discontinued.

When will there be new figures?
No longer applicable.