This dataset contains data from the National Center for Education Statistics' Academic Library Survey, which was gathered every two years from 1996 - 2014, and annually in IPEDS starting in 2014 (this dataset has continued to only merge data every two years, following the original schedule). This data was merged, transformed, and used for research by Starr Hoffman and Samantha Godbey.This data was merged using R; R scripts for this merge can be made available upon request. Some variables changed names or definitions during this time; a view of these variables over time is provided in the related Figshare Project. Carnegie Classification changed several times during this period; all Carnegie classifications were crosswalked to the 2000 classification version; that information is also provided in the related Figshare Project. This data was used for research published in several articles, conference papers, and posters starting in 2018 (some of this research used an older version of the dataset which was deposited in the University of Nevada, Las Vegas's repository).SourcesAll data sources were downloaded from the National Center for Education Statistics website https://nces.ed.gov/. Individual datasets and years accessed are listed below.[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries Survey (ALS) Public Use Data File, Library Statistics Program, (2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/surveys/libraries/aca_data.asp[dataset] U.S. Department of Education, National Center for Education Statistics, Institutional Characteristics component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Enrollment component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014, 2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Human Resources component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014, 2012, 2010, 2008, 2006), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Employees Assigned by Position component, Integrated Postsecondary Education Data System (IPEDS), (2004, 2002), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Staff component, Integrated Postsecondary Education Data System (IPEDS), (1999, 1997, 1995), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7

From 2014 to 2023, the number of institutions offering higher education programs in Brazil increased until 2019. In 2020, there were ***** higher education institutions in Brazil. In 2023, the number of institutions increased again, reaching ***** in that year.

Total Number of Students Graduates in 2014/15 Higher Education by University and Faculty.This data was obtained from Statistical Year Book 2015 and can be found in Central Bureau of Statistics website.

In 2020, almost 270,000 students were enrolled in tertiary education in Tunisia. Around 170,000 of these were women, making up roughly 63 percent of the students. From 2014 onwards, the number of students in tertiary education generally decreased, with male students always representing the minority of the enrollees.

Higher education in Tunisia

After obtaining the Baccalauréat at the end of secondary school, students in Tunisia can access higher education. Most students enrolled in university pursue bachelor’s degrees. In the 2017/2018 academic year, there were around 152,000 undergraduate students in the country, compared to approximately 37,000 postgraduates. Some foreign students also attend Tunisia's higher education institutions. Out of the total number of enrollees in tertiary education in the country, around 2.8 percent were foreign students as of 2019. In general, Tunisians mostly enroll in STEM disciplines (science, technology, engineering, and mathematics). Commercial and administrative affairs, engineering, and computer science are the most popular fields of study in tertiary education.

Largest universities

As of the 2018/2019 academic year, there were around 277 tertiary education institutions in Tunisia. The vast majority, amounting to 203, were public establishments. Despite a constant annual increment in number, private universities remain less prevalent in the country and attract a lower number of students compared to public institutes. The public universities of Sfax, Carthage, and Tunis El Manar lead the ranking of Tunisian universities by number of enrollees. In recent years, enrollment in tertiary education has been generally decreasing in Tunisia.

This data set consists of data on academic libraries in the United States from 1996-2018. Multiple data sources from the National Center for Education Statistics (NCES) were merged. File Format: csvFile Size: 26648 KBLanguage: EnglishCoverage: Time period covered: 1996-2018.Codebook: See the codebook for Merged NCES Academic Library Survey 1996 - 2016 Dataset, which is included as a supplemental file here: https://digitalscholarship.unlv.edu/lib_datasets/1/Sources: All data sources were downloaded from the National Center for Education Statistics website https://nces.ed.gov/. Individual datasets and years accessed are listed below.[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries component, Integrated Postsecondary Education Data System (IPEDS), (2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries Survey (ALS) Public Use Data File, Library Statistics Program, (2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/surveys/libraries/aca_data.asp[dataset] U.S. Department of Education, National Center for Education Statistics, Institutional Characteristics component, Integrated Postsecondary Education Data System (IPEDS), (2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Enrollment component, Integrated Postsecondary Education Data System (IPEDS), (2018, 2016, 2014, 2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Human Resources component, Integrated Postsecondary Education Data System (IPEDS), (2018, 2016, 2014, 2012, 2010, 2008, 2006), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Employees Assigned by Position component, Integrated Postsecondary Education Data System (IPEDS), (2004, 2002), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Staff component, Integrated Postsecondary Education Data System (IPEDS), (1999, 1997, 1995), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7

In the academic year 2022/2023, the number of higher education institutions in Cuba amounted to 50, down from 51 in the academic year 2014/2015. This number has remained the same since academic year 2017/2018. Higher education in the country is available after grade 12 for pupils who have completed their upper secondary education. Moreover, from the 10,737 schools in Cuba, higher education institutions constitute only 0.5 percent of this total amount.

United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Total: % Cumulative data was reported at 11.995 % in 2015. This records an increase from the previous number of 11.765 % for 2014. United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 11.765 % from Dec 2013 (Median) to 2015, with 3 observations. The data reached an all-time high of 11.995 % in 2015 and a record low of 11.566 % in 2013. United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.; ; UNESCO Institute for Statistics; ;

An annual report released in 2021 revealed data on the share of Cengage learning higher education sales worldwide in 2021, sorted by category. In the last reported year, 83 percent of Cengage's learning higher education sales were generated via digital products.

This Statistical First Release (SFR) has been produced by the Higher Education Statistics Agency (HESA) in collaboration with statisticians from the UK Department for Business, Innovation and Skills (BIS), the Welsh Government (WG), the Scottish Government (SG) and the Department for Employment and Learning Northern Ireland (DEL(NI)). It has been released according to the arrangements approved by the UK Statistics Authority. It provides details of student enrolments and qualifications obtained by higher education (HE) students at HE providers in the United Kingdom (UK) for the academic year 2014/15. From 2012/13 the HESA constituency includes all UK publicly funded higher education institutions (HEIs) and a number of alternative providers (APs), collectively referred to as higher education providers (HEPs). This SFR, as in previous years, contains information regarding only the HEI element of this constituency and the University of Buckingham (also an AP), and therefore uses the term ‘higher education providers (HEPs)’.

KG: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data was reported at 4.636 % in 2014. This records a decrease from the previous number of 12.777 % for 2013. KG: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data is updated yearly, averaging 15.903 % from Dec 1994 (Median) to 2014, with 19 observations. The data reached an all-time high of 19.909 % in 2003 and a record low of 4.636 % in 2014. KG: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kyrgyzstan – Table KG.World Bank: Education Statistics. Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

Colombia MSI: Private Higher Education: Administrative data was reported at 113.051 2014=100 in Apr 2019. This records an increase from the previous number of 111.291 2014=100 for Mar 2019. Colombia MSI: Private Higher Education: Administrative data is updated monthly, averaging 112.919 2014=100 from Jan 2017 (Median) to Apr 2019, with 28 observations. The data reached an all-time high of 117.369 2014=100 in Oct 2018 and a record low of 99.251 2014=100 in Jan 2017. Colombia MSI: Private Higher Education: Administrative data remains active status in CEIC and is reported by National Statistics Administrative Department. The data is categorized under Global Database’s Colombia – Table CO.H013: Monthly Service Index: 2014=100.

1. Early Childhood Care and Education (ECCE) enrolments are provided by POBAL2. Primary and post-primary pupil enrolment numbers are extracted from the Department of Education’s Primary Online Database (POD) and Post-primary Online Database (P-POD) systems3. Enrolments in further education and training are extracted from the SOLAS Programme Learner Support Service (PLSS) with enrolments in higher education provided by the Higher Education Authority (HEA)4. Data is reported on an academic year basis which starts in September of a year and finishes in June of the following year (First week of June for post-primary schools and last week of June for primary schools) and covers full-time students only, apart from ECCE/Pre-school pupils5. Enrolments are a measure of the size of the education system6. Enrolments in primary level having peaked in 2018 and decreased every year since then have reversed the trend in 20227. Enrolments in post-primary continue to rise sharply, up 43,493 between 2018 and 20228. While the number of people enrolled in full-time higher education rose quickly between 2014 – 2021, there was a slight decrease in enrolments in 20229. Enrolments in further education and training have only been counted since 2017 and cover students participating in full-time course only10. Enrolments in FET & HE only include state-funded institutions and exclude enrolments in private colleges11. All values for Higher Education Students are rounded to the nearest 5 students with the individual figures rounded independently, so the sum of the component items may therefore not necessarily add to the totals shown12. All %'s are a ratio between 0 – 1

Abstract

Despite the many useful studies on the use of Open Educational Resources (OER) in higher education, most are focused on the activity of students and instructors in the Global North who enjoy comparatively higher levels of economic development, educational provision, policy elaboration, and technological access than those in the Global South – the region where OER is touted as having its potentially greatest impact. This dataset arises from a survey focusing on higher education instructors and students in South America, Sub-Saharan Africa, and South and Southeast Asia. This was a cross-regional survey of 295 instructors at 28 universities in nine countries, Brazil, Chile, Colombia, Ghana, Kenya, South Africa, India, Indonesia, Malaysia. This research seeks to establish a baseline of empirical data for assessing OER awareness and use in the Global South.

The overarching research questions that this study set out to answer are: 1. What proportion of instructors in the Global South have ever used OER? 2. Which variables may account for different OER usage rates between respondents in the Global South?

In order to address these questions, survey responses were correlated against the question (26) of the survey which directly addresses OER usage: "Have you ever used OER that are available in the public domain or has an open license (e.g. Creative Commons) that allows it to be used and/or adapted by others?" A core purpose of the overarching ROER4D project is the development of an empirical baseline of OER and Open Educational Practice (OEP) activity in the Global South. OER itself is a novel concept, and is tied to a broader spectrum of OEP that overlap with, but do not always exactly coincide with, formal OER practice. As such, an investigation into the use, reuse, adaptation, and sharing practices performed by higher education instructors, and the digital infrastructure and foundational literacies that underpin these practices (regardless of their knowledge of formal OER activity) is integral in ascertaining baseline practice. This dataset includes responses by instructors who engage in reuse and sharing activities, irrespective of whether they have consciously used OER in their practice. As such, it offers insights into the practices that exist outside of formally-labelled OER production. Dimension 2 of the survey instrument "Educational Resources" is framed around general practice relating to sharing, use, reuse, creation, and licensing of educational materials, rather than OER per se. Data arising from these responses are to be treated with caution in terms of making inferences around OER, but remain useful in terms of gaining a more informed sense of instructors’ everyday practice. The survey was conducted in four languages (English, Spanish, Portuguese, and Bahasa Melayu); as such, four research instruments were originally produced and four sets of microdata collected. The microdata have been translated into English, and only the English instrument and the aggregated, translated instructor- response microdata is included here. The student-response microdata is not part of this dataset. The dataset is considered to be of interest to OER scholars, practitioners, and policy-makers, as it seeks to provide a useful cross-regional comparison of various aspects of OER adoption.

Geographic coverage

The survey was conducted in nine countries in South America, Sub-Saharan Africa, and South and Southeast Asia.Countries covered were Brazil, Chile, Colombia, Ghana, Kenya, South Africa, India, Indonesia, Malaysia.

Analysis unit

Individuals

Universe

The study engaged instructors in higher education institutions in the nine countries involved in the study.

Kind of data

Qualitative data

Mode of data collection

Face-to-face [f2f]

Response rate

The survey gathered 295 usable responses from instructors.

This Statistical First Release (SFR) has been produced by the Higher Education Statistics Agency (HESA), in collaboration with statisticians from the Department for Business, Innovation and Skills (BIS), the Welsh Government (WG), the Scottish Government (SG) and the Department for the Economy Northern Ireland (DfE(NI)). It has been released according to the arrangements approved by the UK Statistics Authority. From 2012/13, HESA has collected data on all UK publicly funded higher education institutions (HEIs) and a number of alternative providers (APs), collectively referred to as higher education providers (HEPs). This SFR, as in previous years, contains information regarding only HEIs and the University of Buckingham and therefore uses the term 'higher education providers (HEPs)'. Data for APs is not reported on here as AP Destinations of Leavers data is currently collected for the purposes of UNISTATS. This SFR provides details of the destinations of UK and other European Union domiciled leavers from higher education (HE) who obtained qualifications in HEPs in the UK, during the academic year 2014/15. The data presented draws on the 2014/15 Destinations of Leavers from Higher Education (DLHE) survey and presents time series analysis relating back to 2011/12 when the revised DLHE survey was introduced.

In 2023, around ******* male students and ******* female students were enrolled in public higher institutions in Malaysia. While the number of male students enrolled had steadily decreased since 2019, there was still a significantly higher number of females than male students. This reflected the worldwide trend of more women entering higher education than men. High enrollment numbers, low workforce participation rates Despite this, the realities of gender inequality were felt soon after graduation. In 2023, women were still underrepresented in the workforce, where the labor force participation rate of male graduates was significantly higher than that of females. The average female employee still earned less than the average male employee, and once married, almost half of these women stopped participating in the workforce. Importance of women in the workforce The deficit in female economic contribution was reflected in a 2021 survey of the business sector in Malaysia, where at that time around ** percent of all board members were female. The expectations on women to carry out the traditional role of caregiver in the family could only go so far to explain these statistics. Many Malaysians seemed to be aware that more needed to be done to address gender inequality in the business sector. To meet the challenges of Industry 4.0, Malaysia cannot afford to lose the contribution of its increasingly highly educated and highly skilled women in the workforce.