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.

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.

These data provide information about the participation of certain groups that are under-represented in higher education.

The data includes the percentage of students from state schools or colleges, specified socio-economic classes and low-participation neighbourhoods and provide a breakdown by Higher Education institution.

Included in the table are Young full-time undergraduate entrants and Mature full-time undergraduate entrants.

See interactive maps

Much more data is available from the HESA website.

Related to: https://www.hesa.ac.uk/index.php?option=com_content&view=article&id=2060

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.

Higher education has a crucial role to play in responding to the climate crisis, not only through carrying out research, but also through teaching, community engagement and public awareness. The Transforming Universities for a Changing Climate (Climate-U) project aimed to strengthen the contribution of universities to addressing the causes and impacts of climate change in lower-income contexts. In doing so, it contributed to the broader task of understanding the role of education in achieving the full set of Sustainable Development Goals (SDGs). First starting in 2020, it focused on five countries: Brazil, Fiji, Kenya, Mozambique and the UK. The project sought to answer two main research questions in these countries: What are the effects of locally-generated university initiatives on actions and ideas relating to climate change?; and How do they inform our understandings of the role of higher education in sustainable development? The qualitative and quantitative collections of data deposited here contribute to an analysis of that answers these questions.

We start with a description of the qualitative data collection. A case study design was adopted to guide the research. The focus of the case studies was variously on community engagement, curriculum and campus greening activities. The collaborations and partnerships that exist between the university and external organisations on climate action were also examined during the study. Interviews and focus groups were conducted with a range of key informants (community members, academics, students and non-government organisations). The broad aim of the interviews and focus groups was to establish respondents' views on the role of universities in responding to climate change through and beyond the teaching, research, community engagement and public awareness functions. This was in order to determine the extent to which universities can themselves be transformed in order to respond to the climate crisis, as well as transform the marginalised communities surrounding universities.

The qualitative case studies formed part of the broader research method for the project – participatory action research (PAR). Not all of the participating universities made formal data collection of interviews and focus groups as part of the PAR. Qualitative data from four of the participating institutions are included in this dataset.

We now turn to a description of the quantitative data collection. A survey on climate change was conducted in twelve universities in Brazil, Fiji, Kenya and Mozambique. The survey examined the experiences of students, their engagement in climate action and their attitudes towards environmental issues. It responded to the overall aim of the project, which was to generate insights into how to maximise the contribution of universities to the mitigation and adaptation challenges of climate change, and to understand how universities might contribute to climate justice. To this end, the survey aimed to assess students’ perceptions and experiences regarding climate change and their universities, and their environmental attitudes. It was designed to be internationally comparable and to draw on existing work and questions, so a number of previous surveys and studies were reviewed in the process of drafting our questionnaire.

Climate change is widely recognised as the most critical challenge of our age, with the recent Intergovernmental Panel on Climate Change report suggesting that to avoid devastating effects, the world must move entirely to renewables by 2050. This project aims to strengthen the contribution of universities in lower-income countries to addressing this challenge.

The role of research and innovation in this task is widely acknowledged, and universities around the world are closely involved in the tasks of monitoring, interpreting and responding to the process and effects of global warming. Yet the broader role of universities in addressing the climate crisis is as yet under-researched. How do courses provided by universities address the question of climate change, and what forms of climate-related learning do students engage with on campus and beyond? What impacts do universities have on climate change through community engagement activities, in fostering public debate on the issue and in the way they embody the principles of sustainability in their own institutional forms?

These roles of universities beyond knowledge production are critical in addressing climate change, given the deep social, political and economic roots of the crisis, and the need to engage with professional development, civic action and public awareness. At the same time, it is clear that despite the potentialities of universities in this regard, much more could be done. This is particularly the case in low and middle-income countries in which there is disproportionate impact of the most devastating effects of climate change.

This project addresses these questions...

This dataset provides Census 2021 estimates that classify schoolchildren and full-time students aged 5 years and over in England and Wales by student accommodation and by age. The estimates are as at Census Day, 21 March 2021.

Estimates for single year of age between ages 90 and 100+ are less reliable than other ages. Estimation and adjustment at these ages was based on the age range 90+ rather than five-year age bands. Read more about this quality notice.

Area type

Census 2021 statistics are published for a number of different geographies. These can be large, for example the whole of England, or small, for example an output area (OA), the lowest level of geography for which statistics are produced.

For higher levels of geography, more detailed statistics can be produced. When a lower level of geography is used, such as output areas (which have a minimum of 100 persons), the statistics produced have less detail. This is to protect the confidentiality of people and ensure that individuals or their characteristics cannot be identified.

Coverage

Census 2021 statistics are published for the whole of England and Wales. Data are also available in these geographic types:

• country - for example, Wales
• region - for example, London
• local authority - for example, Cornwall
• health area – for example, Clinical Commissioning Group
• statistical area - for example, MSOA or LSOA

Student accommodation type

Combines the living situation of students and school children in full-time education, whether they are living:

• alone
• in a student household
• with parents
• in a communal establishment, split by university and other communal establishment type
• in other household types

It also includes whether these households contain one or multiple families.

This variable is comparable with the student accommodation variable but splits the communal establishment type into “university” and “other” categories.

Age

A person’s age on Census Day, 21 March 2021 in England and Wales. Infants aged under 1 year are classified as 0 years of age.

Abstract copyright UK Data Service and data collection copyright owner.

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.

The higher education (HE) sector has been marketised for decades; but the speed, scope, and extent of marketisation has led key education scholars to conceptualise it as a global industry (Verger, Lubienski, & Steiner-Khamsi, 2016). Further, the use of technology to transform teaching and learning, as well as the profound digitalisation of universities more broadly, has led universities to collect and process an unprecedented amount of digital data. Education technology (EdTech) companies have become one of the key players in the HE industry and the UK has made EdTech one of its key pillars in its recent international education strategy (HM Government, 2019). EdTech companies are reporting unprecedented growth. In 2019, Coursera became a 'unicorn' (i.e. a company worth over $1 billion), while British-based FutureLearn secured £50 million investment by selling 50% shares of the company. Investment in EdTech is growing at an impressive rate and reached $16.3bn in 2018 (ET, 2019). While EdTech start-up companies strive to become 'unicorns' and profit from HE, so too might universities increasingly look for new ways of profiting from the wealth of digital data they produce.

The study of HE markets has so far focused on service-commodities. However, data and data products do not act like commodities. Commodities are consumed once used, but data is reproducible at almost zero marginal cost. New products and services can be created from data and monetised through subscription fees, an app, or a platform that does not transfer ownership, control, or reproduction rights to the user. Furthermore, data use creates yet more data, and the network effects increase the value of these platforms. Therefore, there is a new quality at play in the monetisation and marketisation of these digital HE products and services: 'assetization'. We are witnessing a widespread change from creating value via market exchange towards extracting value via the ownership and control of assets.

This research project aims to investigate these new processes of value creation and extraction in an HE sector that is digitalising its operations and introducing new digital solutions premised on the expansion of service fees. By introducing a focus on assets, and economic rents, this project offers a theoretically and empirically transformative approach to understand emerging HE markets and their implications for the HE sector. The assetization of HE is consequential because of the legal and technical implications for its regulation. It is also crucial to examine in any discussion about the legitimate and socially just arrangement and distribution of assets, their ownership, and their uses. The project employs an innovative, comparative, and participatory mixed-methods research design. It combines digital methods, interviews, observation, document analysis, deliberative focus groups, knowledge exchange and co-production with stakeholders, and public consultation. Data analysis will include quantitative and qualitative analysis of investment trends, comparative case studies of investors, EdTech companies and universities, and social network analysis.

The application of this...

The project uses a unique dataset collected from UK higher education institutions comprised of individual-level data on undergraduate students from the UK and EU (i.e. those potentially eligible for bursaries), including the bursary they are awarded each year, academic outcomes, prior attainment and other demographic information.

Collection consists of data from 10 English universities on bursary awards, student characteristics, and student outcomes over the period 2006-2011.
The aim is to identify the impact of bursaries on the academic outcomes of students by exploiting variation in bursary rules across institutions. This will be achieved by comparing students with similar characteristics but receiving different levels of bursary due to the institution they are attending. To account for underlying differences across universities we will exploit changes in bursary eligibility rules within a university over time. The findings should be useful for universities and policy makers when considering the role of bursaries in improving student outcomes.

Higher education bursaries and performance: annual test scores, drop out and degree outcomes Despite some £300m per year being spent on higher education bursaries in the UK, there remains no empirical research that examines the effectiveness of this element of financial aid as a means to improve student outcomes whilst at university. The aim of this project is to investigate the impact of bursaries on students’ academic outcomes – including annual test results, completion rates and degree classification.

The first public release of the GRID database. Please note, the csv download only includes IDs, names & locations. See the JSON download for all metadata including types & relationships Please see here for a descriotion of the database format: https://www.grid.ac/format Release notes: - Database seeded from research institutes in grant data from over 65 global funders. - GeoNames IDs added to all institutes. - NUTS codes added to all European institutes. - Metadata added for the top 3000 Universities, majority of Germany and Australia and many more. - Parent / Child relationships added for 65 super institute members (e.g. Max Planck, Chinese Academy of Sciences, etc.) External identification systems: - HESA institution codes (Higher Education Statistics Agency UK) - UCAS institution codes (Universities and Colleges Admissions Service, UK) - UKPRN institution codes (UK Provider Reference Number, UK) - 4373 Fundref codes

In the academic year of 2022/32, more than 154,000 Chinese students were studying in the United Kingdom. The number of Chinese students studying in British higher education institutions increased by more than 80 percent in the last decade. An attractive destination for Chinese students In recent years, the United Kingdom has overtaken the United States as the top choice among the destination countries for Chinese prospective students. The more affordable tuition fees in the country compared to destinations such as the United States and Australia, the shorter duration of the postgraduate programs, and the reputation of British universities as seen in international rankings have all contributed to the high popularity of the United Kingdom among Chinese students and employers. The diversification of international study destinations At the same time, destinations for Chinese students have become more diverse. The high academic and research performance of the United States in many sectors continues to make it a desirable destination for affluent Chinese students. For students from middle-class or less well-off backgrounds, studying in places such as Japan, Germany, and France are more practical options as these countries offer more affordable programs.

For the academic year of 2024/2025, the University of Oxford was ranked as the best university in the world, with an overall score of 98.5 according the Times Higher Education. The Massachusetts Institute of Technology and Harvard University followed behind. A high number of the leading universities in the world are located in the United States, with the ETH Zürich in Switzerland the highest ranked neither in the United Kingdom nor the U.S.

The student sample for this research was selected from YouthSight’s Student Panel. Based on HESA statistics, the sample comprises national representation of gender, course year, and university type. The data is weighted on these factors. After fieldwork, the sample collected was checked for quality, and any ‘straight-liners’ were removed from the final total. The total student sample size is 2,153 respondents.Fieldwork was carried out between 29th July and 2nd August 2019.The survey instrument was developed by reviewing the limited number of studies and surveys on freedom of expression, consultations with colleagues and informed by our own experience. This resulted in the inclusion of seven comparative statements that are routinely used in surveys on freedom of expression in US universities, and a 15-item Moral Foundations Questionnaire, which enables the data to be interrogated by underlying moral profile. The definition of freedom of expression uses the framing adopted by King’s College London, which was developed through extensive consultation with the Students’ Union.

This dataset presents a cluster analysis of UK universities based on four synthetic environments: social, cultural, physical and economic. These were developed based on variables that represented an educational ecosystem of well-being. The cluster analysis was initially linked to the LSYPE-Secure dataset using the UKPRNs (i.e. higher education institutional number) and hence the cluster analysis used data from around 2009-2012 to represent Wave 6 and Wave 7 of the LSYPE-Secure dataset.

The cluster analysis was based on using a variety of variables available from HESA and the Office for Students (OfS) to represent these environments, for example: Social: had demographics of students and staff including ethnicity and sex Cultural: had data on research and teaching scores Economic: had data on student: staff ratio and expenditure Physical: had data related to the built and natural environment including residential sites, blue and green spaces

Earlier last year (April 2018), the UK Office for Students (OfS) noted that students from underrepresented groups such as black and minority ethnic (BME) students and those from disadvantaged backgrounds were less likely to succeed at university. Coupled with this, research has shown that students from these groups are also more likely to have poorer mental health and wellbeing. However, there is substantial social and political pressure on universities to act to improve student mental health. For example, the Telegraph ran the headline "Do British universities have a suicide problem?"

Thus, in June 2018, the Hon. Sam Gyimah, the then UK universities minister, informed university vice-chancellors that student mental health and wellbeing has to be one of their top priorities. Universities are investing substantive sums in activities to tackle student mental health but doing so with no evidence base to guide strategic policy and practice. These activities may potentially be ineffective, financially wasteful, and possibly, counter-productive. Therefore, we need a better evidence base which this project intends to fulfil.

Currently, there is a lack of evidence and understanding about which groups of young people going to universities may have poorer life outcomes (such as education, employment, and mental health and well-being) as a result of their mental health and wellbeing during their adolescent years. These life outcomes and their mental health and wellbeing, however, are important for understanding the context of the complex social identities of the young people, such as the intersections between their gender, ethnicity, sexuality, religion and socio-economic status. Otherwise, these young people may feel misunderstood or judged. Most of the large body of quantitative research on life outcomes tend to focus on one social characteristic/identity of the student, such as the young person's gender or ethnicity or socio-economic status, but not the combination of all of these, i.e. the intersectionalities. Primarily, the reason for this has been the lack of sufficient data. This research draws on data from the Longitudinal Study of Young People in England (LSYPE), which tracked over 15,000 adolescents' education and health over 7 years between 2004-2010 (from when they were 13-19 years old), and the Next Steps Survey, which collected data from the same individuals in 2015 when they were 25 years and in the job market. This dataset also had an ethnic boost, which thus allows for the exploratory analysis of intersectionalities.

Currently, there are a number of interventions being implemented to improve the university environment. However, there is a lack of evidence on how the university environment (such as their its size, amount of academic support available, availability of sports activities, students' sense of belonging, etc.) can affect the young person'students' mental health and wellbeing life outcomes. This evidence can be determined through by using the LSYPE data supplemented and by university environment data supplemented from the National Student Survey (NSS) and the Higher Education Statistics Agency (HESA).

Thus this research uses an intersectional approach to investigate the extent to which the life outcomes of young persons who go to university are affected by their social inequality groupings and mental health and well-being during adolescence. Additionally, this research also aims to determine the characteristics of university environments that can improve the life outcomes of these young people depending on their social and mental health/wellbeing background.

Abstract copyright UK Data Service and data collection copyright owner. To measure the amount of published research produced by political science departments and research centres in UK universities. Main Topics: Variables The number and volume (in pages) of published books, edited books and articles (including review articles and notes). It is intended to update the data file regularly and, probably, to add further variables describing the departments. No sampling (total universe) Compilation or synthesis of existing material

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/].

Abstract copyright UK Data Service and data collection copyright owner. This study aimed to explore the ways in which male students calculated the costs and benefits of higher education in England in the 1930s, before the establishment of mandatory grants and awards; together with an analysis of the strategies used for meeting the costs of this investment. It was designed to complement the researcher's earlier study of women graduates of the same period, which was carried out in 1995 with support from the Spencer Foundation in Chicago. Main Topics: A total of 1085 four page questionnaires were distributed to men who had graduated from eight English universities and university colleges before 1939. Respondents were asked to give information about their social background and the ways in which they had met the expense of their years at college. They were also asked about their subsequent careers. A total of 577 completed questionnaires were obtained. This database contains only that material, extracted from the completed questionnaires, which could be effectively anonymised. Entries give information about family of origin and family of destination. They give some indication of reasons for going to university. The bulk of the information relates to family support and type of funding. Main variables: institution, father's occupation, mother's occupation, family of origin size, reasons for going to university, arts or sciences, subject, degree result, extent of family funding, state scholarship, local authority scholarship, board of education grant, school scholarship, university/college scholarship, loans taken out, other sources of support, teaching qualification, place of residence, vacation work, first occupation, other occupations, marital status, number of children, wife's occupation before marriage, wife's employment status after marriage, notes. The original questionnaires remain in the possession of the depositor and access is embargoed. Please note: this study does not include information on named individuals and would therefore not be useful for personal family history research. Volunteer sample

Abstract copyright UK Data Service and data collection copyright owner.

Understanding Society (the UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex, and the survey research organisations Kantar Public and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society: Innovation Panel, Special Licence Access, Higher Education Codes dataset contains higher education institution identification codes for Waves 13 onwards. For a full description of the variables available in this dataset please refer to the Understanding Society: Innovation Panel Higher Education Codes User Guide.

The details in this dataset can be linked to the main Understanding Society datasets SN 6849 (End User Licence), SN 7083 (Special Licence) and SN 7332 (Secure Access) using the crosswave personal identifier pidp. The institution identifiers in the data files can be used to link to publicly available datasets published by HESA and elsewhere.

These data have more restrictive access conditions than those available under the standard End User Licence (see 'Access' section below). Those users who wish to make an application for these data should contact the Help Desk for further details.

Latest Edition Information

For the 1st edition (November 2024), Higher Education institution data has been removed from all applicable waves (13 to 16) of the EUL (SN 6849), Special Licence (SN 7083) and Secure Access (SN 7332) versions of the Innovation Panel and released in this new Special Licence dataset.

Variables include higher education institution identifiers for linking to Waves 13 onwards of Understanding Society: Innovation Panel.

Abstract copyright UK Data Service and data collection copyright owner.The purpose of this study was to investigate the factors which influence young people in their demand for higher education in its various forms - at universities, colleges of education (teacher training colleges), polytechnics and colleges of further education. Six of these eight surveys are the main study which was carried out on (a) the schools and the fifth-formers and the sixth-formers in them, and (b) the colleges of further education and their home students studying A' level subjects full-time. The material from the young people includes that given by them at two stages, first from the main survey which took place before they sat GCE examinations and before the results of higher education applications were available and secondly, from the follow-up survey after the results of the GCE examinations were known and the young people already embarked on courses the following session. For the fifth and sixth-form surveys (67001, 67002 and 68005) there is also incorporated the form teachers' broad assessment of ability (three categories) examination prospects and higher education and career aspirations. For the schools the main survey was carried out in the Spring term 1967 with the follow-up in the autumn. The equivalent dates in the colleges of further education were May 1967 and January 1968. (The remaining two surveys are subsidiary to the project; 66023 is the pilot stage of the main survey part of 68004, i.e. home students studyingA' levels full-time in the further education colleges, whilst 67005 (fifth-formers in the fast stream in schools) comprises a sub-set of material from the main fifth-form survey for an enlarged sample of those pupils in schools with fast streams). The six surveys in the main study are interlinked with information from the school or college complementing that from the pupil or student. In addition there is standardisation - as far as was practicable - between sections of the questionnaire used for the fifth-formers, lower and upper sixth-formers and students in further education (e.g. general background). The contents of the questionnaire for the upper sixth-formers and further education students corresponded particularly closely. Copies of all reports on the surveys are in the Library of the Royal Statistical Society. Mainly they deal with specific aspects of the data e.g. 'Subject commitments and the demand for higher education', G. A. Barnard and M. D. McCreath (1970) Journal of the Royal Statistical Society Series A (General) 133 (3) 358 - 408, 'Report of the surveys of full-time 'A' level students (home) in colleges of further education', by M. D. McCreath (1970). All the material which is available is listed in the most recent report written in 1972, Factors influencing choice of higher education: surveys carried out by Margaret D McCreath under the direction of Professor G A Barnard, Department of Mathematics, University of Essex. This 1972 report includes data from both the school and further education surveys. The extensive tables are based on the following variables: social class, expectations about leaving school and reasons for doing so, source of the most useful discussion on what to do after school, family experience of higher education, O' andA' level attempts and passes, knowledge of higher education entry requirements and with whom these were discussed, as well as intended and actual destinations in higher education. The technical note on the sample design by Judith Doherty was published in 1970 as Appendix 1 of Volume 1 of the Schools Council Sixth-Form Survey, Sixth-Form Pupils and Teachers. Details of the response rates are given in the 1972 report mentioned above.