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 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. Note that the pre-registration can be found here: https://osf.io/xs5wf

This dataset is about universities in the United Kingdom. It has 92 rows. It features 5 columns: country, total students, domain, and graduate students.

The information refers to NI domiciled students enrolled at higher education institutions in the UK. The dataset is collected annually and is based on enrolments in higher education institutions in the UK on 1st December each year. The dataset is collected by the Higher Education Statistics Agency from higher education institutions throughout the UK and provided to the Department for Employment and Learning, Northern Ireland, for analysis. For 2013/14, NI Domiciled enrolments and qualifications at Open University are available. In previous years, these figures were included in NI students studying in England, as the administrative centre of the Open University is located in England. The specification of the HESA Standard Registration Population has changed for 2007/08 enrolments onwards. Writing up and sabbatical students are now excluded from this population where they were previously included in published enrolment data and therefore 2007/08 data onwards cannot be directly compared to previous years.

The data article presents the relationship between university league tables and teaching qualification in the UK. Data were collected from the university and subject league tables (Complete University Guide) and teaching qualification (The Higher Education Academy - HEA), and Higher Education Funding Council for England - Hefce), UK.

Data product is provided by ASL Marketing. It contains current college students who are attending colleges and universities nationwide. Connect with this market by: Class Year Field of Study Home/School address College Attending Ethnicity School Type Region Sports Conference Gender eSports Email

We have previously found that the psychoeducational 'Science of Happiness' course has a beneficial effect on participant well-being (Hood et al, 2021; Hobbs et al, 2022). In this study, we examine whether these benefits are sustained 1-2 years post course.

This dataset is about universities in the United Kingdom. It has 92 rows. It features 6 columns including country, city, total students, and latitude.

This is the dataset derived from the sistematic review describes at https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=330361

Abstract copyright UK Data Service and data collection copyright owner. The purpose of this study was the construction and analysis of a database of the records relating to students who attended the University of Aberdeen from 1860 to 1920, in order to create a comprehensive textual dossier of information about individual students which could be accessed easily by the University Archivist in answering frequent enquiries about past students; to facilitate the researches of scholars preparing publications on different aspects of University life for the institution's quincentenary in 1995; to demonstrate trends in the geographical and social mobility of the student population, as well as the impact on academic life of major changes in the curriculum. Main Topics: Three broad categories of data have been sought in constructing a database of students at the University of Aberdeen from 1860-1920. Out of a possible total of 52 fields, approximately 16 are devoted to biographical and background information, including dates of birth and death, place of origin, schools attended and father's occupation. A further 21 fields are concerned with the student's university education and experiences, including actual and total periods of study, classes attended, examinations passed (where applicable), degree(s) obtained, both at Aberdeen and at other universities, bursaries, prizes and medals awarded, the location of lodgings (where applicable), and membership of university societies. The third major area of investigation was the student's post-university life, incorporating information on locations, careers, and civil, military and academic honours and awards. Several further fields have been allocated to identifying sources of information. The database has been designed to allow not only minute documentation of the backgrounds and careers of individual students, but also global analysis of changing patterns of geographical and social mobility among the student population as a whole. Data on students' (and parents') occupations have been classified in conformity with the Registrar General's classification. No sampling (total universe)

This observational study sought to document the statistical content taught to undergraduate psychology students in the UK. We searched for module syllabi from psychology undergraduate programmes in the UK and assessed whether the module syllabi mentioned each of 32 quantitative and statistical topics.

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.

The information refers to NI domiciled students gaining higher education qualifications from UK higher education institutions. The dataset is collected annually and is based on students obtaining a qualification at UK higher education institutions. The dataset is collected by the Higher Education Statistics Agency from higher education institutions throughout the UK and provided to the Department for Employment and Learning, Northern Ireland, for analysis. For 2013/14, NI Domiciled enrolments and qualifications at Open University are available. In previous years, these figures were included in NI students studying in England, as the administrative centre of the Open University is located in England.

Abstract copyright UK Data Service and data collection copyright owner. This study is comprised by the data collected for a wider project exploring the historical relationship between higher education and the UK economy. The project sought to provide a long-term explanation of the relationships between funding, widening access and socio-economic aspects of higher education. Three main areas were considered: -The provision of an in-depth historical account and analysis of the numbers and extent of students and staff for the purposes of evaluating the main characteristics of UK higher education development back the 1920s. -The provision of an in-depth historical account and evaluation of levels and structures of income and expenditure in higher education -The interpretation of these data with reference to major socio-economic indicators. Main Topics: This study is a collation and analysis of statistics on UK higher education which refers to pre-1992 universities and includes all institutions delivering degrees afterwards. The dataset, which gathers historical series on funding and development of universities from the early 1920s, is the result of research into primary and secondary governmental and institutional sources. Please note: this study does not include information on named individuals and would therefore not be useful for personal family history research. No sampling (total universe) Compilation or synthesis of existing material

The Open University (OU) dataset is an open database containing student demographic and click-stream interaction with the virtual learning platform. The available data are structured in different CSV files. You can find more information about the original dataset at the following link: https://analyse.kmi.open.ac.uk/open_dataset.

We extracted a subset of the original dataset that focuses on student information. 25,819 records were collected referring to a specific student, course and semester. Each record is described by the following 20 attributes: code_module, code_presentation, gender, highest_education, imd_band, age_band, num_of_prev_attempts, studies_credits, disability, resource, homepage, forum, glossary, outcontent, subpage, url, outcollaborate, quiz, AvgScore, count.

Two target classes were considered, namely Fail and Pass, combining the original four classes (Fail and Withdrawn and Pass and Distinction, respectively). The final_result attribute contains the target values.

All features have been converted to numbers for automatic processing.

Below is the mapping used to convert categorical values to numeric:

code_module: 'AAA'=0, 'BBB'=1, 'CCC'=2, 'DDD'=3, 'EEE'=4, 'FFF'=5, 'GGG'=6

code_presentation: '2013B'=0, '2013J'=1, '2014B'=2, '2014J'=3

gender: 'F'=0, 'M'=1

highest_education: 'No_Formal_quals'=0, 'Post_Graduate_Qualification'=1, 'HE_Qualification'=2, 'Lower_Than_A_Level'=3, 'A_level_or_Equivalent'=4

IMBD_band: 'unknown'=0, 'between_0_and_10_percent'=1, 'between_10_and_20_percent'=2, 'between_20_and_30_percent'=3, 'between_30_and_40_percent'=4, 'between_40_and_50_percent'=5, 'between_50_and_60_percent'=6, 'between_60_and_70_percent'=7, 'between_70_and_80_percent'=8, 'between_80_and_90_percent'=9, 'between_90_and_100_percent'=10

age_band: 'between_0_and_35'=0, 'between_35_and_55'=1, 'higher_than_55'=2

disability: 'N'=0, 'Y'=1

student's outcome: 'Fail'=0, 'Pass'=1

For more detailed information, please refer to:

Casalino G., Castellano G., Vessio G. (2021) Exploiting Time in Adaptive Learning from Educational Data. In: Agrati L.S. et al. (eds) Bridges and Mediation in Higher Distance Education. HELMeTO 2020. Communications in Computer and Information Science, vol 1344. Springer, Cham. https://doi.org/10.1007/978-3-030-67435-9_1

Understanding Society, (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 Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society: Calendar Year Dataset, 2022, is designed for analysts to conduct cross-sectional analysis for the 2022 calendar year. The Calendar Year datasets combine data collected in a specific year from across multiple waves and these are released as separate calendar year studies, with appropriate analysis weights, starting with the 2020 Calendar Year dataset. Each subsequent year, an additional yearly study is released.

The Calendar Year data is designed to enable timely cross-sectional analysis of individuals and households in a calendar year. Such analysis can, however, only involve variables that are collected in every wave (excluding rotating content, which is only collected in some of the waves). Due to overlapping fieldwork, the data files combine data collected in the three waves that make up a calendar year. Analysis cannot be restricted to data collected in one wave during a calendar year, as this subset will not be representative of the population. Further details and guidance on this study can be found in the document 9333_main_survey_calendar_year_user_guide_2022.

These calendar year datasets should be used for cross-sectional analysis only. For those interested in longitudinal analyses using Understanding Society please access the main survey datasets: End User Licence version or Special Licence version.

Understanding Society: the UK Household Longitudinal Study, started in 2009 with a general population sample (GPS) of UK residents living in private households of around 26,000 households and an ethnic minority boost sample (EMBS) of 4,000 households. All members of these responding households and their descendants became part of the core sample who were eligible to be interviewed every year. Anyone who joined these households after this initial wave was also interviewed as long as they lived with these core sample members to provide the household context. At each annual interview, some basic demographic information was collected about every household member, information about the household is collected from one household member, all 16+-year-old household members are eligible for adult interviews, 10-15-year-old household members are eligible for youth interviews, and some information is collected about 0-9 year-olds from their parents or guardians. Since 1991 until 2008/9 a similar survey, the British Household Panel Survey (BHPS), was fielded. The surviving members of this survey sample were incorporated into Understanding Society in 2010. In 2015, an immigrant and ethnic minority boost sample (IEMBS) of around 2,500 households was added. In 2022, a GPS boost sample (GPS2) of around 5,700 households was added. To know more about the sample design, following rules, interview modes, incentives, consent, and questionnaire content, please see the study overview and user guide.

Co-funders

In addition to the Economic and Social Research Council, co-funders for the study included the Department of Work and Pensions, the Department for Education, the Department for Transport, the Department of Culture, Media and Sport, the Department for Community and Local Government, the Department of Health, the Scottish Government, the Welsh Assembly Government, the Northern Ireland Executive, the Department of Environment and Rural Affairs, and the Food Standards Agency.

End User Licence and Special Licence versions:

There are two versions of the Calendar Year 2022 data. One is available under the standard End User Licence (EUL) agreement (SN 9333), and the other is a Special Licence (SL) version (SN 9334). The SL version contains month and year of birth variables instead of just age, more detailed country and occupation coding for a number of variables and various income variables have not been top-coded (see document 9333_eul_vs_sl_variable_differences for more details). Users are advised first to obtain the standard EUL version of the data to see if they are sufficient for their research requirements. The SL data have more restrictive access conditions; prospective users of the SL version will need to complete an extra application form and demonstrate to the data owners exactly why they need access to the additional variables in order to get permission to use that version. The main longitudinal versions of the Understanding Society study may be found under SNs 6614 (EUL) and 6931 (SL).

Low- and Medium-level geographical identifiers produced for the mainstage longitudinal dataset can be used with this Calendar Year 2022 dataset, subject to SL access conditions. See the User Guide for further details.

Suitable data analysis software

These data are provided by the depositor in Stata format. Users are strongly advised to analyse them in Stata. Transfer to other formats may result in unforeseen issues. Stata SE or MP software is needed to analyse the larger files, which contain about 1,800 variables.

This dataset introduces the anonymised Open University Learning Analytics Dataset (OULAD). It contains data about courses, students and their interactions with Virtual Learning Environment (VLE) for seven selected courses (called modules). Presentations of courses start in February and October - they are marked by “B” and “J” respectively. The dataset consists of tables connected using unique identifiers. All tables are stored in the csv format.

Database schema

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courses.csv File contains the list of all available modules and their presentations. The columns are: - code_module – code name of the module, which serves as the identifier. - code_presentation – code name of the presentation. It consists of the year and “B” for the presentation starting in February and “J” for the presentation starting in October. - length - length of the module-presentation in days.

The structure of B and J presentations may differ and therefore it is good practice to analyse the B and J presentations separately. Nevertheless, for some presentations the corresponding previous B/J presentation do not exist and therefore the J presentation must be used to inform the B presentation or vice versa. In the dataset this is the case of CCC, EEE and GGG modules.

assessments.csv This file contains information about assessments in module-presentations. Usually, every presentation has a number of assessments followed by the final exam. CSV contains columns:

• code_module – identification code of the module, to which the assessment belongs.
• code_presentation - identification code of the presentation, to which the assessment belongs.
• id_assessment – identification number of the assessment.
• assessment_type – type of assessment. Three types of assessments exist: Tutor Marked Assessment (TMA), Computer Marked Assessment (CMA) and Final Exam (Exam).
• date – information about the final submission date of the assessment calculated as the number of days since the start of the module-presentation. The starting date of the presentation has number 0 (zero).
• weight - weight of the assessment in %. Typically, Exams are treated separately and have the weight 100%; the sum of all other assessments is 100%. If the information about the final exam date is missing, it is at the end of the last presentation week.

vle.csv The csv file contains information about the available materials in the VLE. Typically these are html pages, pdf files, etc. Students have access to these materials online and their interactions with the materials are recorded. The vle.csv file contains the following columns:

• id_site – an identification number of the material.
• code_module – an identification code for module.
• code_presentation - the identification code of presentation.
• activity_type – the role associated with the module material.
• week_from – the week from which the material is planned to be used.
• week_to – week until which the material is planned to be used.

studentInfo.csv This file contains demographic information about the students together with their results. File contains the following columns:

• code_module – an identification code for a module on which the student is registered.
• code_presentation - the identification code of the presentation during which the student is registered on the module.
• id_student – a unique identification number for the student.
• gender – the student’s gender.
• region – identifies the geographic region, where the student lived while taking the module-presentation.
• highest_education – highest student education level on entry to the module presentation.
• imd_band – specifies the Index of Multiple Depravation band of the place where the student lived during the module-presentation.
• age_band – band of the student’s age.
• num_of_prev_attempts – the number times the student has attempted this module.
• studied_credits – the total number of credits for the modules the student is currently studying.
• disability – indicates whether the student has declared a disability.
• final_result – student’s final result in the module-presentation.

studentRegistration.csv This file contains information about the time when the student registered for the module presentation. For students who unregistered the date of unregistration is also recorded. File contains five columns:

• code_module – an identification code for a module.
• code_presentation - the identification code of the presentation.
• id_student – a unique identification number for the student.
• date_registration – the date of student’s registration on the module presentation, this is the number of days measured relative to the start of the module-presentation (e.g. the negative value -30 means that the student registered to module presentation 30 days before it started).
• date_unr...

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

This dataset provides Census 2022 estimates for distance travelled to place of study of people aged 4 and over studying by age (in 4 categories) in Scotland.

Age

A person's age on Census Day, 20 March 2022. Infants aged under 1 year are classified as 0 years of age.

Distance travelled to work or place of study

The distance between a person’s home address and their main place of work or study (Grouped).

Address of place of work or study is used (along with home address) to explore the relationship between where people live and where they work or study. Used in conjunction with information from the method of travel question, the data helps to identify commuter patterns and routes and provide a reliable indicator for the demands placed on public and private transport.

It is used to inform the balance of housing and jobs in particular areas and assess the need for services such as new schools. Information on where people live and work is used by government departments to define “Travel to Work Areas” - these are approximations of self-contained labour markets and are the smallest areas for which unemployment rates are published. Collecting information on both work and study address enables a more accurate count of daytime populations to be obtained, which is particularly useful for areas accommodating universities and businesses. It also allows the differences in travel patterns between these groups to be compared.

Details of classification can be found here

The quality assurance report can be found here

Dataset accompanying the data descriptor for publication in Scientific Data entitled: Data on the prevalence of psychiatric symptoms in UK university students. More specifically, the current data provides crucial information concerning the prevalence of anxiety, depression, mania, insomnia, stress, suicidal ideation, psychotic experiences and loneliness amongst a sample of N=1408 UK university students. A cross-sectional online questionnaire-based study was implemented. Online recruitment for this dataset began on September 17th, 2018, and ended on the 30th July 2019. Eight validated measures were used: Generalized Anxiety Disorder Scale; Patient Health Questionnaire; The Mood Disorder Questionnaire; The Sleep Condition Indicator; The Perceived Stress Scale; Suicidal Behaviours Questionnaire-Revised; The Prodromal Questionnaire 16 (PQ-16); and the University of California Loneliness Scale.