The Universities and Colleges Admissions Service (UCAS) Data, 2007-2021: Secure Access includes information about applicants and applications to UK Higher Education with UCAS registered Higher Education Providers. The data runs from the 2007 application cycle, up to and including the 2019 cycle. All applicants to UK Higher Education are included which covers those domiciled within the UK and those outside.

Latest edition information
For the third edition (April 2024), all FACT 349, b36, 8d1, d5f and 7d7 datasets for 2007-2021 (i.e. all datasets apart from the UCAS variable codes) have been replaced with new versions, edited to reduce the risk of disclosure.

Traffic analytics, rankings, and competitive metrics for ucas.com as of September 2025

A level grade combinations, by student characteristics. Coverage is all students that entered at least 1 A level. Grade outcomes are changed into UCAS points by adding up a student's best 3 A level results (A*=56, A = 48, B = 40, C= 32, D=24, E=16).

Ucas Paslanmaz Celik Ic Ve Dis Ticaret A S Export Import Data. Follow the Eximpedia platform for HS code, importer-exporter records, and customs shipment details.

HE providers by tariff group - Explore Education Statistics data set Tariff Groups from Widening participation in higher education

Eximpedia Export import trade data lets you search trade data and active Exporters, Importers, Buyers, Suppliers, manufacturers exporters from over 209 countries

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

Presents an overview of all aspects of higher education in the UK. It draws together data on students, staff and institutional finance, applicants via the Universities and Colleges Admission Service (UCAS), graduates and graduate destinations, student support, and international comparisons.

Source agency: Business, Innovation and Skills

Designation: National Statistics

Language: English

Alternative title: Higher Education Statistics for the United Kingdom

19 interviews conducted in 2017/18 with Heads of Admission and 51 interviews with admissions selectors at 17 universities located across England offering undergraduate degree programmes with high academic entry requirements and a high demand for places.

The interviews explored with Heads of Admission the philosophical underpinnings and overarching goals of universities’ undergraduate admissions policies, and explored with admissions selectors how institutional policies were enacted in practice with a particular focus on the ways in which selectors sought to differentiate between strong, weak and borderline applicants.

Complete University Guide 2018 data on the average UCAS points of entrants was used to select a sample of English HEIs with comparatively high academic entry requirements, encompassing mainly Old (pre-1992) but also New (post-1992) universities, and aiming for representation of HEIs from every English region, and an oversampling of those in London and the South East given the preponderance of HEIs in these areas. Of the HEIs originally sampled, four declined to participate in the study, resulting in an achieved sample of 17 HEIs. Eleven of the participating HEIs were Old HEIs at which the average home student entered with 487 UCAS points, compared to 413 for Old HEIs in England generally. The other six participating HEIs were New HEIs at which the average home entrant came in with 340 UCAS points, compared to 306 for New HEIs in England generally.

At each participating HEI an initial scoping interview was carried out, usually with the Head of Admissions (N=19). Further interviews were then carried out with Admissions Selectors for science (N=18) and arts/humanities/social science (N=33) programmes identified in the scoping interviews as having high academic entry requirements and a high demand for places. The Admissions Selectors in the sample were selecting for the following Science programmes: Maths x 1, Physics x 1, Chemistry x 2, Computer Science x 2, Engineering x 2, Medicine x 3, Health Sciences x 1, Midwifery x 3, Nursing x 1, Occupational Therapy x 1, and Physiotherapy x 1; and for the following arts/humanities/social science programmes: Law x 7, Economics x 6, Politics/PPE x 4, Sociology x 1, History x 1, English x 1, Languages x 1, Education x 2, Accountancy x 1, Business x 1, Architecture x 4, Film/TV/Journalism x 3, and Art x 1.

Almost all of the interviews took place during the 2017/18 academic year and almost all were carried out by the same interviewer, Dr Mandy Powell. The interviews were intended to be dialogic in nature, with the interviewer seeking to engage university admissions personnel in reflective and constructively critical discussions about what constitutes fairness in the abstract, how conceptualisations of fairness are put into practice at their institution, and what positive and/or negative impacts admissions policies and practices may have on the social representativeness of the institution’s student body. There was no formal interview guide.

The initial scoping interviews with Heads of Admission (HoAs) set out to explore what higher-order principles informed institutional admissions policies; what criteria and processes were used to select prospective undergraduates; and how the admissions policies and practices discussed related to and impacted on widening participation at the institution. These first interviews also enabled us to gather information about whether admissions was all or mostly centralised or all or mostly devolved to academics within departments in each institution; and to identify selectors for highly academically selective, high demand programmes at the HEI for subsequent in-depth interview.

Subsequent interviews with admissions selectors centred on discussions of how ‘strong’, ‘weak’ and ‘borderline’ applicants were conceptualised in theory and identified in practice; and on how admissions policies and practices intersected with the university’s widening participation strategy and impacted positively and/or negatively on the admissions chances of non-traditional students.

Further details of the project, including links to published papers, can be found here: https://www.nuffieldfoundation.org/project/fair-admission-to-universities-in-england-improving-policy-practice

This project, funded by the Nuffield Foundation (EDU/45842), set out to explore how universities in England offering courses with high academic entry requirements and a high demand for places conceptualised fair admissions in policy terms and operationalised fair admissions in practice.

The project involved in-depth interviews with 19 university Heads of Admission at 17 HEIs, both Old (pre-1992) and New (post-1992), located throughout England; and with 51 admissions selectors at the same 17 HEIs, responsible for the day to day work of selecting applicants for a range of Science programmes and Arts programmes encompassing the Humanities, Social Sciences and Creative Arts.

The interviews, conducted during the 2017/18 academic year, explored with Heads of Admission the philosophical underpinnings and overarching goals of universities’ undergraduate admissions policies, and explored with admissions selectors how institutional policies were enacted in practice with a particular focus on the ways in which selectors sought to differentiate between strong, weak and borderline applicants.

Using Complete University Guide 2018 data on the average UCAS points of entrants we selected a sample of English HEIs with comparatively high academic entry requirements, encompassing mainly Old (pre-1992) but also New (post-1992) universities, and aiming for representation of HEIs from every English region, and an oversampling of those in London and the South East given the preponderance of HEIs in these areas. Of the HEIs originally sampled, four declined to participate in the study, resulting in an achieved sample of 17 HEIs. Eleven of the participating HEIs were Old HEIs at which the average home student entered with 487 UCAS points, compared to 413 for Old HEIs in England generally. The other six participating HEIs were New HEIs at which the average home entrant came in with 340 UCAS points, compared to 306 for New HEIs in England generally.

At each participating HEI an initial scoping interview was carried out, usually with the Head of Admissions (N=19). Further interviews were then carried out with Admissions Selectors for science (N=18) and arts/humanities/social science (N=33) programmes identified in the scoping interviews as having high academic entry requirements and a high demand for places. The Admissions Selectors in the sample were selecting for the following Science programmes: Maths x 1, Physics x 1, Chemistry x 2, Computer Science x 2, Engineering x 2, Medicine x 3, Health Sciences x 1, Midwifery x 3, Nursing x 1, Occupational Therapy x 1, and Physiotherapy x 1; and for the following arts/humanities/social science programmes: Law x 7, Economics x 6, Politics/PPE x 4, Sociology x 1, History x 1, English x 1, Languages x 1, Education x 2, Accountancy x 1, Business x 1, Architecture x 4, Film/TV/Journalism x 3, and Art x 1.

Almost all of the interviews took place during the 2017/18 academic year and almost all were carried out by the same interviewer, Dr Mandy Powell. The interviews were intended to be dialogic in nature, with the interviewer seeking to engage university admissions personnel in reflective and constructively critical discussions about what constitutes fairness in the abstract, how conceptualisations of fairness are put into practice at their institution, and what positive and/or negative impacts admissions policies and practices may have on the social representativeness of the institution’s student body. There was no formal interview guide.

The initial scoping interviews with Heads of Admission (HoAs) set out to explore what higher-order principles informed institutional admissions policies; what criteria and processes were used to select prospective undergraduates; and how the admissions policies and practices discussed related to and impacted on widening participation at the institution. These first interviews also enabled us to gather information about whether admissions was all or mostly centralised or all or mostly devolved to academics within departments in each institution; and to identify selectors for highly academically selective, high demand programmes at the HEI for subsequent in-depth interview.

Subsequent interviews with admissions selectors centred on discussions of how ‘strong’, ‘weak’ and ‘borderline’ applicants were conceptualised in theory and identified in practice; and on how admissions policies and practices intersected with the university’s widening participation strategy and impacted positively and/or negatively on the admissions chances of non-traditional students.

Further details of the project, including links to published papers, can be found here: https://www.nuffieldfoundation.org/project/fair-admission-to-universities-in-england-improving-policy-practice

About

Circulation and Recommendation data from the University of Huddersfield Library. Data is comprised of two parts:

1. Circulation Data. This breaks down the loans by year, by academic school, and by individual academic courses. This data will primarily be of interest to other academic libraries. UK academic libraries may be able to directly compare borrowing by matching up their courses against ours (using the UCAS course codes).

2. Recommendation Data. This is the data which drives the "people who borrowed this, also borrowed…" suggestions in our OPAC. This data had previously been exposed as a web service with a non-commercial licence, but is now freely available for you to download. We've also included data about the number of times the suggested title was borrowed before, at the same time, or afterwards.

Background information is available at Dave Pattern's blog post of 2008-12-28.

Access/Re-use

Fully open. Data is made available under terms of either CC0 or PDDL.

The Identification Systems Division key services include:Integrating NATO Mark XIIA Mode 5Identification Friend or Foe (IFF)Waveform in Navy ships and aircraftSupporting N-UCAS and JPALSProviding support to the Navy, USMC, USAF and US Army AirTraffic ControlFacilities for the Standard Terminal Automation Replacement System via DoDOperational Support FacilityDesigning common shipboard Air Traffic Control ConsoleDeveloping and testing AN/UPX-34A(V) SARTIS aircraftclassification technologyCooperative and non-cooperative IFF and ATC ISEAInstalling and maintaining AN/UPX-37/41C IFF Interrogator Sets and AN/APX-118(V)/123 Transponder Sets on surface and subsurface platformsProducing and installing IFF systems for every ship and sub in the NavySpecial Operations Forces, and USCGProviding maintenance training for IFF and ATC SystemsSupporting DDG1000 System Engineering TeamSupporting Aviation Systems Engineering Team

This dataset contains txt file data from the Unmanned Aircraft Systems (UCAS) Chromatograph for Atmospheric Trace Species (UCATS) Dual-beam ozone photometer (OZ). Data were collected for the START08 experiment on the NCAR GV aircraft.

Prezintă o imagine de ansamblu a tuturor aspectelor legate de învățământul superior din Marea Britanie. Acesta reunește date privind studenții, personalul și finanțele instituționale, solicitanții prin intermediul Serviciului de admitere al universităților și colegiilor (UCAS), absolvenții și destinațiile absolvenților, sprijinul studenților și comparațiile internaționale.

Agenția sursă: Afaceri, inovare și competențe

Desemnare: Statistici naționale

Limba: engleză

Titlu alternativ: Statistici privind învățământul superior pentru Regatul Unit

Iż-Żoni ta’ Konċentrazzjoni Urbana (UCAs) huma definiti bħala r-raggruppament tal-klassijiet tal-użu tal-art tal-proġett Corine Land Cover (CLC) li jikkontribwixxu għall-estensjoni tan-nisġa urbana. Dawn il-klassijiet huma: art urbana kontinwa, art urbana mhux kontinwa, art industrijali u żoni ekoloġiċi urbani. Dan il-kontenut ta’ informazzjoni jinkludi l-ACUs għas-sena 1990 miksuba mir-riklassifikazzjoni tal-Corine Land Cover ta’ din id-data.