United Kingdom UK: Urban Population Living in Areas Where Elevation is Below 5 meters: % of Total Population data was reported at 4.203 % in 2010. This records an increase from the previous number of 4.196 % for 2000. United Kingdom UK: Urban Population Living in Areas Where Elevation is Below 5 meters: % of Total Population data is updated yearly, averaging 4.203 % from Dec 1990 (Median) to 2010, with 3 observations. The data reached an all-time high of 4.206 % in 1990 and a record low of 4.196 % in 2000. United Kingdom UK: Urban Population Living in Areas Where Elevation is Below 5 meters: % of Total Population data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Land Use, Protected Areas and National Wealth. Urban population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.; ; Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.; Weighted average;

United Kingdom UK: Mortality Rate: Adult: Female: per 1000 Female Adults data was reported at 53.693 Ratio in 2014. This records a decrease from the previous number of 53.890 Ratio for 2013. United Kingdom UK: Mortality Rate: Adult: Female: per 1000 Female Adults data is updated yearly, averaging 83.533 Ratio from Dec 1960 (Median) to 2014, with 55 observations. The data reached an all-time high of 111.369 Ratio in 1963 and a record low of 53.693 Ratio in 2014. United Kingdom UK: Mortality Rate: Adult: Female: per 1000 Female Adults data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Health Statistics. Adult mortality rate, female, is the probability of dying between the ages of 15 and 60--that is, the probability of a 15-year-old female dying before reaching age 60, if subject to age-specific mortality rates of the specified year between those ages.; ; (1) United Nations Population Division. World Population Prospects: 2017 Revision. (2) University of California, Berkeley, and Max Planck Institute for Demographic Research. The Human Mortality Database.; Weighted average;

These indicators are designed to accompany the SHMI publication. The SHMI methodology does not make any adjustment for deprivation. This is because adjusting for deprivation might create the impression that a higher death rate for those who are more deprived is acceptable. Patient records are assigned to 1 of 5 deprivation groups (called quintiles) using the Index of Multiple Deprivation (IMD). The deprivation quintile cannot be calculated for some records e.g. because the patient's postcode is unknown or they are not resident in England. Contextual indicators on the percentage of provider spells and deaths reported in the SHMI belonging to each deprivation quintile are produced to support the interpretation of the SHMI. Notes: 1. As of the July 2020 publication, COVID-19 activity has been excluded from the SHMI. The SHMI is not designed for this type of pandemic activity and the statistical modelling used to calculate the SHMI may not be as robust if such activity were included. Activity that is being coded as COVID-19, and therefore excluded, is monitored in the contextual indicator 'Percentage of provider spells with COVID-19 coding' which is part of this publication. 2. Please note that there was a fall in the overall number of spells from March 2020 for England due to COVID-19 impacting on activity and the number has not returned to pre-pandemic levels. Further information at Trust level is available in the contextual indicator ‘Provider spells compared to the pre-pandemic period’ which is part of this publication. 3. There is a shortfall in the number of records for The Princess Alexandra Hospital NHS Trust (trust code RQW). Values for this trust are based on incomplete data and should therefore be interpreted with caution. 4. Frimley Health NHS Foundation Trust (trust code RDU) has not submitted data to the Secondary Uses Service (SUS) since June 2022 due to an issue with their patient records system. This is causing a large shortfall in records with data only submitted for 4 months out of the 12 months in the current time period. Values for this trust should be viewed in the context of this issue. 5. A number of trusts are currently engaging in a pilot to submit Same Day Emergency Care (SDEC) data to the Emergency Care Data Set (ECDS), rather than the Admitted Patient Care (APC) dataset. As the SHMI is calculated using APC data, this does have the potential to impact on the SHMI value for these trusts. Trusts with SDEC activity removed from the APC data have generally seen an increase in the SHMI value. This is because the observed number of deaths remains approximately the same as the mortality rate for this cohort is very low; secondly, the expected number of deaths decreases because a large number of spells are removed, all of which would have had a small, non-zero risk of mortality contributing to the expected number of deaths. We are working to better understand the planned changes to the recording of SDEC activity and the potential impact on the SHMI. The trusts affected in this publication are: Barts Health NHS Trust (trust code R1H), Cambridge University Hospitals NHS Foundation Trust (trust code RGT), Croydon Health Services NHS Trust (trust code RJ6), Epsom and St Helier University Hospitals NHS Trust (trust code RVR), Frimley Health NHS Foundation Trust (trust code RDU), Imperial College Healthcare NHS Trust (trust code RYJ), Manchester University NHS Foundation Trust (trust code R0A), Norfolk and Norwich University Hospitals NHS Foundation Trust (trust code RM1), and University Hospitals of Derby and Burton NHS Foundation Trust (trust code RTG). 6. Further information on data quality can be found in the SHMI background quality report, which can be downloaded from the 'Resources' section of the publication page.

This project uses interview data to investigate the implications, implementation and consequences of Brexit for UK universities, including the effects in relation to migration, international education and financial sustainability. The generic research questions are: 1) What are the perceived implications of Brexit for UK universities as leaders and others see it? 2) What are the principal responses of universities and what are their capabilities to monitor, judge, strategies, respond, initiate and make internal changes, in relation to Brexit? 3) How do these factors vary by UK nation; university mission, status, resources; and discipline? The dataset includes 124 semi-structured transcripts of semi-structured interviews conducted between November 2017 to September 2018. Participants were from 12 universities in the UK. This project is part of the ESRC’s 'The UK in a Changing Europe' initiative which supports research into the relationship between the UK and the European Union (EU).UK universities are extensively engaged in Europe, in collaborative research and infrastructure and through EU citizen staff and students. The UK’s departure from the EU has many potential consequences for UK universities and their staffing, research, international education and financial sustainability. Brexit is an unprecedented development with implications in almost every domain of UK higher education (HE) and a range of possible forms and consequences for individual UK HEIs, with marked potential for differential effects (e.g. in research capability, international students, staffing, mission, income) across the variation of HEI types. Though Brexit has many possible forms, in any form it is likely to disrupt existing projects, networks and activities, and could imply sharp reductions in staff, students and/or income, in some or all HEIs. It also calls for new and innovative lines of institutional and discipline-based development on and off shore.In an uncertain and fast changing setting characterised by multiple possibilities and sudden shocks, HEIs will be required to monitor, respond, adjust, strategize, reorient and initiate with unprecedented speed and effectiveness; to build new relations and activity portfolios in Europe and beyond; and to grapple with new challenges to human resource management, risk management, financial sustainability, mission, governance and local implementation systems. This research investigates the policy implications, implementation and consequences of Brexit for UK HE, in two priority areas identified by the Economic and Social Research Council: implications of Brexit for migration, and impacts in the economy and future trade arrangements. UK higher education institutions (HEIs) are extensively engaged in Europe and in this sector EU relations have been unambiguously positive and productive. While there is a range of possible Brexit scenarios, UK HE is closely affected by the Brexit-related policy settings for staff mobility, retention and recruitment ('migration'); for international student policy and regulation, with consequences for tuition revenues and balance sheets ('trade'); and by the effects of Brexit in research relations between UK and European HEIs. Research papers co-authored with colleagues in Europe outweigh total papers co-authored with US and other English-speaking countries, more than 20 per cent of UK R&D funding is from international sources with much from collaborative European research schemes. The role of UK universities in Europe is central to their outstanding global research performance: UK accounts for 3.2 per cent of global R&D spending, 9.5 per cent of scientific papers downloaded, 11.6 per cent of citations, and 15.9 per cent of the most highly-cited papers. EU frameworks enable many UK researchers to lead, while sharing the best ideas and people from other EU member countries. The research capacity and reputation of UK HEIs also underpins the nation's role as the world's second largest exporter of international education after the US. The government has stated that it hopes to raise education exports by almost 50 per cent to 30 billion pa in 2020. The main data collection consists of qualitative case studies in 12 UK HEIs, with participating institutions selected from all four nations and illustrating the diversity of the sector. There are 127 semi-structured interviews, with senior academic leaders of HEIs, chief financial officers, heads of human resources, executive deans in three disciplines (health, science, social science), research professors from these disciplines, and student representatives. The project also conducted policy-oriented seminars which will have both data gathering and dissemination/public discussion purposes. The practical outcomes of the research are (a) through research, public events and briefings, to draw to the attention of policy makers and public the implications of different Brexit scenarios in higher education, (b) within HE, to investigate and make recommendations on the capacity of UK HEIs to respond effectively to the challenges triggered by Brexit under the different possible Brexit scenarios, in the context also of other policy developments (Office for Students, TEF). Interviews were conducted between November 2017 to September 2018. Participants were from 12 universities in the UK. We have sampled universities based on the following criteria to include a variety of case study universities: (1) Nations: We aimed to include universities from the four nations of the UK and had eight case study universities in England, two in Scotland, one in Wales, and one in Northern Ireland. (2) Type of universities: We sampled universities to include those from different groupings and had four Russell Group universities, five other pre-1992 universities, and three post-1992 universities. Within each case study university, we aimed to interview participants with different level of responsibilities, including 44 senior executives (e.g. vice-chancellor), 23 senior administrators (e.g. director of finance), 10 members of governing body, 28 academic leaders (e.g. department head), 8 students, and 14 academics in Health Sciences, Sciences, Social Sciences.

This data collection relates to project 3.4 of the Centre for Global Higher Education: The transformative potential of MOOCs and contrasting online pedagogies. The response of higher education systems to the possibilities of digital technologies has been sporadic and localised. System-level initiatives relate more to administration and research than to education, while institution-level responses focus mainly on installing virtual learning environments. One area where digital innovation in HE has been rapid and large-scale is the phenomenon of the spread of massive, open, online courses (MOOCs). The top universities in the US, a few in the UK, the EU, the Far East, Australia, and now also in parts of the Global South, have experimented with this form of HE. The transformative potential of MOOCs, while widely forecast, is still uncertain, for several reasons: MOOCs have done little to transform undergraduate education, as some 80 per cent of participants are highly qualified professionals. MOOC affordances and the large-scale participation rates are incompatible with the personal nurturing and scaffolding that supports high quality student learning. Universities and platform developers are still developing the business models they need to make MOOCs sustainable, and financially viable. In order to explore what features of MOOCs have most potential to transform Higher Education, in depth interviews with MOOC participants were conducted online.The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over £7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE

Survey and interview data from a study on the views and experiences of early career researchers (postdoctoral researchers) around the support from research organisations, funding bodies and career services and how this offer might be improved in the future. This applied to those employed inside and outside of academia. The data result from an online survey of early career social scientists (N=1048), interviews with a subset of the respondents (N=35) and with experts (N=9). The findings informed the strategy for careers advice and support provided by the Economic and Social Research Council through Doctoral Training Partnerships and Centres for Doctoral Training and the creation of new funding strands for early career researchers. The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over 7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on roblems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE. Online survey of self-selecting early-career social scientists. Interviews of a sub-sample of respondents to the survey. Interviews with a selection of experts in relation to early career social scientists. detailed methods information is described in the attached report.

This data comes from doctoral research carried out by Irni Johan at the University of Birmingham as part of a study to measure the financial capability of Indonesian undergraduates. A total of 521 students were interviewed face-to-face. The overall response rate was 62 per cent – or 69 per cent if we remove the non-contacts from the base of this calculation. The questionnaire used in this study drew heavily on existing questionnaires developed in other studies, particularly the Financial Capability Baseline survey developed in 2005 by Kempson, Collard and others for FSA UK and the Money Advice Service’s Financial Capability Tracker Questionnaire Wave 3, although the questions were slightly modified to make them more suitable for Indonesian undergraduates give that these questionnaires were developed for a general British public survey. Financial capability was measured via three dimensions: financial knowledge/skill; financial attitudes; and financial behaviour. Fieldwork took place between May and September 2015.This data comes from doctoral research carried out by Irni Johan at the University of Birmingham as part of a study to measure the financial capability of Indonesian undergraduates. A total of 521 students were interviewed face-to-face. The overall response rate was 62 per cent – or 69 per cent if we remove the non-contacts from the base of this calculation. The questionnaire used in this study drew heavily on existing questionnaires developed in other studies, particularly the Financial Capability Baseline survey developed in 2005 by Kempson, Collard and others for FSA UK and the Money Advice Service’s Financial Capability Tracker Questionnaire Wave 3, although the questions were slightly modified to make them more suitable for Indonesian undergraduates give that these questionnaires were developed for a general British public survey. Financial capability was measured via three dimensions: financial knowledge/skill; financial attitudes; and financial behaviour. Fieldwork took place between May and September 2015. This data was collected as part of doctoral research which measured the financial capability (financial knowledge, attitudes and behaviour) of Indonesian undergraduates at Bogor Agricultural University (IPB) (Johan 2018). Bogor Agricultural University (IPB) in Bogor City is in the province of West Java, Indonesia. The total number of undergraduate students when this was study conducted in 2015 was 13,825 students, spread across nine faculties and 36 departments. The population for this study was all IPB undergraduate students in any of the four years of study. The total population thus was 13,825 students. This study used stratified random sampling (a form of probability sampling), with nine faculties at IPB and gender as the strata. Permission from IPB authorities was gained to sample 892 students from their database and then send emails to them to invite them to participate, with a small prize draw offered to encourage responses. A total of 521 students were interviewed with the number of students interviewed in each faculty proportional to the actual numbers in each. A total of 244 people declined the opportunity to take part and it was not possible to contact a further 98 during the fieldwork period (three attempts were made to contact each sample member). The overall response rate was therefore 62 per cent – or 69 per cent if we remove the non-contacts from the base of this calculation. A face-to-face method of data collection was considered essential to gather the large amount of data needed but this then caused issues of scale for the doctoral student and so it was decided to employ four interviewers to help with the data collection. These interviewers received full training by the doctoral student and were monitored throughout.