DLHE introductory

DLHE introductory

September 2012

Objectives

• Find out about HESA- Who are we - What do we do

• Learn about the Destination of Leavers from Higher Education record– Coverage– Methodology– Questionnaire

• Understand data submission– Submitting data– Validation– Quality Assurance

• Know how the data used– Onwards use– heidi

Programme

• Introduction to HESA and the records• Coverage of the record• Timescales• Methodology • The questionnaire• Data collection• Quality assurance• Onwards use of data• Support and guidance

What is HESA?

Who are we HESA are the central data collection and provision agency for UK higher education with the aim to reduce accountability burden for sectorHow are we set up and how are we fundedCompany limited by guarantee and sector owned and funded mainly through institutional subscriptionsWho are our customers Customers include institutions, government departments, funding agency and the publicWhat do we do HESA disseminate data through a number of methodsWhat do we collectStudent, aggregate offshore, staff, finance, higher education business and community involvement, destinations of leavers from higher education, initial teacher training, estates management, key information set

What do we collect?

What do we collect

•Student– Aggregate offshore

•Finance – Higher education business and community involvement

•Destinations of leavers from higher education– Longitudinal

•Initial teacher training

•Estates management

•Key information set

•Institution Profile

HESA Data Streams

What is DLHE?

The Destinations of Leavers of Higher Education (DLHE) survey collects information about what students (leavers) are doing approximately 6 months after leaving university

Questions are asked about employment circumstances, whether they have gone onto further study and an evaluation of their higher education experience

The data is used to produce annual statistics and is disseminated via publications, online statistics, adhoc data provision and heidi

Sounds easy doesn’t it?

Where to begin?

DLHE contact

• Each HEI has a nominated member of staff as their DLHE contact

• The DLHE contact is the central point of communication with HESA including – Correspondence – Consultation and specifying collection criteria– Data quality checking queries– Read-only access to Student record collection

Who?

Coverage

The first stage in conducting the DLHE survey is about understanding who should be surveyed

A comprehensive criteria is set to ensure we only survey leavers who’s information is required for onwards use – not all students are surveyed

There are also some basic criteria requirements included in the coverage statement to ensure a common sense approach is adopted

Coverage

DLHE Coverage Flowchart

When?

HESA reporting period

• If the student(s) completed their studies during the reporting period then they should be included in the DLHE survey (provided other criteria is met)

• Students will complete at different intervals, therefore there are two surveys to ensure leavers are surveyed approximately 6 months after leaving

• The students end date will govern which survey should be used as shown in the diagram

JanuaryApril

The surveys

• The surveys are named after their respective census date months – January and April

• A census date is used to ensure consistency but the date itself is nominal

• Surveys are undertaken during ‘contact periods’. For the April survey this is set from 16 April 2012 – 25 June 2012 and for the January survey from 12 November 2012 – 8 March 2013

• Depending on which survey and at what point it is undertaken, the questions may refer to a date in the past, present or future

• An estimate of the number of questionnaires and confirmation of whether the institution would like to use the HESA online survey is needed in advance

Stage one: April survey 2011/12

• Student completes 1 August 2011 – 31 December 2012

• Census date 16 April 2012

• Contact period 16 April 2012 – 25 June 2012

Stage one: April survey

• Forecasting stage one leavers in readiness for the April Survey is the responsibility of the HEI

• This can be achieved by using the internal student record system to identify leavers who meet both the coverage statement and criteria

• Close collaboration with the department responsible for the Student record is key to this process

• Any leavers surveyed who are later identified as not being part of the stage one population will not count toward your DLHE response rates

Stage two: January survey 2011/12

• Student completes 1 January 2012 – 31 July 2012

• Census date 14 January 2013

• Contact period 12 November 2012 – 8 March 2013

Stage two: January survey and POPDLHE

• The Student record identifies leavers who should be surveyed - POPDLHE

• Based on the Student record submission dates this information is not available until after the April survey

Stage two: January survey and POPDLHE

• Produced as part of the Student record and identifies students who meet the criteria based on the data collected

• A POPDLHE file is produced every time a Student record file is committed therefore early files are only intended to provide an initial steer and allow for monitoring

• A final POPDLHE file will be available no later than 31 October 2012. Remember to liaise with your Student record contact to ensure the most up to date file is used

• DLHE record contacts are provided with read-only access to the Student record collection on the data collection system which allows access to the POPDLHE file

Task

Exercise 1a.

Complete the table by confirming if the students listed should be included in the DLHE survey

Exercise 1b.

Complete the table by confirming if the students have been surveyed correctly in respect of DLHE. Include comments to support your answers

How?

Methods of contact

• Postal mailing

• Telephone questionnaire

• PDF version (e-mail)

• Centrally-hosted online questionnaire

It’s up to you • Use as many methods as possible during the contact period

• Increasing the lines of communication will increase the likelihood of response

• Review previous collection response rates for an indication of methods which attract the highest response rates

Paper questionnaire

• HESA provide paper questionnaires for sending out by post

• Questionnaires are also available in Welsh

• Institutions are contacted by HESA with a set of questions about the size of the DLHE target population and the planned surveying arrangements in January (for April) and June (for January)

PDF questionnaire

• A PDF version of the questionnaire is available in both English and Welsh

• Available to download from the HESA website

• PDF questionnaires can be emailed to leavers who are then required to print, complete, sign, date and return the form back to the institution

• Institutions should consider using postage-paid returns to increase likelihood of responses. Leavers will not respond well to having to pay postage!

DLHE online system

• Online version of the questionnaire (Welsh version also available)

• Institutions provide link www.dlhe.ac.uk to leavers

• HESA provide free of charge to institutions who register for system

• Also know as ‘Centrally-hosted online DLHE survey’

• Has in-built validation to ensure questions and sections are answered

Telephone

• Often the most effective method – accounts for majority of responses but requires the most significant amount of resource

• Paper questionnaires are most commonly used to capture responses. The DLHE online system can also be used as a data input tool

• Callers require an excellent telephone manner and a sound grasp of the requirements. Some institutions recruit students as callers and multilingual speakers are sometimes used

Telephone best practice

When to call• Experience shows calling

outside of standard working hours (5:30-8:30) yields better results

• Consider employing staff to contact leavers at the weekend

• A cut off time should be agreed and adhered to

• Log the times of calls to establish peak or optimum times for future surveys

Preparation• Time is of the essence - know

your leaver before calling (create a profile)

• Note the qualification awarded to the leaver vs. what they had originally aimed for

• Do not block your telephone number

• Ensure permissions are set to allow calls to mobiles

• Have the correct questionnaire for the survey period

It must be said…

Third parties

• If a leaver is unobtainable, a third party can be used as an alternative source in providing the required information on behalf of the leaver

• Third party information is considered legitimate provided they are fully confident the answers are correct (and relate to the applicable census date)

• Third parties should only be asked a specific subset of the questions

Last resort methods

• Academic departments– Can also be used as a source of information as they may

have on-going interactions with the leaver(s)

• Direct contact– During the field work period e.g. they visit the careers

office or during the graduation ceremony

• Employers– If employer is known to the institution they too may be

contacted

Promoting DLHE and using reminders

• Social media (Twitter, Facebook etc.)

• Postcards

• SMS text messages

• Posters

Don’t forget

to complete your destinations

survey @

Best practice tips

• Track the number of questionnaires both sent and received (comparisons with POPDLHE should be carried out)

• Use an alternative method if the previous attempted method was unsuccessful

• Different response rates for different methods

• Ambiguous or illegible responses should be clarified with the leaver

Audit

All responses returned to HESA need to be supported by an appropriate audit trail. In addition, all DLHE data must be kept for a minimum of three years

Method Evidence

PDF and printed Signed and dated by the leaver

Online DLHE survey Copy of files

Telephone Signed and dated by the caller

Other methods Procedural evidence including signature and date where possible

Target response rates

Target response rates

What counts?

Communication

Covering letter and email

It is mandatory for all leavers to receive specific information in connection with DLHE. The covering letter, email or verbal confirmation provided during a telephone call;

It is possible to include the covering letter or email for all methods with the exception of using telephone. If the institution opts to use the telephone as their first method it is important to remember to confirm this information verbally as part of the introduction

Covering letter and email

• Printed on headed paper (covering letter)

• Do not amend HESA text

• Include institutions own data protection notice

• Include literature about the careers service, forthcoming alumni events

• Branding helps

The questionnaire

Understanding the questionnaire

Official use only• The top boxes are used to

record the dates of attempted contact

• Many institutions attach their own labels to include more dates

• The boxes on the bottom row are used to record the STATUS of the response:

– (2) Telephone survey: HE leaver

– (3) Telephone survey: third party

– (5) Own institution’s student record

– (6) Institutional third party– (7) Deceased

Section A What were you doing on 16 April 2012

(Q1) On 16 April were you?

– Working full-time – Working part-time– Unemployed and looking for

work– Due to start a job in the next

month– Engaged in full-time further

study, training or research– Engaged in part-time further

study, training or research– Taking time out in order to

travel– Something else

Required for a valid response

Should be asked a third parties

One or more activities must be selected Only one most important activity must be selected

Fields ALLACT and MIMPACT

Section B Your Employment on April 2012

(Q2) If you had more than one job on 16 April 2012, how many jobs did you have total?

– Free text box

Not required for a valid responseShould be asked third parties

To be completed if activities working full-time or part-time selected2-9 can be returned

Field JOBSNO


(Q3) What was your job title?

– Free text box

(Q4) Briefly describe your duties

– Free text box

Required for a valid responseShould be asked third parties

To be completed if activities working full-time or part-time selectedLeaver must refer to what they consider to be their main job (if more than one)

Up to 60 (title) and 200 (duties) characters can be returned

Fields JOBTITLE and JOBDUTIES (at least one of these must be completed to enable SOC coding)

Standard Occupational Classification (SOC2010) codes

• Derived from Q3 and Q4 • Uses codes to describe the occupations of leavers• Coding index available on HESA website or…• A software package, CASCOT, which is more

commonly used, is available to download– This allows for individual or large batches of records to be

assigned the correct code based on the text provided (Q3 and Q4)

• 423 codes available!


(Q5) Which of the following best describes the basis on which you were employed on 16 April 2012?

– Self-employed/freelance– Starting up own business– On a permanent or open-ended contract– On a fixed-term contract lasting 12 months

or longer– On a fixed-term contract lasting less than

12 months– Voluntary work– On an internship– Developing a professional

portfolio/creative practice– Temping (including supply teaching)– Other


To be completed if activities working full-time or part-time selected

Field EMPBASIS


(Q6) What was your annual pay for your main employment to the nearest thousand (£) before tax?

– Free text box

(Q7) If you were working part-time in your main job, approximately how many hours a week do you work?

– Free text box

(Q8) If this was not your only employment on 16 April 2012, what do you estimate your total earnings would be for a year to the nearest thousand (£) before tax?

– Free text box

Not required for a valid responseNot to be asked third parties

To be completed if activities working full-time or part-timeCurrency conversions will be required if not £

Q7 allows HESA to calculate part-time salaries

Fields SALARY, PTHOURS and ESTEARN


(Q9) What is the name of the company/organisation you were working for?

– Free text box

(Q10) What does the company/organisation you were working for mainly do?

– Free text box


To be completed if activities working full-time or part-time

Up to 60 characters can be returned for both questions

Fields EMPNAME and MAKEDO

Standard Industrial Classification of Economic Activities 2007 (SIC 2007) codes

• Derived from Q9 and Q10 • Uses codes to determine

the economic activity of the employer

• Coding completed by HESA

Section A AGRICULTURE AND FORESTRY

Section B FISHING

Section C MINING AND QUARRYING

Section D MANUFACTURING

Section E ELECTRICITY, GAS AND WATER SUPPLY

Section F CONSTRUCTION

Section G

WHOLESALE AND RETAIL TRADE; REPAIR OF MOTOR VEHICLES, MOTORCYCLES AND PERSONAL AND HOUSEHOLD GOODS

Section H HOTELS AND RESTAURANTS

Section I TRANSPORT, STORAGE AND COMMUNICATION

Section J FINANCIAL ACTIVITIES

Section K PROPERTY DEVELOPMENT, RENTING, BUSINESS AND RESEARCH ACTIVITIES

Section L PUBLIC ADMINISTRATION AND DEFENCE; SOCIAL SECURITY

Section M EDUCATION

Section N HEALTH AND SOCIAL WORK

Section O OTHER COMMUNITY, SOCIAL AND PERSONAL SERVICE ACTIVITIES

Section P PRIVATE HOUSEHOLDS WITH EMPLOYED PERSONS

Section Q INTERNATIONAL ORGANISATIONS AND BODIES


(Q11) Where was your place of work and, if in the UK, what is the post code?

– Town/city/area– Country if not in the

UK– Postcode (UK ONLY)


Must be completed if activities include working full-time or part-time

Up to 200 characters can be returned

Field EMPPLACE


(Q12) Did you need the qualification you recently obtained to get the job you were doing on 16 April 2012 (the actual qualification, not the subject of study)?

– Yes: the qualification was a formal requirement

– Yes: While the qualification was not a formal requirement it did give me an advantage

– No: the qualification was not required– Don’t know

(Q13) As far as you are aware, what was most important to your employer about your qualification?

– The subject(s) studied– The level of study– Sandwich/work experience (gained as part

of my course– No one thing was most important– Don’t know


To be completed if activities include working full-time or part-time

Fields QUALREQ and EMPIMP


(Q14) Why did you decide to take the job you were doing on 16 April 2012?

– It fitted into my career plan/it was exactly the type of work I wanted

– It was the best job offer I received– It was the only job offer I received– It was an opportunity to progress

in the organisation– To see if I would like the type of

work it involved – To gain and broaden my

experience in order to get the type of job I really want

– It was in the right location– The job was well-paid– In order to earn a living/pay off

debts


Must be completed if activities include working full-time or part-timeOne or more reasons and only one main reason should be selected

Field JOBRSNALL


(Q15) How did you first find out about this job?

– Your university/college– Media– Employer’s website– Recruitment

agency/website– Personal contacts, including

family and friends– Professional networking– Speculative application– Already worked there– Other



Field JOBFOUND


(Q16) Thinking about your employer on 16 April 2012, did you work for this employer before or during the programme of study you recently completed?

– Yes: before my programme of study– Yes: during my programme of study– Yes: before and during my programme of

study– No

(Q17) In which ways listed below did you work for this employer?

– On a sandwich placement– On another kind of placement or project-

work– As a holiday job– Full-time or part-time work all year round– Full-time or part-time work during term

time– On an internship– In other ways



Fields PREVEMP and PREVWORK

Section C Newly qualified teacher status only

(Q18) Were you employed as a teacher on 16 April 2012?

– Yes– No


To be completed by all HE leavers who completed a qualification which provided them with QTS

Field EMPLDTEACH


(Q19) Were you employed as a teacher through the GTC Scotland Teacher Induction Scheme?

– Yes– No


To be completed by all HE leavers who completed a qualification which provided them with QTS

GTC Scotland Teacher Induction Scheme only applicable to Scotland

Field GTCSTIS


(Q20) Were you teaching in a state-funded or non-state funded school or college?

– State-funded school or college– Both state-funded and non-state

funded school or college– Non-state funded school or college– Not known

(Q21) Were you teaching at the primary or secondary school phase in a college or other educational establishment?

– Primary– Secondary– Both primary and secondary– College


To be completed if employed as a teacher on census date

Fields TEACHFUND and TEACHPHS


(Q22) If you were not employed as a teacher on 16 April 2012 or were on a temporary teaching contract, (including on a probation year in Scotland) were you seeking a teaching post on 16 April 2012?

– Yes– No


To be completed if not employed as a teacher on census date

Field SEEKTEACH

Section D Your further study, training or research

(Q23) If you were undertaking more than one course on 16 April 2012, how many courses were registered on in total?

– Free text field


To be completed if activities include engaged in full-time or part-time further study, training or research completed

2-9 can be returned

Field COURSENO


(Q24) Which of the following best describes the type of qualification you were aiming for?

– Higher degree, mainly research

– Higher degree, mainly by taught course

– Postgraduate diploma or certificate

– Professional qualification– First degree– Other diploma or certificate– Other qualification– Not aiming for a formal

qualification


To be completed if activities include engaged in full-time or part-time further study, training or research completedLeaver must refer to what they consider to be their study, training or research (if more than one)

Field TYPEQUAL


(Q25) What is the name of the course you were registered on?

– Free text field

(Q26) What subject were you studying, training or researching?

– Free text field


To be completed if activities engaged in full-time or part-time further study, training or research completed

Up to 200 (name) and 200 (subject) characters can be returned

Fields COURSENAME and SUBJECT

Joint Academic Coding system (JACS 3.0) code

• Derived from Q25 and Q26

• Owned and maintained by both HESA and UCAS

• Used to code HE provision subjects

• Should be coded to the highest level possible

• 1552 codes available!


(Q27) What is the name of the university or college you were registered?

– Free text field



Up to 50 characters can be returnedDerives UCPROV

Field UCNAME


(Q28) How did you mainly fund your study?

– Self funded– Grant or award– My employer provided

financial support– Sponsorship – Other



Field STUDYFUND

Section E Your overall higher education experience

(Q29) How well did your overall experience in higher education prepare you for employment?

(Q30) How well did your overall experience in higher education prepare you for further study?

(Q31) How well did your overall experience in higher education prepare you for being self-employed/freelance or starting up your own business?

– Very well– Well– Not very well– Not at all– Can’t tell


All questions are applicable to all leavers regardless of circumstances

Fields HEWORKEXP, HESTUDYEXP and HEBUSNEXP

Section F Thank you for completing this questionnaire

The end is near but the final part of the questionnaire will ultimately determine whether the response(s) can be returned to HESA…

The form must be signed and dated!

This must be by the leaver, caller or third party

Remember only leavers should be asked if they do not want to be included in the follow-up survey. If the questionnaire is completed by a third party the leaver must be excluded from longitudinal DLHE

Task

Exercise

Listen to each of the telephone calls and identify any errors plus any examples of both good and bad practice

The coding manual

Field list and details pages

Data collection

The data model

XML -

• XML standards for eXtensible Mark-up Language

• It is the international standard for data transfer

• Hierarchical data structures in a single file

• Survey responses will be inputted into a student record system or database which will be capable of producing an XML DLHE file

• The correct format structure must be followed to avoid errors

Validation

XML allows validation rules to be split into two types of checks

Validation KIT

• User friendly interface

• One kit framework for all HESA XML data collections

• Connects to web to download latest rule version

We recommend that the kit is downloaded onto each PC rather than

onto a local network

Data submission

• Data is submitted through a web-based data collection system – ‘Aardvark’ – found at https://submit.hesa.ac.uk

• The right to use this system is granted through the use of access and pin codes which are updated every year (these are sent directly to the main record contact)

• Record contacts may share access and pin codes with colleagues at their institution

• After a file has passed INSERT new options will become available

• Institutions will have the option to test commit and this should be carried out before a full commit (when HESA will begin data quality checks)

• After data has successfully passed a commit reports will become available

Validation

• Aardvark has been designed to ensure quality assurance through in-built validation

• Reports are generated after each submission to assist with data quality checking (used by both the institution and HESA)

Insert Commit

Match report

Category Description Outcome Explanation

A Successfully matched to the POPDLHE and surveyed in the correct census date

Counted towards the DLHE record and the target response rates

B Included in the Student Record but not in the POPDLHE

Not counted towards the DLHE record

It might be that this category contains those students who should have been in the POPDLHE but were not due to incorrect reporting in the student record

C Neither in the student record nor the POPDLHE

Not counted towards the DLHE record

These students should not have been surveyed for DLHE purposes

Check documentation

• Check doc is an Excel workbook which displays the raw data in a series of management information tables

• Key tool for quality assurance used by HESA and the HEI

• Produced after a successful commit/test commit

Data quality assurance

Raising queries

• Following a successful commit analysts at HESA review the data and raise queries with the institution– Looking for anomalies in the data – Significant year-on-year changes

• Queries are raised through Minerva which is HESA’s online database for data quality queries

• Institutions must interact with this system

Minerva – the institution view

Completing the process

Once all queries are satisfactorily resolved the data is made ‘credible’ and the sign-off form is generated

‘I confirm subject to any comments below, that the student data returned for the above institution has been verified, and is correct, and that information based on this return can be released’

Onwards use

What happens to the data?

Ever heard of the 10 steps?

• A document designed primarily for new DLHE co-ordinators but useful to all staff new to DLHE

• Steps already completed as part of today’s session

• A great starting point when returning back to your institution

Good practice guide

Destinations of Leavers from Higher Education Good practice guide

Practical guidance on how to undertake the survey achieving accurate responses and target response ratesBased on findings from work HESA has undertaken at HEI’sGood practice examples and suggestions Guidance on overcoming difficulties

Please refer to the operational documentation available from HESA website for the most up to date information

www.hesa.ac.uk/dlheManualV2

It’s all about the five principles…

A committed,

experienced

and well staffed

team

responsible for

undertaking the

work

A robust process

to capture,

update and

maintain

accurate contact

details

Extensive

promotion of the

DLHE survey

internally within

the institution

Strong working

relationships with

other departments,

particularly those

responsible for

student data

Institutional and

senior

management

buy-in into the

DLHE process,

survey and

results

[email protected]

HESA information and discussion forum for HESA DLHE

These lists are used to circulate email news alerts from HESA regarding data requirements, coding manuals and validation kit releases

Want to join? email [email protected] or visit www.jiscmail.ac.uk

mailto:[email protected]

http://www.jiscmail.ac.uk/

Data collection and submission

The Institutional Liaison team are there to help with all aspects of the return from local collection of data items through to final submission and sign-off

Contact the [email protected] 211144

mailto:[email protected]

Training support

If you require additional training help, including bespoke visits to your institution, get in touch with the training department…

w: www.hesa.ac.uk/traininge: [email protected]: 01242 211472

Follow us on Twitter: @HESATraining

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