Higher Education Student Statistics: UK, 2022/23

Description

This bulletin is the annual first release of HESA student data. For the first time it draws upon data from the revised student data collection (delivered by the Data Futures programme). A comprehensive quality assessment has been undertaken on the dataset and this is detailed in our accompanying 2022/23 student data quality report. A detailed list of findings is available in the data quality and insights resource, which is also accompanied by provider specific data notes. The coverage of data is detailed in the notes section of this release. In summary, we cover data about higher education students and qualifiers from the following types of providers within the UK: Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales. This bulletin also includes information from the HESA Aggregate Offshore record which can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

Resources

Name Format Description Link
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-9
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-1
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-7
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-18
21 https://www.hesa.ac.uk/news/08-08-2024/sb269-higher-education-student-statistics/notes
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-10
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-11
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-3
21 https://www.hesa.ac.uk/support/data-intelligence?data_streams=4&year=866&field=All
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-12
21 https://www.hesa.ac.uk/support/definitions/students
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-5
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-8
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-4
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-2
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-15
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-16
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-17
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-13
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-6
8 https://www.hesa.ac.uk/data-and-analysis/sb269/figure-14

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  • EDUC

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