Higher Education Data Insight Group (HEDIG)
Exec lead: Sally Turnbull
HEDIG exists to enhance understanding of data on higher education and promote and influence better use of such data within the public domain broadly and, more specifically, within UK public policy. The group aims to:
1. Enhance transparency and increase understanding of policy and practice relating to the use and supply of data about higher education within the public domain.
2. Influence the use of data about higher education by third parties, through:
a. effective supply of appropriate data
b. provision of contextual understanding and accessible, relevant, high quality supporting information
c. contributing to sector commentary (for example, in blogs, opinion pieces and editorial communications)
d. occasional seminars/conferences.
3. Act as a forum for the discussion of issues relating to the use and understanding of higher education data and a resource for the development of joint solutions.
4. Capture and apply ‘data intelligence’ to support the above, for example through commissioning research and/or evidence gathering on the intended use of data and its wider implications.
The group meets twice annually and reports, via the chair, to the HESPA Executive Committee.
Sally Turnbull, University of Central Lancashire (Chair)
Anita Wright, University of Liverpool
Ray Lashley, University of Essex
David Bryan, De Montfort University (TBC)
Jackie Njoroge, University of Salford
Laura Knox, University of St Andrews
Jenny Walker, Loughborough University
Aash Khadia, University of Bedfordshire
Lucy Hodson, Aberystwyth University
Jonathan Waller, HESA
Denise Jones, HESA
Will Joice, HESA
Katie Martin, HESA
Richard Puttock, HEFCE
Hannah Falvey, HEFCW
Cathy Mitchell, SFC
Ian Viney, MRC on behalf of Research Councils
In this video presentation Matt Hiely-Rayner, of Intelligent Metrix, explains the Guardian University Guide’s value-added score which is based on a detailed indexing methodology that tracks students from enrolment to graduation - qualifications upon entry are compared with the award that a student receives at the end of their studies to identify the unique impact of the teaching within each university.