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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 V alidation Quality Assurance

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DLHE introductory

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  1. DLHE introductory September 2012

  2. 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

  3. 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

  4. What is HESA? Who are we HESA arethe central data collection and provision agency for UK higher education with the aim to reduce accountability burden for sector How are we set up and how are we funded Company limited by guarantee and sector owned and funded mainly through institutional subscriptions Who are our customers Customers include institutions, government departments, funding agency and the public What do we do HESA disseminate data through a number of methods What do we collect Student, aggregate offshore, staff, finance, higher education business and community involvement, destinations of leavers from higher education, initial teacher training, estates management, key information set

  5. 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

  6. HESA Data Streams

  7. 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?

  8. Where to begin?

  9. 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

  10. Who?

  11. 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

  12. Coverage

  13. DLHE Coverage Flowchart

  14. When?

  15. 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 April January

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. How?

  24. Methods of contact • Postal mailing • Telephone questionnaire • PDF version (e-mail) • Centrally-hosted online questionnaire

  25. 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

  26. 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)

  27. 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!

  28. 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

  29. 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

  30. Telephone best practice When to call 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 • 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

  31. It must be said…

  32. 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

  33. 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

  34. Promoting DLHE and using reminders • Social media (Twitter, Facebook etc.) • Postcards • SMS text messages • Posters Don’t forget to complete your destinations survey @

  35. 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

  36. 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

  37. Target response rates

  38. Target response rates

  39. What counts?

  40. Communication

  41. 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

  42. 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

  43. The questionnaire

  44. Understanding the questionnaire • Only one version of the questionnaire available and is to be used for all methods • Certain questions must be answered for a valid response. Institution’s commonly follow up non complete responses • Mark these questions on your copy of the questionnaire • Remember, third parties should only be asked set questions. There are no markings on the form to indicate these questions • Mark these questions on your copy of the questionnaire • Form spilt into sections A – F (activities, employment, newly qualified teacher status, further study, training or research, overall higher education experience, sign off)

  45. 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

  46. 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

  47. 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 response • Should be asked third parties • To be completed if activities working full-time or part-time selected • 2-9 can be returned • Field JOBSNO

  48. Section B Your Employment on April 2012 (Q3) What was your job title? • Free text box (Q4) Briefly describe your duties • Free text box • Required for a valid response • Should be asked third parties • To be completed if activities working full-time or part-time selected • Leaver 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)

  49. 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!

  50. Section B Your Employment on April 2012 (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 • Required for a valid response • Should be asked third parties • To be completed if activities working full-time or part-time selected • Field EMPBASIS

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