Patterns of higher education institutions in the UK:

Transcription

1 Patterns of higher education institutions in the UK: Seventh report

2 This publication has been supported by Embargo til 00:00 hrs Thursday 13 September 2007

3 Patterns of higher education institutions in the UK: Seventh report A report by Professor Brian Ramsden on behalf of the Longer Term Strategy Group of Universities UK

4 Introduction This report is the seventh in a series published annually by Universities UK, with the support of GuildHE, updating and expanding a rich variety of data about higher education institutions in the UK. The Patterns series The Patterns series examines trends in UK higher education at both a macro and an institutional level. We have built up a 10-year time series of information that has proved to be very useful to senior managers in the sector as well as being drawn upon by many outside higher education. In addition, each report has focused on a particular issue of immediate interest. Universities UK published the first Patterns report in 2001 and this looked at consolidation and collaboration within the higher education sector following the abolition of the binary line. The second Patterns report focused on diversity in the sector s activities and provision, while the third report focused on the concept of differentiation in other words, the planned positioning of institutions within the higher education sector. The fourth report examined regional issues, while the fifth extended the geographical analysis by reporting on the relationship between UK higher education institutions and other countries, both within and outside the European Union. The sixth report, published last year, provided an analysis of various aspects of the student experience and how it has changed over time. The seventh report This seventh report follows the established format of the Patterns series. Section A looks at macro-level trends over a 10-year period from 1996/97 to 2005/06 and provides the context for the findings about institutions. Section B looks at patterns of institutional diversity and updates information on higher education institutions provided in the earlier Patterns reports. Section C focuses on strategic subjects, which Universities UK s Longer Term Strategy Group has been looking at this year, and examines trends in a range of subjects that may be considered both strategically important and potentially vulnerable to changing patterns of student demand. A wide range of fascinating data is presented in this report. I shall draw attention to some of the key findings here. Growth in higher education enrolments Across the UK, enrolments in higher education institutions have increased by 33 per cent in the 10-year period from 1996/97 to 2005/06. The greatest increases, of around 50 per cent, have been at postgraduate level and in part-time undergraduate enrolments. It will be interesting to see the figures for 2006/07, particularly those for parttime enrolments, because student funding and support arrangements changed significantly in that year, with the introduction of a framework of new loans, grants and bursaries that has not been matched for those studying parttime. Our annual publication Monitoring the Impact of Variable Fees is giving data that will enable us to monitor these changes along with other indicators. How are students choosing to study? The increase in part-time student numbers to an extent relates to changes in definitions and data collection, but there is still a clear trend where those institutions that already have significant part-time numbers are expanding this provision. As earlier Patterns reports noted, and our research Part-time students in higher education (2006) has shown, there is no typical part-time student. They include those on undergraduate and postgraduate degree programmes as well as students following courses of personal and professional development that may be at either level, and that encompass a broad range of structures and content. Part-time study already plays an important role in meeting the higher level skills agenda and contributing to lifelong learning and this will increasingly be the case if the sector is to expand to the extent proposed by the Leitch review, in the context of a decrease in the number of 18-year olds after Universities UK Patterns of higher education institutions in the UK Seventh report

5 What are students choosing to study? Over the decade from 1996/97 to 2005/06 there have been significant changes in the subjects that students are studying. In particular we see enrolments increasing in subjects allied to medicine (much of it accounted for by the shift of the funding of nursing courses into higher education), biological sciences (primarily microbiology and psychology), mathematical sciences, computer science, law, mass communication and documentation, historical and philosophical studies and creative arts and design (which also includes music, drama and film). Enrolments in architecture, building and planning, agriculture, the physical sciences and engineering and technology have failed to rise at the speed of enrolments as a whole. There have, of course, been trends that are masked by simply looking at the start and end years, such as a dip in mathematics enrolments during the period from which recent years have seen a recovery, and the recent downward trend in computer science numbers which are nonetheless still significantly above those 10 years ago. EU and international students It is clear from the analysis in this report that the UK is continuing to attract students from across the world. In the 10-year period from 1996/97 to 2005/06 non-eu international student enrolments have more than doubled. China remains the most significant provider of students to UK higher education across most levels of study. India features very strongly among taught postgraduate students, and students from the United States are also prominent, especially at other undergraduate and postgraduate levels. In all these areas UK higher education is, of course, facing increasing competition. The market for transnational education is, however, expanding, and it will be interesting to see in future Patterns whether the growth in non-eu international student numbers is sustained. Enrolments from EU students have also seen a greater rate of growth in 2005/06 than that for UK-domiciled students, and the enlargement of the EU will have had a good deal to do with this. We still receive many students from the Republic of Ireland, especially at taught postgraduate level. The number of institutions with very large numbers of students from outside the UK has grown significantly. In 2001/02, there were just three institutions with more than 5,000 students from outside the UK. By 2005/06 that had risen to 14. Diversity in the student population The student population is diverse and some continuing trends are revealed in the report including increasing proportions of mature students and students from ethnic minority and lower socio-economic groups. Nonetheless, there remain significant areas of under-representation that relate to patterns established earlier in the education system. Turning to gender, once again we see that female students are in the majority at all modes and levels. The proportion of students enrolled in higher education institutions who are male has declined by at least four percentage points and in some instances considerably more over the 10-year period from 1996/97 to 2005/06. This is an international phenomenon that in many ways reflects the differential progression and achievement levels of boys earlier in the educational system. There are however considerable variations between institutions, which may partly reflect the subject mix of different institutions. It is only among full-time postgraduates (who are dominated by non-uk students) that male students approach parity. Another continuing trend is the increasing concentration of students from ethnic minority groups in a limited number of institutions. It is intriguing to note that this is more to do with geography than type of institution: 17 out of 20 institutions with the highest percentages of students from ethnic minority groups are in London. Universities UK Patterns of higher education institutions in the UK Seventh report 3

6 Financial issues From 2000/01 to 2005/06 the sector as a whole has seen an increase of approximately 45 per cent in its overall income and in most of its components: only endowment and investment income shows a markedly lower rate of growth, very close to the rate of inflation. The significant increase in tuition fee income is, to a considerable extent, attributable to the fees of international (non-eu) students, which have doubled over the period and now amount to 1.5 billion. In addition public funding has been stabilised following the erosion in the unit of funding that took place in the 1990s. As regards the surplus and deficit account, across the sector as a whole the median figure of 2.1 per cent surplus continues to be well below the three to five per cent recommended by the funding councils for sustainability. The report also looks at liquidity, which shows a slight improvement, and retention of reserves, which shows a large and essentially technical reduction due to the fact that institutions are now required to include pensions within their general funds and most have a net pensions liability. This year, for the first time, we have included an analysis of long-term borrowing in relation to institutional income, which shows a very large range from zero to 80 per cent of annual income. It will be interesting to see whether there are any significant changes in the level of borrowing over the next few years. The more diverse income portfolio of 21st century universities and improvements in risk management, together with the attractiveness of universities in the eyes of financial institutions, makes them more able to borrow to support significant infrastructure projects. It might, however, be argued that one of the reasons that institutions have undertaken more borrowing in recent years is under-funding, particularly low levels of capital funding: as funding levels improve we may see institutions investing more from their own resources. The analysis of funding of research through the dual support system demonstrates the concentration of research funding in a relatively small number of higher education institutions. In addition, for the second time, the report shows that the majority of higher education institutions receive more income from research grants and contracts than from research funding provided through the funding councils. Strategic subjects In its special focus, this seventh report provides us with an analysis of strategic subjects, that is to say subjects that are deemed to be of national importance - be it economic, social or geopolitical importance - but where there are fluctuations in the supply of graduates that cause concern. Universities UK s Longer Term Strategy Group held a seminar earlier this year to explore the complexities of a topic that has often generated more heat than light, and it attempted to take a longer-term view of the issues involved. The seminar examined the difficulties of data, the growing provision outside traditional disciplinary structures, the different reasons why we might designate certain subjects as of strategic importance, and the relative importance of supply and demand, as well as considering the role and responsibilities of the different players. The data provided in this report are perhaps not entirely surprising, but provide an interesting basis on which to examine strategic subjects. The analysis here concentrates on full-time students, as the way data have been collected over time for part-time students makes comparisons difficult. However, we should not forget that in many of these subjects the part-time market is very important. The data show fluctuations in enrolments in the selected strategic subjects rather than clear trends over the period. For example, biological sciences and some aspects of engineering and technology experienced a downturn between 1996/97 and 2001/02 but have picked up more recently. Languages generally show a positive picture at undergraduate level, but deteriorating demand at postgraduate level. Some data are presented on A- level entries for the 10-year period between 1996 and 2006 which generally confirm the trends in higher education enrolments. The implication is that the weakening of demand arises earlier in the education system and are essentially confirmed at the higher education level. 4 Universities UK Patterns of higher education institutions in the UK Seventh report

7 A particularly interesting finding is that these subjects have higher levels of enrolment from non-uk students than is generally the case: 21 per cent of students in these subjects are from outside the UK. High levels of enrolments from international non-eu students appear particularly in engineering and technology, agricultural sciences and some aspects of biological sciences. Students from other EU countries are prominent in some minority languages. Non-UK students are particularly prominent at postgraduate level, making up 71 per cent of taught postgraduate enrolments and 48 per cent on research programmes in 2005/06. This analysis shows again the importance of international students (EU and non-eu) not just for the financial health of UK higher education, but also for the renewal of disciplines. We cannot assume that these trends will continue. The analysis looks at trends in enrolments from outside the UK and finds that international non-eu enrolments in these subjects are in line with the trends in other subjects, whereas enrolments from EU countries (other than the UK) show a decline in these strategic subjects from 2001/02 to 2005/06. The report also looks at UCAS applications for full-time study, where most of the selected subjects show reduction in applicants in the period from 1996 to 2006, with some exceptions (including Asian languages, psychology, electronic and electrical engineering, and mathematics). The number of institutions teaching each subject reveals a variable picture, and this is a complex issue, as the Longer Term Strategy Group discovered at its seminar. Institutions are expected and indeed need to respond to demand, and any discussion about strategic subjects must take a broader view of the nature of provision, the opportunities for collaboration and the appropriate number and regional distribution of departments. Much more rich material is to be found in the full report. I would like once again to thank Professor Brian Ramsden for continuing to provide this fascinating insight into the patterns of higher education institutions in the UK. We are also delighted to thank our sponsors Eversheds, who have much experience of providing legal advice to the higher education sector, for their association with this year s Patterns report. Professor Geoffrey Crossick Warden, Goldsmiths, University of London, and Chair, Universities UK Longer Term Strategy Group September 2007 Universities UK Patterns of higher education institutions in the UK Seventh report 5

8 Table of contents Embargo til 00:00 hrs Thursday 13 September 2007 Introduction...2 Index of tables...7 Index of charts...8 Index of institutional distribution charts...9 Section A: Trends in UK higher education...11 Enrolments...11 Enrolments by gender...15 Enrolments by subject...17 Changes in subject balance of full-time first degree students...22 Trends in EU and international enrolments...24 Trends in income...26 Section B: Patterns of institutional diversity...28 Number of institutions in the sector...28 Balance of provision...29 Student characteristics and outcomes...33 Aspects of staffing in higher education institutions...40 Financial issues...41 Section C: Issues concerned with strategic subjects...51 Identifying strategic subjects...51 Enrolment trends in selected subjects...53 Enrolments by country of the UK...56 Students by international domicile...59 A-level entries...64 Applications for full-time undergraduate study through the Universities and Colleges Admissions Service...68 Numbers of institutions teaching each subject...70 Academic staffing...72 Employment of graduates...74 Conclusion...76 Appendices...77 Appendix 1: Total enrolments by subject of study, 1996/97 and 2005/ Appendix 2: Enrolments of students from outside the UK, by country and level of study, 2005/ Appendix 3: Trends in sources of income to higher education institutions, 2000/01, 2004/05, and 2005/ Appendix 4: Mergers within the higher education sector, 1994/95 to 2005/ Appendix 5: Higher Education Statistics Agency (HESA) cost centres Universities UK Patterns of higher education institutions in the UK Seventh report

9 Index of tables Table 1 Enrolments in higher education institutions by country on higher education and further education programmes, 1996/97 to 2005/ Table 2 Enrolments in higher education within higher education and further education institutions, 2004/ Table 3 Enrolments by mode and level, 1996/97, 2004/05 and 2005/ Table 4 Overall change by mode and level, 1996/97 to 2005/ Table 5 Enrolments by level and gender, 2005/ Table 6 Enrolments by level and gender, 2004/ Table 7 Enrolments by level and gender, 1996/ Table 8 Enrolments by subject area, 2004/05 and 2005/ Table 9 Enrolments by subject area, 1996/97 and 2005/06 (adjusted)...18 Table 10 Enrolments of students by domicile, 1996/97, 2004/05 and 2005/ Table 11 Major countries supplying students to UK higher education institutions, by level of study, 2005/ Table 12 Main sources of income to UK higher education institutions, 2000/01, 2004/05 and 2005/06, K (cash terms)...26 Table 13 Classification of National Statistics Socio-Economic groups...35 Table 14 Full-time students by level, 2005/06, and percentage change since 1996/ Table 15 Selected subjects: percentage change in full-time enrolments by level, 1996/97 to 2005/06 and 2001/02 to 2005/ Table 16 Percentage enrolments of full-time students by UK country in selected subjects, 2005/ Table 17 Percentage change in enrolments in selected subjects, 1996/97 to 2005/ Table 18 Percentage change in enrolments in selected subjects, 2001/02 to 2005/ Table 19 Percentage of full-time enrolments by domicile, 2005/ Table 20 Percentage enrolments of full-time postgraduate research students by domicile, selected subjects and all subjects, 2005/ Table 21 Percentage enrolments of full-time postgraduate taught students by domicile, selected subjects and all subjects, 2005/ Table 22 Percentage enrolments of full-time undergraduate students by domicile, selected subjects and all subjects, 2005/ Table 23 Percentage change in enrolments on selected subjects and all subjects by domicile over 10 and five years (2001/02 to 2005/06 and 1996/97 to 2005/06) Table 24 Applicants and acceptances in selected subjects, 1996, 2001 and 2006 entry...69 Table 25 Numbers of institutions with enrolments in selected subjects, 1996/97, 2001/02 and 2005/ Table 26 Change in numbers of institutions with enrolments in selected subjects, 1996/97 to 2005/06 and 2001/02 to 2005/ Table 27 Academic staff full-time equivalents in selected cost centres, 1996/97 and 2005/06 and percentage change...72 Table 28 Academic staff qualifications by discipline: selected subjects, 1995/96 and 2005/06 with percentage change...73 Table 29 Percentage of graduates assumed unemployed in selected subjects and all subjects 2000/01 and 2004/ Universities UK Patterns of higher education institutions in the UK Seventh report 7

10 Index of charts Chart 1 Percentage male students by mode and level, 1996/97 and 2005/ Chart 2 Percentage change in enrolments by subject area, 1996/97 to 2005/ Chart 3 Percentage full-time first degree students in each subject area, 1994/95 to 2005/ Chart 4 Percentage of enrolments by domicile, 2005/ Chart 5 A-level entries in biological sciences, England, 1996 to Chart 6 A-level entries in chemistry, England,1996 to Chart 7 A-level entries in physics, England, 1996 to Chart 8 A-level entries in mathematics, England,1996 to Chart 9 A-level entries in computer science, England,1996 to Chart 10 A-level entries in French, England,1996 to Chart 11 A-level entries in German, England, 1996 to Universities UK Patterns of higher education institutions in the UK Seventh report

11 Index of institutional distribution charts Institutional chart 1 Percentage of students following postgraduate programmes, 2005/ Institutional chart 2 Absolute numbers of postgraduate enrolments, 2005/ Institutional chart 3 Absolute numbers of undergraduate enrolments, 2005/ Institutional chart 4 Percentage of enrolments following undergraduate programmes not directly leading to first degrees, 2005/ Institutional chart 5 Percentage of part-time enrolments, 2005/ Institutional chart 6 Enrolments of EU (non-uk) and international domiciled students, 2005/ Institutional chart 7 Enrolments of international (non EU) domiciled students, 2005/ Institutional chart 8 Enrolments of EU (excluding UK) domiciled students, 2005/ Institutional chart 9 Percentage of mature full-time undergraduates, 2005/ Institutional chart 10 Percentage of male students, 2005/ Institutional chart 11 Percentage of UK-domiciled entrants from ethnic minority groups, 2005/ Institutional chart 12 Percentage of young full-time first degree entrants from National Statistics Socio-Economic Classification classes 4, 5, 6 and 7, 2005/ Institutional chart 13 Percentage of young full-time first degree entrants from low participation neighbourhoods, 2005/ Institutional chart 14 Average tariff points of entrants to full-time undergraduate courses, 2005/ Institutional chart 15 Percentage of first class degrees awarded, 2005/ Institutional chart 16 Percentage of first and upper second class degrees awarded, 2005/ Institutional chart 17 Percentage of first degree full-time graduates not unemployed, 2004/ Institutional chart 18 Number of cost centres within which staff are employed, 2005/ Institutional chart 19 Percentage of female academic staff, 2005/ Institutional chart 20 Percentage of ethnic minorities among academic staff, 2005/ Institutional chart 21 Surplus/deficit as a percentage of income, 2005/ Institutional chart 22 Days ratio of net liquid assets to total expenditure, 2005/ Institutional chart 23 Days ratio of total general funds to total expenditure, 2005/ Institutional chart 24 The security index, 2005/ Institutional chart 25 Percentage ratio of total long-term borrowings to total income, 2005/ Institutional chart 26 Funding council income as a percentage of all income, 2005/ Institutional chart 27 Funding of research through the dual support system ( K), 2005/ Institutional chart 28 Funding of research through the dual support system as a percentage of all income, 2005/ Institutional chart 29 Research grants and contracts as a percentage of funding council research grant, 2005/ Institutional chart 30 Income for other services rendered ( K), 2005/ Institutional chart 31 Income from international (non-eu) student fees ( K), 2005/ Institutional chart 32 Administrative costs per full-time equivalent student ( ), 2004/ Institutional chart 33 Academic departmental costs per full-time equivalent student, excluding academic staff ( ), 2004/ Institutional chart 34 Total academic services expenditure per full-time equivalent student ( ), 2004/ Institutional chart 35 Premises expenditure per full-time equivalent student ( ), 2004/ Universities UK Patterns of higher education institutions in the UK Seventh report 9

12 10 Universities UK Patterns of higher education institutions in the UK Seventh report

13 Section A: Trends in UK higher education 1. This section sets out some of the major trends in higher education in the United Kingdom (UK) during the last 10 years from 1996/97 to 2005/06, drawing extensively on data published during that period by the Higher Education Statistics Agency (HESA). 1 Enrolments 2. Before looking at enrolments on higher education programmes, it should be noted that there is a small percentage of students in higher education institutions who are following programmes at further education level. Table 1 shows the figures for enrolments at higher education and further education levels in 2005/06 and comparisons with 1996/97 and 2004/05. Table 1 Enrolments in higher education institutions by country on higher education (HE) and further education (FE) programmes, 1996/97 to 2005/06 United Northern Year Kingdom England Wales Scotland Ireland 1996/97 Total all students 1,797,081 1,497,148 96, ,521 39,690 Total HE students 1,756,179 1,458,684 94, ,116 39,690 Total FE students 40,902 38,464 2, FE students as % of total 2.3% 2.6% 2.1% 0.2% 0.0% 2004/05 Total all students 2,423,590 2,024, , ,745 54,495 Total HE students 2,287,540 1,895, , ,600 54,495 Total FE students 136, ,250 7, FE students as % of total 5.6% 6.3% 5.7% 0.1% 0.0% 2005/06 Total all students 2,459,895 2,051, , ,880 54,625 Total HE students 2,336,110 1,936, , ,830 54,625 Total FE students 123, ,205 8, FE students as % of total 5.0% 5.6% 6.2% 0.0% 0.0% HE percentage change 1996/97 to 2005/06 33% 33% 36% 32% 38% HE percentage change 2004/05 to 2005/06 2% 2% 2% 2% 0% FE percentage change 1996/97 to 2005/06 203% 200% 320% -88% n/a FE percentage change 2004/05 to 2005/06-9% -10% 11% -66% n/a 1 Almost all of the statistical information within this report has been drawn from HESA publications: in particular, it draws on the CD-Rom publications HE Finance Plus and HE Planning Plus, and also the Higher Education Management Statistics at institutional level and the volumes of Students and Resources of Higher Education Institutions. The presentation of figures within the tables conforms to HESA s conventions for the year in question: for example, numbers for the year 2005/06 are rounded to the nearest five. All HESA publications are published by the Higher Education Statistics Agency Limited, 95 Promenade, Cheltenham, GL50 1HZ, telephone +44 (0) : further details are available at Universities UK Patterns of higher education institutions in the UK Seventh report 11

14 3. As was noted in previous Patterns reports, the growth in the numbers and proportion of students following further education programmes in England and Wales (in which it is exclusively concentrated) over the last 10 years arose partly because of the incorporation of former further education institutions within a small number of higher education institutions, and partly from a data definitional change adopted by HESA in consultation with the UK education departments and funding councils. This change to the definition of the standard population, introduced in and used in analysis by HESA, involves counting more students following short courses. It is believed to be a better way of capturing the totality of provision within higher education institutions The growth of enrolments in further education courses at higher education institutions is now seen to have been reversed in England, although there is still some growth in Wales. 5. Enrolments of higher education students are seen to have increased by 33 per cent overall over the 10 year period from 1996/97 to 2005/06, but by a greater percentage in Wales and Northern Ireland. 6. Changes in data definitions have also had an impact on the counting of higher education students across years. If consistent definitions are used, the growth in higher education enrolments overall amounts to approximately 27 per cent over the period 1996/97 to 2005/ It should be noted that while this report analyses students enrolled within chiefly publicly-funded higher education institutions, it does not generally cover students following courses at higher education level in further education institutions or in privately funded higher education institutions. 8. Consequently, a significant number of students following higher education programmes in Scotland and Northern Ireland are excluded from this analysis, since there is a far higher proportion of students within those countries who begin or undertake their higher education experience within further education colleges, as is illustrated in Table 2. Table 2 Enrolments in higher education level courses within higher education and further education institutions, 2004/05 Country Higher education Further education All institutions institutions institutions Percentage in further Total student education Full-time Part-time Full-time Part-time Full-time Part-time enrolments institutions England 1,135, ,045 33,975 91,495 1,169, ,540 2,021, % Scotland 146,645 63,955 25,130 27, ,775 91, , % Wales 73,635 52, ,990 53, , % Northern Ireland 35,445 19,050 4,935 8,865 40,380 27,915 68, % United Kingdom 1,391, ,040 64, ,210 1,455,900 1,024,250 2,480, % 9. It should be noted that this table is not available for 2005/06 but the clear trend in relation to the provision of higher education courses is that a smaller proportion is being provided directly in further education colleges. Overall, the percentage of higher education students being taught in further education colleges across the UK as a whole has reduced from over nine per cent in 2001/02 to 7.8 per cent in 2004/05, with only Northern Ireland showing an increase in the latest available year although 20 per cent of higher education enrolments in Scotland continue to be within further education colleges. 2 For more information, see 12 Universities UK Patterns of higher education institutions in the UK Seventh report

15 10. Overall, across the UK, 12.5 per cent of part-time higher education enrolments are in further education colleges: in Scotland, the figure is over 30 per cent. However, it should be noted that the definitions of fulltime study in further education colleges varies across countries. The statistics would be more robust if common definitions were adopted. 11. Registrations on programmes at further education level within higher education institutions and on programmes at higher education level within further education institutions are excluded from the further analyses within this report, which concentrates on higher education enrolments at higher education institutions. 12. There is also no analysis of students following courses in privately funded higher education institutions, since there is currently no process for collecting data on a consistent basis from those institutions Turning now to higher education student enrolments, Table 3 shows enrolments at undergraduate and postgraduate level, by UK country of institution and by mode of study in 2005/06, with comparisons with 1996/97 and 2004/05. Table 3 Enrolments by mode and level, 1996/97, 2004/05 and 2005/06 Year Level of Mode of United Northern study study Kingdom England Wales Scotland Ireland 1996/97 Postgraduate Full-time 140, ,729 7,030 14,955 3,195 Part-time 222, ,358 10,449 22,539 6,317 Total 363, ,087 17,479 37,494 9,512 Undergraduate Full-time 997, ,138 57, ,500 22,831 Part-time 394, ,459 20,018 15,122 7,347 Total 1,392,607 1,159,597 77, ,622 30,178 All students Full-time 1,138, ,867 64, ,455 26,026 Part-time 617, ,817 30,467 37,661 13,664 Total 1,756,179 1,458,684 94, ,116 39,690 Percentage postgraduate 20.7% 20.5% 18.5% 23.0% 24.0% 2004/05 Postgraduate Full-time 226, ,660 9,800 21,430 4,165 Part-time 306, ,780 13,830 28,465 7,495 Total 532, ,440 23,630 49,895 11,660 Undergraduate Full-time 1,165, ,120 63, ,215 31,280 Part-time 589, ,260 39,155 35,490 11,560 Total 1,754,905 1,448, , ,705 42,840 All students Full-time 1,391,500 1,135,780 73, ,645 35,445 Part-time 896, ,040 52,985 63,955 19,055 Total 2,287,535 1,895, , ,600 54,500 Percentage postgraduate 23.3% 23.6% 18.7% 23.7% 21.4% 2005/06 Postgraduate Full-time 234, ,735 10,210 23,290 3,990 Part-time 311, ,705 15,065 30,695 7,680 Total 545, ,440 25,275 53,985 11,670 Undergraduate Full-time 1,198, ,815 64, ,535 31,690 Part-time 591, ,165 39,175 36,310 11,270 Total 1,790,745 1,481, , ,845 42,960 All students Full-time 1,433,040 1,173,550 74, ,825 35,680 Part-time 903, ,870 54,240 67,005 18,950 Total 2,336,115 1,936, , ,830 54,630 Percentage postgraduate 23.3% 23.5% 19.6% 25.0% 21.4% 3 With the exception of the University of Buckingham, which has been included in HESA data since 2004/05. Universities UK Patterns of higher education institutions in the UK Seventh report 13

16 14. The change over time in these enrolment statistics is summarised in Table 4. Table 4 Overall change by mode and level, 1996/97 to 2005/06 United Northern Kingdom England Wales Scotland Ireland Overall changes % change in enrolments of postgraduates, 1996/97 to 2005/ % 51.9% 44.6% 44.0% 22.7% % change in enrolments of postgraduates, 2004/05 to 2005/06 2.4% 1.6% 7.0% 8.2% 0.1% % change in enrolments of undergraduates, 1996/97 to 2005/ % 27.8% 34.6% 28.8% 42.4% % change in enrolments of undergraduates, 2004/05 to 2005/06 2.0% 2.3% 0.9% 0.7% 0.3% % change in all students, 1996/97 to 2005/ % 32.8% 36.5% 32.3% 37.6% % change in all students, 2004/05 to 2005/06 2.1% 2.1% 2.1% 2.5% 0.2% Change in part-time numbers % change in enrolments of part-time postgraduates, 1996/97 to 2005/ % 40.5% 44.2% 36.2% 21.6% % change in enrolments of part-time postgraduates, 2004/05 to 2005/06 1.5% 0.4% 8.9% 7.8% 2.5% % change in enrolments of part-time undergraduates, 1996/97 to 2005/ % 43.3% 95.7% 140.1% 53.4% % change in enrolments of part-time undergraduates, 2004/05 to 2005/06 0.4% 0.4% 0.1% 2.3% -2.5% Change in full-time numbers % change in enrolments of full-time postgraduates, 1996/97 to 2005/ % 70.0% 45.2% 55.7% 24.9% % change in enrolments of full-time postgraduates, 2004/05 to 2005/06 3.6% 3.2% 4.2% 8.7% -4.2% % change in enrolments of full-time undergraduates, 1996/97 to 2005/ % 21.0% 13.3% 13.6% 38.8% % change in enrolments of full-time undergraduates, 2004/05 to 2005/06 2.9% 3.4% 1.5% 0.3% 1.3% 15. Overall, there has been an increase in all student enrolments from 1996/97 to 2005/06 of 33 per cent. 16. This compares to a corresponding increase of 50 per cent at postgraduate level and 29 per cent at undergraduate level over the same period. The increase is marked at postgraduate level in England, and at undergraduate level in Wales and Northern Ireland. 17. These figures show a similar overall percentage change from 1996/97 to 2005/06 to that which was reported in last year s Patterns report, which looked at the change between 1995/96 and 2004/05; although this latest set of figures shows a greater increase at postgraduate level over the 10-year period from 1996/97 to 2005/ When the figures are disaggregated by mode, there is a noticeably greater increase in the number of parttime enrolments than full-time enrolments at undergraduate level. However, the increase in the number of full-time postgraduates significantly exceeds that of part-time postgraduates. 19. While a significant proportion of the growth in part-time undergraduates can be attributed to a structural cause (the mainstreaming of the former continuing education courses in the pre-1992 universities in 1994/95), there is in fact a generally greater increase across the whole of the period in part-time enrolments as compared with full-time enrolments. However, again it is important to take into account the re-definition of the HESA standard population, which reports greater numbers following short part-time courses. This has had a major effect on the year-to-year shift since the year 1999/ Universities UK Patterns of higher education institutions in the UK Seventh report

17 20. The percentage change in enrolments at all levels from 2004/05 to 2005/06 has been small, although we observe a significant increase in postgraduate numbers in Wales and Scotland. 21. In summary, an overall rise in enrolments of 33 per cent from 1996/97 to 2005/06 masks the fact that there have been greater increases in the numbers of postgraduates compared with undergraduates, and in parttime undergraduates compared with full-time. Enrolments by gender 22. The last Patterns report provided information about the trend in student enrolments in higher education institutions by gender. This information is extended in the following series of tables, which map the trend by mode and level over 10 years. Table 5 looks at enrolments by level and gender for 2005/06. Table 5 Enrolments by level and gender, 2005/06 Percentage Level and mode of study Total Female Male male Full-time students Postgraduate 234, , , % First degree 1,073, , , % Other undergraduate 125,040 85,675 39, % Total full-time 1,433, , , % Part-time students Postgraduate 311, , , % First degree 205, ,130 79, % Other undergraduate 386, , , % Total part-time 903, , , % 23. It is seen that female students are in the majority at all modes and levels, and it is only among full-time postgraduates (which are dominated by non-uk students) that male students approach parity. 24. Comparative figures for the previous academic year are set out in Table 6, from which it can be seen that there is a small but perceptible reduction in the proportion of male enrolments between the two years, especially among full-time students. Table 6 Enrolments by level and gender, 2004/05 Percentage Level and mode of study Total Female Male male Full-time students Postgraduate 226, , , % First degree 1,039, , , % Other undergraduate 126,310 85,565 40, % Total full-time 1,391, , , % Part-time students Postgraduate 306, , , % First degree 198, ,030 78, % Other undergraduate 390, , , % Total part-time 896, , , % Universities UK Patterns of higher education institutions in the UK Seventh report 15

18 25. Finally, in order to assess the long-term trend, Table 7 shows the situation as it was in 1996/97. Table 7 Enrolments by level and gender, 1996/97 Embargo til 00:00 hrs Thursday 13 September 2007 Percentage Level and mode of study Total Female Male male Full-time students Postgraduate 137,714 62,344 75, % First degree 878, , , % Other undergraduate 119,628 69,418 50, % Total full-time 1,135, , , % Part-time students Postgraduate 222, , , % First degree 184,710 99,477 85, % Other undergraduate 210, ,925 78, % Total part-time 617, , , % 26. A comparison of Tables 5 and 7 shows that at all modes and levels, the proportion of male students enrolled in higher education institutions has declined by at least four percentage points and in some instances considerably more - over the 10-year period from 1996/97 to 2005/06. Chart 1 illustrates the changes. Chart 1 Percentage male students by mode and level, 1996/97 and 2005/06 Full-time first degree Full-time other undergraduate Full-time post undergraduate Part-time first degree Part-time other undergraduate Part-time postgraduate 16 Universities UK Patterns of higher education institutions in the UK Seventh report

19 Enrolments by subject Methodological considerations 27. Previous Patterns reports have described, on a time series basis, the trends in student enrolments by subject, and in each of the major subject area groupings. As was the case last year, this exercise involves two complications. 28. The first is that, in 2002/03, HESA introduced a new subject classification, which had the effect of aligning its subject codes with those used by the Universities and Colleges Admissions Service (UCAS). In the process, a precise correspondence with the codes used in previous years was lost. At the aggregated subject area level, the categorisations are very close, with one exception: introducing the new subject coding, together with a new (and improved) methodology for calculating principal subjects of study, had the effect of significantly reducing the combined subject area. No adjustments will be made for this change. However, it should be taken into account that the precise components of each subject area are somewhat different in 2006/07 compared to the equivalent components before 2002/ The second complication is more significant. Historically, the Open University, which is the largest provider of undergraduate higher education, reported all of its students within the combined subject area. In 2002/03 for the first time, many of the University s students were reported according to the main subject of the qualification for which they were enrolled. It follows that, both at individual subject level, and also at the level of aggregated subject areas, there has been a major shift from the combined subject area into the other subjects and subject areas. The new position gives a better picture of the overall enrolment by subject; but the time series comparison with previous years is distorted considerably. The effect of this change was described in last year s Patterns report, which set out a new baseline for timescale comparisons. 30. Consequently, Table 8 shows the absolute and relative enrolments in each of the 19 conventional subject areas in the most recent two years, and the percentage change. The figures include all students, irrespective of level, mode or domicile. 31. In Table 9, the figures for 2005/06 are now re-presented alongside the 1996/97 figures adjusted according to the new subject definitions to enable comparisons, except that the combined subject area (which showed a 63 per cent reduction as a result of the redistribution of Open University students) is shown below the sub-total of other subject areas. Universities UK Patterns of higher education institutions in the UK Seventh report 17

20 Table 8 Enrolments by subject area, 2004/05 and 2005/06 Percentage Student Student change, enrolments Percentage enrolments Percentage 2004/05 to Subject area 2004/05 of total 2005/06 of total 2005/06 Medicine and dentistry 55,960 2% 59,585 3% 6.5% Subjects allied to medicine 300,140 13% 309,405 13% 3.1% Biological sciences 149,520 7% 155,220 7% 3.8% Veterinary science 4,380 0% 4,465 0% 1.9% Agriculture and related subjects 15,150 1% 17,275 1% 14.0% Physical sciences 78,685 3% 82,740 4% 5.2% Mathematical sciences 31,370 1% 32,425 1% 3.4% Computer science 131,280 6% 120,150 5% -8.5% Engineering and technology 137,825 6% 136,695 6% -0.8% Architecture, building and planning 49,715 2% 56,445 2% 13.5% Social studies 194,580 9% 201,075 9% 3.3% Law 86,655 4% 89,580 4% 3.4% Business and administrative studies 299,310 13% 304,405 13% 1.7% Mass communications and documentation 46,765 2% 47,805 2% 2.2% Languages 134,575 6% 139,190 6% 3.4% Historical and philosophical studies 99,245 4% 101,445 4% 2.2% Creative arts and design 148,390 6% 156,180 7% 5.2% Education 200,905 9% 207,705 9% 3.4% Combined 123,095 5% 114,315 5% -7.1% All subjects 2,287, % 2,336, % 2.1% Table 9 Enrolments by subject area, 1996/97 and 2005/06 (adjusted) Student Percentage Percentage Absolute Percentage numbers of total Student of total change, change, 1996/97 excluding numbers excluding 1996/97 to 1996/97 to Subject area (adjusted) combined 2005/06 combined 2005/ /06 Medicine and dentistry 40, % 59, % 19, % Subjects allied to medicine 153, % 309, % 156, % Biological sciences 81, % 155, % 73, % Veterinary science 3, % 4, % 1, % Agriculture and related subjects 15, % 17, % 2, % Physical sciences 74, % 82, % 8, % Mathematical sciences 19, % 32, % 12, % Computer science 73, % 120, % 46, % Engineering and technology 134, % 136, % 2, % Architecture, building and planning 46, % 56, % 9, % Social studies 129, % 201, % 71, % Law 54, % 89, % 34, % Business and administrative studies 222, % 304, % 82, % Mass communications and documentation 20, % 47, % 27, % Languages 91, % 139, % 47, % Historical and philosophical studies 60, % 101, % 40, % Creative arts and design 87, % 156, % 69, % Education 136, % 207, % 70, % Sub-total excluding combined 1,444,808 2,221, , % Combined 311, , , % Total all subjects 1,756,179 2,336, , % 18 Universities UK Patterns of higher education institutions in the UK Seventh report

21 32. It should be noted that the large increase in the numbers of enrolments in subjects allied to medicine (predominantly nursing) has an obvious (compensatory negative) effect on the proportions of the sector made up by the other subject areas. 33. The percentage change in the numbers within each subject area is therefore illustrated in Chart 2. Chart 2 Percentage change in enrolments by subject area, 1996/97 to 2005/ Above average increases in enrolments since 1996/97 are seen in subjects allied to medicine, biological sciences, mathematical sciences, computer science, law, mass communication and documentation, historical and philosophical studies and creative arts and design. 35. Changes in enrolments in languages, social studies and education are broadly in line with the average increase. 36. While no subject area has seen a significant absolute reduction in student numbers from 1996/97 to 2005/06, there have been significant relative reductions in enrolments in architecture, building and planning, engineering and technology, the physical sciences and agriculture. Smaller reductions have taken place in veterinary science and in business and administrative studies (the latter of which has been one of the most popular subject areas in recent years). Universities UK Patterns of higher education institutions in the UK Seventh report 19

22 37. This simple analysis by broad subject group however does not do full justice to the very significant shifts in emphasis in higher education courses during the 10 years under investigation. It is important to consider the specific subjects 4 being studied in order fully to assess the nature of the changes in detail. 38. As part of this analysis, it is necessary to be aware of the significant changes that took place in the categorisation of subjects in 2002/03. Examples of these changes include: psychology is now classified as a single subject, whereas it was previously identified as two separate subjects, depending on whether its major orientation was scientific or social; physical geography is now combined with the former environmental sciences subject; electronic engineering and electrical engineering have merged into a single subject electronic and electrical engineering ; sports science is identified as a subject in its own right, having previously been split between other related subjects; pharmacy and pharmacology have merged; history of art is no longer identifiable, having been subsumed within history by topic Subject to these caveats, the numbers of students following individual subjects as their main qualification aim in each of the years 1996/97 and 2005/06 are set out in the table in Appendix 1. It should be noted that this table is limited to subjects that can be clearly identified, and generally ignores balanced combinations, broadly-based programmes, and so on. The table does not distinguish by mode, level or intensity of study: it simply reports on the numbers of enrolments within each subject. 40. The populations and definitions used in Appendix 1 and in the following analysis are based on those adopted in the relevant annual HESA publications. Section C looks in more detail at a selection of subjects that may be regarded as strategic and vulnerable, and it will, as far as possible, adopt data definitions that adjust the latest data back to the definitions used in 1996/ A more detailed analysis shows that: Enrolments within medicine and dentistry have risen by 47 per cent, rather less than the overall increase of 54 per cent. Changes in the structure of clinical degrees have led to a shift from pre-clinical to clinical studies. Within subjects allied to medicine, nursing has seen an increase of over 100 per cent. This is largely a product of the shift of funding of nursing courses into the higher education sector. Significant increases are also reported in pharmacy and pharmacology 6 (71 per cent), nutrition (190 per cent), aural and oral sciences (694 per cent though from a low base), ophthalmics (105 per cent), anatomy, physiology and pathology (26 per cent) and medical technology (186 per cent). Within biological sciences most subjects show a below average increase in student numbers, except microbiology, which shows an increase of 79 per cent, and psychology, which shows a 113 per cent increase 7. This area is also addressed in Section C. 4 We are looking here at the principal subject of qualification aim, as identified by HESA. 5 A full explanation of the changes in the subject classification is available at: 6 Under the new subject classification it is no longer possible to distinguish between these two subjects. 7 We should note that psychology is now classified as a single subject including both scientific and social psychologies: the figures have been adjusted to recognise this. 20 Universities UK Patterns of higher education institutions in the UK Seventh report

23 There has been an increase in enrolments in veterinary science of 35 per cent, although this is significantly below the average. Re-classifications within agriculture and related subjects make time series comparisons impossible at the detailed subject level for this subject area. Within the physical sciences area, chemistry has seen a reduction of 19 per cent and physics a reduction of six per cent, although there have been large increases in astronomy (144 per cent) and ocean sciences (80 per cent). Geology shows a below average increase (32 per cent). In absolute terms, the major increase is seen in physical geography (72 per cent). This area is also addressed in Section C. Subjects within the area of mathematical sciences show increases in their recorded student populations, thus confirming a trend that was tentatively identified two years ago. It can be argued, however, that these increases are partly a result of the changing definitions and apportionment algorithms adopted by HESA over the period. For the second time since these figures were first published, mathematics itself again shows an above average increase in enrolments (68 per cent). Statistics and operational research show modest absolute increases, but enrolments have not increased significantly in relative terms from 1996/97 to 2005/06. After adjusting for new definitions, we see a rise of 63 per cent in enrolments in computer science, which is greater than the norm, although not as large an increase as was reported in the last two Patterns reports. On the other hand, enrolments in most subjects in the engineering and technology subject area have decreased, or show below average increases. There have, for example, been significant absolute reductions in enrolments in minerals technology, production engineering and polymers and textiles. Electronic and electrical engineering shows an increase in enrolments of only 10 per cent, general engineering 26 per cent and civil engineering nine per cent, compared with the mean of 54 per cent. Only aerospace engineering has shown a significant increase in enrolments (89 per cent) over the 10- year period. This area is also addressed in Section C. Within the architecture, building and planning area, enrolments in architecture have increased by 50 per cent, which is in line with the average rise, but it is offset by a below average increase in the numbers of students following courses in building (11 per cent) and planning (13 per cent). Most aspects of social studies report an improved situation compared with earlier years, with percentage increases in enrolments generally at or above the average level. Notable are social work (115 per cent), human and social geography (70 per cent), and politics (88 per cent). There has been a 54 per cent increase in enrolments in law, exactly average for the sector as a whole. The business and administrative studies subject area as now re-classified involves some difficulties in analysis over time. The combined areas of business and management studies show an average increase of 37 per cent, although this may overstate the position, as some other aspects of management are not separately recorded now. While accounting shows an increase of only 31 per cent, enrolments in finance have almost doubled, as have those in marketing. Universities UK Patterns of higher education institutions in the UK Seventh report 21

24 Within the area of mass communications and documentation, media studies shows an increase of 289 per cent between 1996/97 and 2005/06 while journalism has increased by 274 per cent. On the other hand, information services, including librarianship, only show an increase in enrolments of two per cent. The languages area has seen some significant re-classifications of subjects, and comparisons are difficult. Major increases are seen for English studies (98 per cent), and French studies (79 per cent), the latter being a reversal of an earlier relative decline, although derived partly perhaps from a transfer from the combined group. Among less popular languages, Italian and Spanish continue to show very large percentage increases (over 100 per cent). Celtic studies and classical studies also show marked increases. This area is, however, a complex one to which more detailed attention is given in Section C. All subjects within the areas of historical and philosophical studies continue to be relatively buoyant in terms of overall enrolments, with the exception of history itself, which is now showing an increase slightly below the average. Theology and religious studies have shown an increase of 62 per cent, while archaeology and philosophy have increased beyond the average. Creative arts and design subjects also continue to show a significant increase (79 per cent overall): enrolments in music have almost doubled, those in drama have more than doubled, and there is an increase of 355 per cent in cinematics (from a low base). The rise in enrolments in education is, for the first time in many years, in line with the average increase across all subjects, whereas in previous years it has fallen below it. This is also true of teacher training programmes. 42. In summary, there have been major changes in the subject enrolments of students on higher education courses in the UK between 1996/97 and 2005/ Previous Patterns reports have included a summary of the breadth of subject coverage across the higher education institutions, as evidenced by the number of institutions making teaching provision in each subject. The major aspect of that analysis relates to strategic and vulnerable subjects that are addressed in Section C, where the relevant analysis is included. The normal time series analysis will be resumed in next year s Patterns volume. Changes in subject balance of full-time first degree students 44. As an adjunct to the information above, it is perhaps of interest to consider longer-term trends in the enrolment of full-time first degree students. These can be tracked with some degree of confidence over the 11 years since the data for higher education institutions throughout the UK was first collected on a consistent basis. 45. Chart 3 shows the trends in each subject group, continuing the series that has appeared in previous Patterns reports. 22 Universities UK Patterns of higher education institutions in the UK Seventh report

25 Chart 3 Percentage of full-time first degree students in each subject area, 1994/95 to 2005/ In considering Chart 3, it is important to remember that there has been a major movement away from the combined subject group in the last three years from 2002/03, for purely structural reasons. Allowing for this, the graph shows a consistent reduction in enrolments in physical sciences (marginally reversed in 2005/06) and in engineering and technology. As noted previously, the reduction in enrolments in languages appears to have been arrested and indeed reversed. However, this is perhaps partly because of the reassignment of courses from the combined subject group. The same may be true of mathematical sciences. 47. Computer science continues to show a negative enrolment trend, as do agricultural subjects. 48. On the other hand, there has been a consistent increase in enrolments in subjects allied to medicine, biological sciences (primarily because of the effect of increasing enrolments in psychology) and creative arts and design (with this latter rise being slightly reversed in 2005/06). Education appears also to show a modest proportional increase. Universities UK Patterns of higher education institutions in the UK Seventh report 23

26 Trends in EU and international enrolments Embargo til 00:00 hrs Thursday 13 September Turning now to the domicile of students, Table 10 shows absolute and relative numbers of students from the UK, other EU countries and countries from outside the EU (international) 8, for 2005/06, with comparisons for 2004/05 and the 10-year change in the period from 1996/97 to 2005/06. Table 10 Enrolments of students by domicile, 1996/97, 2004/05 and 2005/06 Year Domicile Student numbers % of total 1996/97 UK 1,558, % EU 88, % International 109, % All 1,756, % 2004/05 UK 1,969, % EU 100, % International 218, % All 2,287, % 2005/06 UK 2,006, % EU 106, % International 223, % All 2,336, % Percentage change 1996/97 to 2005/06 UK 29% EU 21% International 104% All 33% Percentage change 2004/05 to 2005/06 UK 2% EU 6% International 3% All 2% 50. From 1996/97 to 2005/06, there has been a considerably greater increase in the number of students from non-eu countries than from the UK or the other countries of the EU. Non-EU international student numbers have more than doubled over the 10-year period. Enrolments from other countries of the EU have seen a greater rate of increase in 2005/06 than UK-domiciled students, and, as noted in the last Patterns report, this is related to the enlargement of the EU. 51. More detailed information about the enrolment of students from particular regions and countries is contained in Appendix 2, from which it is possible to derive information about those countries that are the major suppliers of students to the UK. This information is summarised in Table In this report international refers to non-eu domiciled students and EU refers to EU (excluding the UK) domiciled students. 24 Universities UK Patterns of higher education institutions in the UK Seventh report

27 Table 11 Major countries supplying students to UK higher education institutions, by level of study, 2005/06 Other Post- Post- First under- graduate graduate Country degree Country graduate Country taught Country research China 20,540 United States 2,915 China 23,895 China 4,835 Republic of Ireland 8,055 China 2,545 India 13,345 United States 3,170 Malaysia 7,655 Republic of Ireland 2,130 Greece 9,140 Greece 3,115 Hong Kong 6,425 France 2,115 Republic of Ireland 7,315 Germany 2,270 Germany 5,890 Germany 1,665 United States 6,345 Malaysia 1,785 France 5,735 Spain 1,360 Nigeria 5,495 India 1,775 Greece 5,335 India 1,130 Pakistan 4,740 Italy 1,680 Cyprus 4,400 Zimbabwe 985 Taiwan 3,995 France 1,290 India 3,765 Japan 965 Germany 3,945 Canada 1,245 Nigeria 3,320 Poland 710 France 3,815 Taiwan 1,210 United States 2,905 Nigeria 620 Thailand 2,405 Republic of Ireland 1,195 Spain 2,525 Greece 585 Japan 2,400 Thailand 1,035 Pakistan 2,430 Philippines 585 Canada 2,370 Mexico 925 Poland 2,270 Italy 465 Hong Kong 2,215 Japan 875 Japan 2,175 Hong Kong 385 Cyprus 2,140 Saudi Arabia 850 Sweden 2,130 Pakistan 350 Italy 1,975 South Korea 835 Singapore 2,035 Taiwan 350 Malaysia 1,940 Spain 830 Norway 1,900 Malaysia 325 Ghana 1,890 Portugal 815 South Korea 1,695 South Korea 310 Spain 1,820 Hong Kong 755 Italy 1,655 Cyprus 305 South Korea 1,315 Pakistan 705 Kenya 1,640 South Africa 250 The Netherlands 1,280 Iran 680 Sri Lanka 1,555 Canada 235 Poland 1,125 Nigeria 675 Belgium 1,450 Sweden 225 Turkey 1,055 Singapore 510 Portugal 1,305 Ghana 225 Saudi Arabia 1,050 Libya 495 Finland 1,190 Portugal 210 Bangladesh 990 Egypt In 2005/06 China 9 was clearly the most significant provider of students to UK higher education across most levels of study. India features very strongly among taught postgraduate students, where it shows an absolute increase of 30 per cent as compared with the previous year. Students from the United States are also prominent, especially at other undergraduate and postgraduate levels. 53. The Republic of Ireland continues to be a very prominent source of students in UK higher education institutions, especially at taught postgraduate level, where students from Ireland are reported to have doubled in 2005/ The numbers of students from African countries show a modest decline at undergraduate level compared with the figures report in the last Patterns report, although Nigeria, Kenya and Zimbabwe still have at least 1,000 undergraduate students studying at undergraduate level in the UK. More significant, however are the enrolments at postgraduate level, with increases among students from Nigeria and Ghana. 55. Countries of the Middle East and South Asia feature prominently among postgraduate research students, including students from India, Pakistan, Saudi Arabia, Iran, Libya, and Egypt. 9 Note that Hong Kong, Taiwan and Macao are distinguished from China in this analysis. Universities UK Patterns of higher education institutions in the UK Seventh report 25

28 Trends in income 56. Finally, this section concludes with a continuation of the data series that shows trends in the sources of income received by higher education institutions. The data is presented for the latest year, 2005/06, the previous year 2004/05, and for the financial year 2000/01 as a baseline; the data cannot be analysed over a longer timescale because of changes in data definitions. 57. Table 12 summarises the main sources and levels of income for these three years, for the United Kingdom as a whole and for its four constituent countries, and also shows the percentage changes. Appendix 3 contains more detailed data about the individual components of each income stream. Table 12 Main sources of income received by UK higher education institutions, 2000/01, 2004/05 and 2005/06, K (cash terms) UK England Wales Scotland Northern Ireland 2000/01 Funding council grants 5,355,777 4,299, , , ,029 Tuition fees and education grants and contracts 3,048,579 2,589, , ,368 52,584 Research grants and contracts 2,207,228 1,812,384 78, ,265 37,772 Other income 2,589,948 2,121, , ,152 40,626 Endowment and investment income 292, ,949 12,533 30,948 2,957 Total income 13,493,919 11,068, ,060 1,513, , /05 Funding council grants 6,967,346 5,618, , , ,645 Tuition fees and education grants and contracts 4,335,652 3,687, , ,830 62,312 Research grants and contracts 2,883,900 2,347, , ,425 65,636 Other income 3,506,749 2,914, , ,771 68,321 Endowment and investment income 299, ,872 14,594 27,631 3,418 Total income 17,993,162 14,821, ,126 1,936, , /06 Funding council grants 7,544,078 6,121, , , ,235 Tuition fees and education grants and contracts 4,640,799 3,941, , ,585 65,647 Research grants and contracts 3,120,606 2,540, , ,220 70,052 Other income 3,854,546 3,223, , ,320 75,405 Endowment and investment income 343, ,917 15,013 35,226 3,927 Total income 19,503,112 16,114, ,542 2,064, ,266 Percentage change, 2004/05 to 2005/06 Funding council grants 8% 9% 6% 5% 5% Tuition fees and education grants and contracts 7% 7% 5% 10% 5% Research grants and contracts 8% 8% 15% 7% 7% Other income 10% 11% 9% 4% 10% Endowment and investment income 15% 14% 3% 27% 15% Total income 8% 9% 8% 7% 6% Percentage change, 2000/01 to 2005/06 Funding council grants 41% 42% 32% 35% 40% Tuition fees and education grants and contracts 52% 52% 52% 58% 25% Research grants and contracts 41% 40% 54% 40% 85% Other income 49% 52% 55% 18% 86% Endowment and investment income 17% 17% 20% 14% 33% Total income 45% 46% 43% 36% 50% 26 Universities UK Patterns of higher education institutions in the UK Seventh report

29 58. From 2000/01 to 2005/06 the sector as a whole has seen an increase of approximately 45 per cent in its overall income and in most of its components. Only endowment and investment income shows a markedly lower rate of growth, very close to the rate of inflation. The significant increase in tuition fee income is, to a considerable extent, attributable to the fees of international (non-eu) students, which have doubled over the period and now amount to 1.5 billion. 59. It should be noted that over the same six-year period from 2000/01 to 2005/06 the total number of students in the UK (full-time equivalents) increased by 15 per cent and general inflation in the UK economy (measured by the GDP deflator) increased by 14 per cent. During this period the Higher Education Pay and Prices Index, which measures price increases within the higher education sector (including pay increases), showed an increase of 18 per cent. Universities UK Patterns of higher education institutions in the UK Seventh report 27

30 Section B: Patterns of institutional diversity 60. Section B presents information about institutions within the higher education sector, in graphical form, showing the distribution of various features across the institutions within the sector. The number of institutional charts has been extended this year in response to feedback from users. Where available, attention is drawn to time series comparisons and trends. 61. It should be noted that not all institutions are included within all the charts. In some instances, institutions recently joining the sector do not have available data. In those charts that are derived directly or indirectly from Universities and Colleges Admissions Service (UCAS) data, institutions that do not admit students through UCAS are excluded. The student population is limited to those who are admitted through the UCAS (and related) systems and any students directly admitted to the institution are therefore omitted. 62. It is important to state that although there are many comparative indicators within the following charts, they are not intended to be in any sense performance indicators. At best, they may be environment indicators that respond to external changes. 63. Four main themes are addressed: balance of provision; student characteristics and outcomes; aspects of staffing in higher education institutions; financial issues. 64. Throughout this section, unless otherwise indicated, the sources of the data analysed are drawn from the relevant HESA publications. Number of institutions in the sector 65. Before addressing the balance of provision in higher education, it should be noted that, since the publication of the last Patterns report, the structure of the sector has changed slightly. 66. A number of mergers have taken place within the sector since 1994/95. The common pattern for institutional mergers in recent years, as the previous Patterns reports have noted, has been the absorption of specialist colleges into the pre-1992 universities, although this pattern is not universal. 67. In relation to the data presented for 2005/06 two mergers took place: the Wimbledon School of Art merged with the University of the Arts London; Homerton College merged with Anglia Ruskin University. 28 Universities UK Patterns of higher education institutions in the UK Seventh report

31 68. In addition, the Leeds College of Music joined the higher education sector during 2005/ In total, therefore, this report describes the features of 167 higher education institutions. Since 1994/95, the number of institutions within the sector has reduced from 186, a decline of 10 per cent. 70. A list of the mergers that have taken place since 1994/95 is given in Appendix 4. Balance of provision 71. The balance of provision within higher education institutions is considered in respect of four aspects: different levels of study; full-time and part-time provision; UK, EU and international students; subject. 72. The following charts analyse the balance by level of study. Institutional chart 1: Percentage of students following postgraduate programmes, 2005/ Institutional chart 1 cannot be directly compared with those in early Patterns reports, which include data from 1998/99, due to a change in methodology. Since 2001/02 there has been an increase of one or two percentage points in the medians and in the lower and upper deciles. However, latterly the lower decile has declined slightly following the absorption into the higher education sector of some former further education institutions. It is, however, noteworthy that the typical higher education institution has more than one fifth of its higher education students following courses at postgraduate level. 74. To put these figures into context, Institutional charts 2 and 3 show the institutional distribution of absolute numbers of enrolments at postgraduate and undergraduate levels within UK higher education institutions. Universities UK Patterns of higher education institutions in the UK Seventh report 29

32 Institutional chart 2: Absolute numbers of postgraduate enrolments, 2005/06 Institutional chart 3: Absolute numbers of undergraduate enrolments, 2005/ It should be noted that in the undergraduate chart, the highest-ranking institution has over 150,000 enrolments for 2005/ Institutional chart 4 shows those undergraduate programmes that lead to qualifications other than first degrees. 30 Universities UK Patterns of higher education institutions in the UK Seventh report

33 Institutional chart 4: Percentage of enrolments in undergraduate programmes not directly leading to first degrees, 2005/06 Embargo til 00:00 hrs Thursday 13 September Since 1998/99 the median remains unchanged, the upper decile is down one percentage point and the lower decile is unchanged. Change in 2005/06 has been slight, but shows a modest dip as compared with 2004/05. Although there is a commonly held view that sub-degree programmes are in decline (and this is certainly true of some qualifications in some parts of the UK), the general assertion is not generally borne out by the evidence. Since 2001/02 foundation degrees have been included in this category. 78. Turning now to the balance between full-time and part-time enrolments, Institutional chart 5 analyses the balance by mode of study. Institutional chart 5: Percentage of part-time enrolments, 2005/ Since 1998/99 the median is up 10 percentage points, the upper decile is up 21 percentage points and the lower decile is down two percentage points. The figures should be treated with some caution in view of changes in definitions, although there has undoubtedly been a marked increase in part-time numbers. As the earlier Patterns reports noted, there are different categories of part-time students. These include those on undergraduate and postgraduate degree programmes, as well as students following courses of personal and professional updating that may be at either level, and that encompass a broad range of structures and content. Universities UK Patterns of higher education institutions in the UK Seventh report 31

34 80. Institutional chart 5 and its predecessors tentatively suggest a trend for greater differentiation in the provision of part-time higher education courses, with institutions that already have significant part-time provision expanding it. 81. As the previous Patterns reports identified, the growth of international (non-eu) student numbers has significantly outstripped the growth in enrolments of home and EU domiciled students during recent years. We now address the institutional distribution of EU and international students. Institutional charts 6, 7 and 8 show the numbers of EU and international students enrolled on programmes of study at higher education institutions in the UK, both in total, and disaggregated between students from other EU countries and from outside the EU (international). Institutional chart 6: Enrolments of EU (non-uk) and international domiciled students, 2005/ Since 1998/99 the median is up by 437 enrolments (35 per cent), the upper decile is up by 1,405 enrolments (51 per cent) and the lower decile is up by 65 enrolments (260 per cent). 83. Clearly, institutions across the spectrum have seen significant increases in the numbers of students from outside the UK. Since 2001/02, the number of institutions that had more than 5,000 students enrolled from outside the UK has risen from three to 14. Institutional chart 7: Enrolments of international (non-eu) domiciled students, 2005/ Since 1998/99 the median is up by 520 enrolments (106 per cent), the upper decile is up by 1,241 enrolments (90 per cent) and the lower decile is up by three enrolments (29 per cent). The growth, which 32 Universities UK Patterns of higher education institutions in the UK Seventh report

35 has been referred to at the overall sector level in the first section of this report, is clear across the sector as a whole, with a higher percentage increase in the median than at either end of the spectrum. Institutional chart 8: Enrolments of EU (excluding UK) domiciled (excluding UK) students, 2005/ Since 1998/99 the median is down by 18 enrolments (three per cent), the upper decile is up by 147 enrolments (12 per cent) and the lower decile is down by two enrolments (four per cent). An apparent reduction in EU (non-uk) domiciled students observed in last year s report has now been reversed and an increase is seen in the upper decile, showing greater concentration of EU students from outside the UK. The enlargement of the EU is obviously relevant here. Student characteristics and outcomes 86. The following paragraphs address some aspects of student characteristics and outcomes within higher education institutions. 87. Previous Patterns reports have drawn attention to the significance of mature student enrolments in UK higher education. The percentage of full-time mature undergraduates is shown in Institutional chart 9. Institutional chart 9: Percentage of mature full-time undergraduates, 2005/ Since 1998/99 the median is up two percentage points, the upper decile is up five percentage points and the lower decile remains unchanged. There is a slight increase in mature full-time undergraduate students as compared with previous reports, in a context where they already represent a very significant proportion of all full-time undergraduates. Universities UK Patterns of higher education institutions in the UK Seventh report 33

36 89. As regards the gender of students in higher education, we have noted in Section A that male students are in a minority among all modes and levels. There are, however, considerable variations between institutions, which are shown in Institutional chart 10. Institutional chart 10: Percentage of male students, 2005/ The large majority of institutions show a percentage of male students in a range from 30 per cent to 50 per cent, although there are some obvious outliers that are chiefly specialist institutions. 91. Since this is only the second time that this chart has been presented within the Patterns series, it is inappropriate to present time series comparisons. 92. We now turn to ethnicity, and Institutional chart 11 shows the percentage of UK entrants who are reported as belonging to ethnic minority groups. Institutional chart 11: Percentage of UK-domiciled entrants from ethnic minority groups, 2005/06 34 Universities UK Patterns of higher education institutions in the UK Seventh report

37 93. Since 1998/99 the median is up three percentage points, the upper decile is up 16 percentage points and the lower decile remains unchanged. While showing an overall increase in the proportion of students from ethnic minority groups, the figures confirm a trend identified in the last three Patterns reports that there is an increasing concentration of students from ethnic minority groups in a limited number of institutions. (For comparison with these figures, the overall percentage of entrants to higher education institutions from ethnic minority groups is 17 per cent.) 94. The previous Patterns reports included some analysis of the participation of students from underrepresented groups, as identified within the funding councils performance indicators. Two such measures were used: firstly, the percentage of young full-time first degree entrants from social classes IIIM, IV and V; and secondly, the percentage coming from low participation neighbourhoods, as identified by the Higher Education Funding Council for England (HEFCE). The reports noted that there was a close correlation between the institutional ranking on each of these measures (while not assuming that the measures themselves closely correlated) and non-traditional entrants to full-time undergraduate courses (again, at institutional level). 95. In the most recent years, following the 2001 Census, a new categorisation of socio-economic groupings has been adopted, the National Statistics Socio-Economic Classification In place of the six categories used in the earlier definition of social class, the new classification has seven categories as follows: Table 13 Classification of National Statistics Socio-Economic groups NS SEC group Description 1 Higher managerial and professional occupations 2 Lower managerial and professional occupations 3 Intermediate occupations 4 Small employers and own account workers 5 Lower supervisory and technical occupations 6 Semi-routine occupations 7 Routine occupations 97. The last four of these categories have been identified as being the lower socio-economic groupings for the purpose of constructing performance indicators for the higher education sector. While this definition will be followed in this report, it should be noted that it includes small employers and own account workers, which may include a wide variety of occupations. For example, it includes many people engaged in farming (and so agricultural college figures are very high) and also many contractors in the computing industry. 98. It should also be noted that the analyses of socio-economic group and low participation neighbourhood are available only for students entering through the UCAS system. While these cover the large majority of entrants to full-time undergraduate courses (85 per cent), it is possible that the percentage of entrants from lower socio-economic groups is understated. The data for the year 2005/06 is presented in Institutional chart Further information about the NS SEC classification is available from the Office for National Statistics at: Universities UK Patterns of higher education institutions in the UK Seventh report 35

38 Institutional chart 12: Percentage of young full-time first degree entrants from National Statistics Socio-Economic Classification classes 4, 5, 6 and 7, 2005/ The lower decile remains unchanged from 2004/05 but the median and upper deciles both show increases of two percentage points. The overall impression therefore is that there is an increase in the proportions of students entering higher education from social classes 4, 5, 6 and Institutional chart 13 shows the distribution of students from low participation neighbourhoods. Institutional chart 13: Percentage of young full-time first degree entrants from low participation neighbourhoods, 2005/ Since 1998/99 the median is up by one percentage point (unchanged from last year), the upper decile is up by six percentage points (up two compared with last year) and the lower decile is up by eight percentage points (up two compared with last year). 36 Universities UK Patterns of higher education institutions in the UK Seventh report

39 102. Earlier Patterns reports included information about the entry qualifications of new students based on Alevel points, although this time series was discontinued because the structure of reporting changed significantly. Applicants and acceptances to full-time undergraduate courses are now recorded in relation to UCAS tariff points that include not only the conventional academic qualifications but also many vocational qualifications This year, therefore, for the second time, entry qualifications to higher education institutions are recorded according to the new UCAS tariff, as shown in Institutional chart 14. Subsequent changes will be reported in later Patterns reports. 12 Institutional chart 14: Average tariff points of entrants to full-time undergraduate courses, 2005/ It is too early to begin to consider time series, although it might be noted that there is virtually no change in the median or in the lower or upper deciles, as compared with last year s report We now turn to the outcomes from higher education as represented by the degree classifications awarded to qualifiers from first degree programmes and the subsequent graduate employment rates Institutional chart 15 shows the percentage of first-class honours degrees awarded A full description of the tariff is given at: 12 The full definition is Average tariff points for full-time, first year, undergraduate students whose highest qualification on entry was 'A' level equivalent qualification not elsewhere specified or Any combinations of GCE 'A'/SCE 'Higher' and GNVQ/GSVQ or NVQ/SVQ at level The denominator in this and the following chart is all classified degrees. It therefore excludes most clinical degrees, which are awarded without classification. Universities UK Patterns of higher education institutions in the UK Seventh report 37

40 Institutional chart 15: Percentage of first-class degrees awarded, 2005/ Since 1998/99 the median is up three percentage points, the upper decile is up five percentage points and the lower decile is up three percentage points. There has been a noticeable increase in the proportion of students awarded a first-class degree from 1998/99 to 2005/06. Institutions at the upper end of the scale show the greatest level of increase, ie some institutions that have historically awarded a high percentage of first-class degrees have increased their proportion It is also relevant to look at the combined total of firsts and upper seconds, which are presented in Institutional chart 16. Institutional chart 16: Percentage of first and upper second class degrees awarded, 2005/06 38 Universities UK Patterns of higher education institutions in the UK Seventh report

41 109. Since 1998/99 the median is up five percentage points, the upper decile is up nine percentage points and the lower decile is up six percentage points. Again, a significant increase is seen in the proportion of students gaining good honours degrees and the driver here appears to be the institutions at the upper end of the spectrum. Throughout the sector, however, it continues to be the case that the award of a first- or upper second-class degree is the norm rather than the exception Finally, we turn to data on graduate employment, that was first reported in last year s Patterns report. Institutional chart 17 shows the percentage employment rate (ie all activities except unemployment) for fulltime UK-domiciled first degree students who graduated in the academic year 2004/05, as reported approximately six months after graduation. Institutional chart 17: Percentage of first degree full-time graduates not unemployed, 2004/ It is too early to begin to report time series changes and indeed any such changes would need to be set in the context of the overall labour market. However, that there are no significant changes in the reported figures as compared with 2003/04. Universities UK Patterns of higher education institutions in the UK Seventh report 39

42 Aspects of staffing in higher education institutions 112. The previous Patterns reports included an analysis of the number of academic cost centres within which staff of higher education institutions were undertaking teaching and research (see Appendix 5 for a list of HESA academic cost centres). This analysis is updated in Institutional chart 18. Institutional chart 18: Number of cost centres within which staff are employed, 2005/ As reported in the previous Patterns report both the median and the upper decile have reduced by one cost centre since 1998/99, perhaps reflecting a reduction in spread of subject provision Two years ago, for the first time, it was possible for the Patterns report to include an analysis of the gender balance of all academic staff. This has now been updated, and Institutional chart 19 shows the percentage of female academic staff in higher education institutions in 2005/06. Institutional chart 19: Percentage of female academic staff, 2005/ The gender balance of academic staff within higher education institutions varies markedly between institutions and the issue of subject distribution is relevant here. 40 Universities UK Patterns of higher education institutions in the UK Seventh report

43 116. The median shows no change as compared with 2004/05, although there was a one percentage point increase in the upper decile, while the lower decile diminished by two percentage points Last year, for the first time, it also became possible to record the ethnicity of members of the academic staff and this data series is now continued. This is illustrated in Institutional chart 20. Institutional chart 20: Percentage of ethnic minorities among academic staff, 2005/ While the median remains unchanged, the lower decile has reduced by one percentage point while the upper decile has increased by one percentage point. This is due more to a change in the constituency of the higher education sector than a significant change of emphasis. However, it is relevant to note that, across all higher education institutions, the percentage of academic staff from ethnic minority groups is 10 per cent, as compared with the median institution s figure of seven per cent. This draws attention to the concentration of staff from ethnic minority groups, and it is unsurprising to note that, as was the case last year, only one of the 10 institutions at the upper end of the graph is located outside London. Financial issues 119. Turning now to financial issues, the previous Patterns reports included some analysis of financial security, and of costs and efficiency, together with an analysis of sources of income This year s report adopts the same approach although some of the analyses have been amended in order to recognise changes in the definitions of the data collected. Financial security 121. This section addresses some of the measures of financial security of higher education institutions that were reported on in the previous Patterns reports Institutional chart 21 shows the historical surplus/deficit for each institution in 2005/06 as a percentage of income. Universities UK Patterns of higher education institutions in the UK Seventh report 41

44 Institutional chart 21: Surplus/deficit as a percentage of income, 2005/ Since 1998/99 the median is down 1.4 percentage points, the upper decile is up 2.7 percentage points and the lower decile is down 0.3 percentage points. There is a slight improvement as compared with the figures given in the last Patterns report, notably at the lower end. Across the sector as a whole, the median figure of a 2.1 per cent surplus continues to be very low However, the current year out-turn is only one relevant measure, and one that should be seen in a wider context. Institutional charts 22 and 23 show two other security measures, relating to liquidity and the retention of reserves respectively. Institutional chart 22: Days ratio of net liquid assets to total expenditure, 2005/ Since 1998/99 the median has fallen by two days, while the upper decile is up by one day and the lower decile is also up by one day. There has been little change in this indicator in recent years, although all points are slightly improved compared with 2004/ However, the days ratio of general funds to total expenditure - a measure of the ability of institutions to invest in the future does show significant change. 42 Universities UK Patterns of higher education institutions in the UK Seventh report

45 Institutional chart 23: Days ratio of total general funds to total expenditure, 2005/ Since 1998/99 the upper decile has fallen by 16 days, the median is down by 34 days and the lower decile is down by 32 days. Definitional changes in 2005/06 preclude comparison with previous years: the time series will be resumed in future Patterns volumes The previous Patterns reports set out an index of financial security based on three factors (equally weighted): the average of the last two years percentage ratios of historical surplus/(deficit) after tax to total income; the days ratio of general funds to total expenditure; the days ratio of net liquid assets to total expenditure The security index for 2005/06 is set out in Institutional chart 24. Institutional chart 24: The security index, 2005/06 14 In 2005/06 institutions were, for the first time, required to include net pensions assets or liabilities within their general funds as set out in the FRS17 accounting convention. Most institutions have a net pensions liability, which means that there was a significant overall reduction in general funds. The large reduction in this indicator is therefore, primarily due to new accounting conventions: the pensions liabilities existed in the past, but were not previously counted. Universities UK Patterns of higher education institutions in the UK Seventh report 43

46 130. It should be noted that this index does not report on the financial security of the sector as a whole, but simply on the relativities within the sector. It provides a basis for analysing aspects of institutional provision against a single measure of financial security, but a quantification of change from year to year within the sector as a whole cannot be derived from it. It does however, provide a basis for disaggregation of the sector and an assessment of comparative financial security among individual institutions and groupings of institutions In 2004/05 six of the top 20 institutions in the index were comparatively small colleges, mostly of a specialist nature, including the two heading the index. In 2005/06, that number has reduced to four institutions. Post-1992 universities continue to be more prominent at the head of the index than the pre universities, although the margin is narrowing In 2004/05 eight of the 20 institutions at the bottom of the index were small and specialist institutions. In 2005/06 that is true of only six, with the remaining places being shared evenly across the sector It has been suggested by some users of the Patterns series that an additional analysis should be included here that reflects the ratio of borrowing by institutions as a percentage of total income. Institutional chart 25 presents this for the first time. Institutional chart 25: Percentage ratio of total long-term borrowings to total income, 2005/ The chart shows a very wide variation in long-term borrowing in relation to institutional income, ranging from many institutions that report zero borrowing to two at the level of 80 per cent of annual income This ratio will be published separately for two years, and will then be considered for inclusion as a component of the security index. Patterns of income 136. The Joint Performance Indicators Working Group and the Higher Education Management Statistics Group (which defined the financial indicators published by HESA) proposed that dependence on funding council income might be seen as a further aspect of financial security. It is also, of course, an issue of inherent interest in the context of the differentiation of the sector. 44 Universities UK Patterns of higher education institutions in the UK Seventh report

47 137. The percentage of income from the funding councils is shown in Institutional chart 26. Institutional chart 26: Funding council income as a percentage of all income, 2005/ Since 1998/99 the median has increased by one percentage point, while the upper decile is down one percentage point and the lower decile remains unchanged. In earlier Patterns reports, a small shift in emphasis towards funding council income from income from other sources was noted at some points in the graph. This trend appeared to have been arrested last year, although there is a marginal increase in the median and the upper decile in 2005/ Turning to other sources of income, Institutional chart 27 shows the distribution of the public funding of research through the dual support system, that is to say the combination of funding council research income and research grant and contract income from the research councils. Institutional chart 27: Funding of research through the dual support system ( K), 2005/ Since 1998/99 the lower decile has increased by 21,000 (from zero), the median is up 715,000 (49 per cent) and the upper decile is up 22,408 (83 per cent). The trend demonstrates the concentration of research funding in a small number of higher education institutions Institutional chart 27 expresses public funding of research in absolute cash terms. Institutional chart 28 has now been added to the series and shows the relationship between public research income through the dual support system and all income. Universities UK Patterns of higher education institutions in the UK Seventh report 45

48 Institutional chart 28: Funding of research through the dual support system as a percentage of all income, 2005/06 Embargo til 00:00 hrs Thursday 13 September It should be noted that there is a steep gradient above the upper decile. The extent of concentration of research funding is demonstrated by the fact that the overall ratio of public research income to overall income is 13 per cent (16 per cent in Scotland): in this chart the median institution is on four per cent Last year s Patterns report experimentally included two new indices relating to research income in addition to the chart showing the public funding of research. In response to users comments, one of these has been retained, under a different title The chart which was previously described as the research productivity index has been re-titled to show its components. In other words, the relationship between the quality-related research funding provided through the funding councils (the R component of the block grant) and the income obtained from research grants and contracts (from whatever source) In Institutional chart 29, institutions are mapped showing the income from research grants and contracts as a percentage of the funding councils research grant. The chart is limited to institutions that have a research grant of at least 100, One very atypical outlier has been excluded from the chart. 46 Universities UK Patterns of higher education institutions in the UK Seventh report

49 Institutional chart 29: Research grants and contracts as a percentage of funding council research grant, 2005/06 Embargo til 00:00 hrs Thursday 13 September The chart shows that the large majority of institutions receive more income from research grants and contracts than from the research funding provided by the funding councils Turning to other sources of income, following changes in the HESA finance record in 2004/05, Institutional chart 30 shows for the second time the institutional distribution of income from other services rendered, which broadly amounts to commercial contracts of a non-research nature. Institutional chart 30: Income for other services rendered ( K), 2005/ There is a similar, though less extreme, level of differentiation between institutions, as seen above in relation to research. It should be noted that this chart has been re-based, and excludes one outlying institution that was identified in the previous Patterns report. The median and upper and lower deciles cannot therefore be compared directly with the figures published last year. Universities UK Patterns of higher education institutions in the UK Seventh report 47

50 149. Finally, in relation to income trends, in view of the importance of income from international student fees, Institutional chart 31 looks at the fees derived from international (non-eu) students, which, as a previous Patterns report noted, are by far the largest component of international income to UK higher education institutions. Institutional chart 31: Income from international (non-eu) student fees ( K), 2005/ Here again, as noted previously, there is a highly differentiated situation, with many institutions earning less than 5 million from the fees of international (non-eu) students, while a few earn over 30 million per annum from this source The median has increased since last year by 13 per cent although there are no significant increases at the upper or lower ends of the distribution. As noted in the previous Patterns report, there appears to be an increasingly broader distribution of income from international student fees. Costs and efficiency 152. Finally, in this section of the report, we look at information about expenditure per full-time equivalent student, which was published in the previous Patterns reports For comparison with the rates of change shown in parentheses in the following paragraphs, it should be noted that the increase in the GDP deflator over the period 1998/99 to 2005/06 was 18 per cent It should also be noted that the calculation of full-time equivalent students has changed, with the exclusion of students following non-credit-bearing courses : there will therefore, inevitably, be an increase in the costs per full-time equivalent student, as compared with previous Patterns volumes. 16 Note that for technical reasons, the latest year for which these figures are available is 2004/ Universities UK Patterns of higher education institutions in the UK Seventh report

51 155. Institutional chart 32 shows the cost per full-time equivalent student of central administrative services, including staff and student facilities. 17 Institutional chart 32: Administrative costs per full-time equivalent student ( ), 2004/ Since 1998/99 the median has increased by 474 (50 per cent), the upper decile is up 829 (40 per cent) and the lower decile up 272 (41 per cent). As noted in the last two Patterns reports, it appears to be the case that institutions generally have increased their administrative expenditure per full-time equivalent student by more than the rate of inflation. It is important to recognise that institutional structures vary. Furthermore, central administrative costs should be considered alongside the non-academic costs within academic departments, since in several institutions the administrative costs will fall also within academic departments. This is shown in Institutional chart 33. Institutional chart 33: Academic departmental costs per full-time equivalent student, excluding academic staff ( ), 2004/ Since 1998/99 the median is up by 274 (27 per cent), the upper decile is up 1,325 (60 per cent) and the lower decile is up 128 (26 per cent). There is a marked increase in the unit costs of administrative activities within academic units, especially at the higher end of the distribution. This may reflect a shift from central administrative cost centres to academic cost centres as a result of re-organisation. It may also reflect a re-allocation of budget codes to areas closer to the students. 17 Note that the University of Wales Registry and the University of London s central institutes and activities have been excluded from this and the following charts, together with a small number of outliers. Universities UK Patterns of higher education institutions in the UK Seventh report 49

52 158. Last year, for the second time, Patterns included a further ratio, which provided information about the cost per full-time equivalent student of libraries, information services and central computing facilities. Following a re-definition of the HESA finance record, it is no longer possible to publish this information, since the various components of the academic services area have been merged in the institutional returns. A total figure for academic services per full-time equivalent student can be derived, but it must be noted that this includes expenditure on museums, galleries and observatories (except those run by academic departments). It also covers expenditure on any other general academic services not covered above including, for example, radiation protection, international liaison office and industrial liaison. Institutional chart 34 cannot therefore, be compared with information published in earlier Patterns reports. Institutional chart 34: Total academic services expenditure per full-time equivalent student ( ), 2004/ Finally, as in previous years, Institutional chart 35 shows the spread of premises expenditure per full-time equivalent student. Institutional chart 35: Premises expenditure per full-time equivalent student ( ), 2004/ Since 1998/99 the median has increased by 172 (26 per cent), the upper decile by 690 (53 per cent) and the lower decile by 85 (22 per cent). As noted in previous Patterns reports, there has been a continuing increase in premises costs. This has generally been concentrated at the upper end of the graph, reflecting the fact that institutions with already high costs have seen these rise disproportionately. This continues to be the case. 50 Universities UK Patterns of higher education institutions in the UK Seventh report

53 Section C: Issues concerned with strategic subjects 161. This section of the report looks in more detail at issues concerning academic subjects that have been or might be identified as being of strategic importance and/or vulnerable because of changing patterns of student demand. Identifying strategic subjects 162. This report does not seek to replicate or conflict with earlier work: rather it adopts a data-centric approach to the analysis in this area. However, it is written in the knowledge of earlier work, for example, by the Higher Education Funding Council for England (HEFCE) advisory group on strategically important and vulnerable subjects, which noted in its final report 18 that: Subjects may be strategic on the grounds of wealth creation. Others are important for reasons of diplomacy, international relations or on cultural grounds. The criteria developed for strategic subjects are: Does the subject currently provide vital research and/or graduates with recognisably specialist knowledge, skills and competencies to the economy or society? Is there a substantiated prediction that vital research and/or graduates with recognisably specialist knowledge, skills and competencies will be required by the economy, society or government in future? 163. The group noted that many strategic subjects are well supplied, so the group concentrated on strategically important subjects which are deemed vulnerable. It identified these both in terms of institutional concentration and vulnerability of the public interest, in that the provision of the subject is misaligned with employer, government or other demand The HEFCE group identified several subjects on the basis of the criteria set out above. However, its work was undertaken some years ago and the data that underlies it relates to the academic year 2003/04 (although it was updated to 2004/05 in the HEFCE report to the Secretary of State in October 2006). Since then we have HESA enrolment data for 2005/06, A-level data for 2006 and UCAS applications data in respect of 2007 entry. The HEFCE group s work covered institutions in England, whereas this report looks at the United Kingdom as a whole, and identifies some differences between institutions in England and those in Scotland, Wales and Northern Ireland. 18 HEFCE (2005) Strategically important and vulnerable subjects Universities UK Patterns of higher education institutions in the UK Seventh report 51

54 165. It is appropriate to begin this section by reviewing the overall provision of subjects in higher education institutions across the UK and, in particular, to identify trends in provision. 19 This analysis is limited to fulltime students, since the attribution of part-time students to subjects is difficult over the period that we are considering because of changes in the recording and reporting of data over time, as described earlier in this report (see paragraphs 28 and 29). The following analysis is therefore not directly comparable with the broad analysis of trends in the higher education sector in the first section of this report The work in this section of the report aims to provide analysis over time, with particular reference to the most recent year (2005/06 in most instances) and comparisons for 2001/02 and 1996/97. However, the time series for particular datasets have been determined pragmatically, in the light of the availability of data We start, then, by looking at the enrolments of full-time students in UK higher education institutions on a consistent basis by subject and level in 2005/06, and the change between the years 1996/97 and 2005/06 and 2001/02 and 2005/ The analysis of data concerning changes over time needs to be considered against the overall trend in fulltime student enrolments that is summarised in Table 14. This table shows the overall level of enrolments, and change over five and 10 years, using a consistent definition as far as possible. Table 14 Full-time students by level, 2005/06, and percentage change since 1996/97 Undergraduate Postgraduate Postgraduate Total taught research Students by level, 2005/06 1,160, ,670 57,970 1,369,425 Change 1996/97 to 2005/06 20% 67% 18% 24% Change 2001/02 to 2005/06 12% 28% 13% 14% 169. The figures showing change over time provide a baseline for considering the detailed enrolments in each subject The following subjects show significantly lower growth (or actual reductions in several cases) in areas that coincide with other work on strategic subjects: 20 within biological sciences: biology, botany, zoology, genetics and molecular biology, biophysics and biochemistry; most subjects within the area of agriculture and related subjects; within physical sciences: chemistry, physics and geology; computer science; within engineering and technology; general engineering, civil engineering, electronic and electrical engineering, production and manufacturing engineering, chemical, process and energy engineering, minerals technology, metallurgy, polymers and textiles and maritime engineering; 19 The comparison of subject enrolments over time is however, complicated by definitional changes that have been introduced within the HE sector. The analysis in this section of the report uses data that have been, as far as possible, adjusted to enable year on year comparisons to be undertaken. The numbers of subject enrolments on this basis is not immediately comparable with other subject analyses published by Universities UK or by HESA, or with other analyses within this Patterns volume. 20 The area of mass communication and documentation has not been included here because of the great difficulty of producing meaningful analyses across time. The area of education appears from the raw figures to merit consideration, but the reduction in undergraduate enrolments in the training of teachers is compensated for by the increase in enrolments on postgraduate certificates in education. 52 Universities UK Patterns of higher education institutions in the UK Seventh report

55 within languages; French studies and German studies (primarily because of the reductions at postgraduate level), and also Russian and East European studies, Japanese studies and South Asian studies; to which it is desirable to add Chinese studies, even though it appears to be experiencing growth from a very low base; within mathematical studies; mathematics has been included It is these subjects that are selected for detailed analysis in this report: and we may note that this selection of subject accords fairly closely with other previous analyses. Enrolment trends in selected subjects 172. In summary, these subjects show percentage changes over time as shown in Table 15, over the page. Universities UK Patterns of higher education institutions in the UK Seventh report 53

56 Table 15 Selected subjects: percentage change in full-time enrolments by level, 1996/97 to 2005/06 and 2001/02 to 2005/06 Change 1996/97 to 2005/06 Change 2001/02 to 2005/06 Subject area and subject Under- Postgraduate Postgraduate Under- Postgraduate Postgraduate of study graduate taught research Total graduate taught research Total Biological sciences (C1) Biology -1% 24% 5% 0% 15% 48% -11% 12% (C2) Botany -39% 29% -18% -22% 9% 147% 16% 25% (C3) Zoology 24% -22% -27% 17% 7% -21% -1% 6% (C4) Genetics 15% 56% 19% 18% -0% 53% 13% 5% (C7) Molecular biology, biophysics and biochemistry -2% 75% 5% 1% 7% 36% 13% 9% Agriculture and related subjects (D4) Agriculture -33% 51% -43% -29% -34% 8% -35% -31% (D5) Forestry -36% -21% -9% -34% -12% -2% -46% -14% (D6) Food and beverage studies -17% 61% -33% -13% 8% 44% -17% 9% (D7) Agricultural sciences 49% -41% -70% -18% 92% 200% -11% 65% Physical sciences (F1) Chemistry -19% -2% -16% -18% -5% 23% -9% -5% (F3) Physics -5% -3% 3% -3% 9% 3% 12% 10% (F6) Geology -0% 0% -6% -1% 13% 15% 27% 14% Mathematical sciences (G1) Mathematics 42% 98% 9% 40% 32% 66% 12% 31% Computer science (G5) Computer science 30% 65% 69% 34% -12% -14% 40% -11% Engineering and technology (H1) General engineering -21% 125% 70% -4% 5% 125% 44% 19% (H2) Civil engineering -13% 75% -10% -7% 22% 37% 10% 23% (H3) Mechanical engineering -0% 39% -7% 0% 13% 27% 9% 13% (H6) Electronic and electrical engineering -6% 75% 31% 3% -20% 34% 36% -11% (H7) Production and manufacturing engineering -59% 19% 85% -50% -42% 26% 1% -33% (H8) Chemical, process and energy engineering -21% 93% 8% -12% 1% 57% 19% 8% (J1) Minerals technology -81% -40% -99% -78% -55% -40% -98% -58% (J2) Metallurgy -52% 46% -33% -35% -27% 207% -3% -2% (J4) Polymers and textiles -39% 3% -8% -37% -22% -13% 9% -20% (J6) Maritime technology -58% 20% -85% -54% -28% -13% -81% -30% Languages (R1) French studies 56% -24% -6% 53% 123% -47% -4% 113% (R2) German studies 61% 143% -37% 54% 125% -3% -23% 109% (R7) Russian and East European studies 27% -31% 57% 24% 139% -26% 36% 101% (T1) Chinese studies 70% 529% 164% 102% 83% 389% 9% 106% (T2) Japanese studies 100% -78% -94% 53% 108% -64% -75% 78% (T3) South Asian studies 78% -50% -43% 31% 80% -7% -47% 44% 54 Universities UK Patterns of higher education institutions in the UK Seventh report

57 173. We should note here some very different aspects of change over time in these subjects. For example, biological sciences experienced a downturn between 1996 and 2001, but have seen something of a resurgence more recently. The same is true of some aspects of engineering and technology (for example, general engineering) but that is not the case in other areas (for example, electronic and electrical engineering). Languages show a reasonably buoyant situation at undergraduate level, but a deteriorating position at postgraduate level. Mathematics shows a positive position The following sections will look at various more detailed issues in relation to these subjects (or appropriate aggregations of them) and will generally attempt time series comparisons over approximately five and 10 years up to the latest date for which data is available. Universities UK Patterns of higher education institutions in the UK Seventh report 55

58 Enrolments by country of the UK Embargo til 00:00 hrs Thursday 13 September We begin by considering whether the subjects are equally represented in the four countries of the UK, an issue that is particularly relevant since much of the previous published work has concentrated on the situation in England Table 16 analyses the overall enrolments of students (at all levels) in each subject, by country of the UK. Table 16 Percentage enrolments of full-time students by UK country in selected subjects, 2005/06 Northern Subject of study England Wales Scotland Ireland (C1) Biology 74% 7% 17% 2% (C2) Botany 70% 2% 28% 0% (C3) Zoology 58% 18% 23% 1% (C4) Genetics 75% 8% 15% 2% (C7) Molecular biology, biophysics and biochemistry 88% 3% 8% 1% (D4) Agriculture 78% 10% 11% 2% (D5) Forestry 59% 13% 29% 0% (D6) Food and beverage studies 78% 6% 6% 10% (D7) Agricultural sciences 92% 0% 4% 3% (F1) Chemistry 81% 4% 14% 1% (F3) Physics 83% 4% 12% 1% (F6) Geology 77% 9% 14% 0% (G1) Mathematics 86% 3% 9% 1% (G5) Computer science 83% 4% 10% 4% (H1) General engineering 79% 5% 13% 3% (H2) Civil engineering 71% 7% 17% 5% (H3) Mechanical engineering 78% 5% 14% 3% (H6) Electronic and electrical engineering 83% 6% 10% 2% (H7) Production and manufacturing engineering 82% 3% 12% 3% (H8) Chemical, process and energy engineering 81% 2% 15% 2% (J1) Minerals technology 91% 0% 9% 0% (J2) Metallurgy 98% 0% 0% 2% (J4) Polymers and textiles 100% 0% 0% 0% (J6) Maritime technology 100% 0% 0% 0% (R1) French studies 79% 6% 13% 3% (R2) German studies 80% 6% 13% 1% (R7) Russian and East European studies 83% 0% 17% 0% (T1) Chinese studies 86% 1% 13% 0% (T2) Japanese studies 85% 5% 10% 0% (T3) South Asian studies 100% 0% 0% 0% Total (selected subjects) 80% 5% 12% 3% Total (all subjects) 82% 5% 11% 3% 177. Table 16 demonstrates that the situation in each of the identified subjects is not straightforwardly the same in each of the four countries of the UK. On the contrary, for example, enrolments in agriculture are prominent in Wales and Scotland. Scotland also shows a high proportion of students in the biological and physical sciences. English institutions show dominance in some minority subjects, such as polymers and textiles, maritime technology and several language and area studies, and also a slightly higher enrolment rate in computer science. 56 Universities UK Patterns of higher education institutions in the UK Seventh report

59 178. There has also been a significant difference in the enrolments by subjects across time as between the four countries of the UK, as Tables 17 and 18 show. Table 17 Percentage change in enrolments in selected subjects, 1996/97 to 2005/06 Northern Subject of study England Wales Scotland Ireland Total (C1) Biology 2% 1% 0% -39% 0% (C2) Botany -26% -84% 51% -100% -22% (C3) Zoology 18% 28% 9% 7% 17% (C4) Genetics 35% -25% -13% 19% 18% (C7) Molecular biology, biophysics and biochemistry 11% -15% -41% -66% 1% (D2) Agriculture -27% -37% -40% 45% -29% (D3) Forestry 1% -75% -34% ~ -34% (D4) Food science -17% 9% 2% 5% -13% (D8) Agricultural sciences 27% ~ -90% -62% -18% (F1) Chemistry -16% -20% -28% -32% -18% (F3) Physics -4% 17% -4% -17% -3% (F6) Geology -3% 8% 16% -100% -1% (G1) Mathematics 75% 21% 69% 24% 71% (G5) Computer science 32% 14% 48% 72% 34% (H1) General engineering -12% 113% 12% 311% -4% (H2) Civil engineering -12% 17% 5% 9% -7% (H3) Mechanical engineering -4% 10% 20% 37% 0% (H6) Electronic and electrical engineering -1% -8% 64% 90% 3% (H7) Production engineering -53% -47% -16% -28% -50% (H8) Chemical engineering -11% -62% 5% -41% -12% (J1) Minerals technology -75% -100% -73% ~ -78% (J2) Metallurgy -36% ~ -100% 900% -35% (J4) Polymers and textiles -28% ~ -100% -100% -37% (J6) Maritime technology -45% ~ -99% ~ -54% (R1) French language, literature and culture 41% 64% 178% 132% 53% (R2) German language, literature and culture 46% 37% 119% 1072% 54% (R7) Russian and East European studies 13% -100% 194% -100% 24% (T3) Chinese languages, literature and culture 100% ~ 106% ~ 102% (T4) Japanese languages, literature and culture 48% ~ 28% ~ 53% (T5) Other Asian languages, literature and culture 31% ~ ~ ~ 31% Total 2% 1% 9% 24% 4% Universities UK Patterns of higher education institutions in the UK Seventh report 57

60 Table 18 Percentage change in enrolments in selected subjects, 2001/02 to 2005/06 Northern Subject of study England Wales Scotland Ireland Total (C1) Biology 16% 27% -3% -12% 12% (C2) Botany 11% -38% 104% -100% 25% (C3) Zoology 14% -4% -1% -6% 6% (C4) Genetics 12% -15% -14% 7% 5% (C7) Molecular biology, biophysics and biochemistry 15% -17% -10% -63% 9% (D2) Agriculture -34% -30% -14% 5% -31% (D3) Forestry -2% -46% -13% ~ -14% (D4) Food science 7% 21% -22% 78% 9% (D8) Agricultural sciences 75% ~ -37% 150% 65% (F1) Chemistry -6% 3% -4% 41% -5% (F3) Physics 10% 23% 7% -8% 10% (F6) Geology 10% 67% 15% -100% 14% (G1) Mathematics 38% 19% 29% 35% 37% (G5) Computing science -11% -11% -5% -4% -11% (H1) General engineering 5% 159% 98% 403% 19% (H2) Civil engineering 21% 52% 19% 44% 23% (H3) Mechanical engineering 13% -3% 15% 69% 13% (H6) Electronic and electrical engineering -13% 3% -1% -34% -11% (H7) Production engineering -34% -53% -20% -26% -33% (H8) Chemical engineering 8% -53% 26% -16% 8% (J1) Minerals technology -39% -100% -86% ~ -58% (J2) Metallurgy -4% ~ ~ ~ -2% (J4) Polymers and textiles -7% ~ -100% -100% -20% (J6) Maritime technology -18% -100% -99% ~ -30% (R1) French language, literature and culture 94% 242% 219% 398% 113% (R2) German language, literature and culture 101% 60% 203% 486% 109% (R7) Russian and East European studies 83% -100% 297% ~ 101% (T3) Chinese languages, literature and culture 98% ~ 156% ~ 106% (T4) Japanese languages, literature and culture 88% 177% 11% ~ 78% (T5) Other Asian languages, literature and culture 44% ~ ~ ~ 44% Total -1% 6% 4% 7% 0% 179. There are plainly significant differences in trends between the four countries, as illustrated in the previous tables. We note, for example, that computer science shows a stronger profile in Scotland and Northern Ireland than in England and Wales. The engineering subjects also show less vulnerability in countries other than England. However, biological sciences show generally stronger trends in England and Wales than in Scotland and Northern Ireland. 58 Universities UK Patterns of higher education institutions in the UK Seventh report

61 Students by international domicile Embargo til 00:00 hrs Thursday 13 September We now turn to the domicile of students and begin by looking at the overall enrolment of full-time students domiciled in the UK, other EU countries and non-eu (international) countries in 2005/06. This area is worthy of some detailed analysis, because, as we shall see, there is a high proportion of students in the selected subjects who come from countries outside the UK. Table 19 Percentage of full-time enrolments by domicile, 2005/06 EU International UK (excl UK) (Non-EU) (C1) Biology 89% 5% 6% (C2) Botany 68% 9% 23% (C3) Zoology 93% 4% 3% (C4) Genetics 76% 7% 17% (C7) Molecular biology, biophysics and biochemistry 80% 7% 13% (D4) Agriculture 89% 5% 6% (D5) Forestry 86% 4% 9% (D6) Food and beverage studies 74% 10% 16% (D7) Agricultural sciences 62% 8% 30% (F1) Chemistry 85% 6% 9% (F3) Physics 87% 6% 7% (F6) Geology 90% 3% 7% (G1) Mathematics 83% 5% 12% (G5) Computer science 80% 5% 15% (H1) General engineering 65% 11% 24% (H2) Civil engineering 66% 14% 20% (H3) Mechanical engineering 74% 7% 19% (H6) Electronic and electrical engineering 59% 8% 33% (H7) Production and manufacturing engineering 71% 8% 21% (H8) Chemical, process and energy engineering 59% 7% 34% (J1) Minerals technology 64% 7% 29% (J2) Metallurgy 59% 9% 32% (J4) Polymers and textiles 83% 3% 14% (J6) Maritime technology 61% 18% 22% (R1) French studies 93% 5% 2% (R2) German studies 91% 7% 2% (R7) Russian and East European studies 81% 10% 9% (T1) Chinese studies 72% 11% 17% (T2) Japanese studies 86% 5% 9% (T3) South Asian studies 76% 9% 15% Total (selected subjects) 78% 6% 15% Total (all subjects) 83% 5% 11% 181. It is clear from Table 19 that the selected subjects have higher levels of enrolments from non-uk students than is generally the case. In particular, 21 per cent of students on the selected subjects are from non-uk domiciles. High levels of enrolments among international (non-eu) students are seen particularly in engineering and technology, agriculture and some aspects of biological sciences. It is notable that students from other EU countries are prominent among students of some minority languages The overall data totals for the selected subjects and for all subjects in Table 19 are illustrated in Chart 4. Universities UK Patterns of higher education institutions in the UK Seventh report 59

62 Chart 4 Percentage of full-time enrolments by domicile, 2005/06 EU 6% EU 5% Non-EU 15% Non-EU 11% UK 79% UK 84% 183. Tables 20, 21 and 22 give a detailed analysis follows in relation to enrolments at each level. Table 20 Percentage enrolments of full-time postgraduate research students by domicile, selected subjects and all subjects, 2005/06 EU International Subject of study UK (excl UK) (Non-EU) (C1) Biology 65% 13% 22% (C2) Botany 55% 10% 35% (C3) Zoology 61% 14% 25% (C4) Genetics 57% 14% 29% (C7) Molecular biology, biophysics and biochemistry 63% 15% 21% (D4) Agriculture 49% 18% 33% (D5) Forestry 50% 5% 45% (D6) Food and beverage studies 39% 23% 38% (D7) Agricultural sciences 49% 8% 43% (F1) Chemistry 65% 18% 18% (F3) Physics 69% 14% 18% (F6) Geology 70% 11% 19% (G1) Mathematics 59% 16% 24% (G5) Computer science 42% 14% 44% (H1) General engineering 39% 17% 45% (H2) Civil engineering 37% 12% 51% (H3) Mechanical engineering 41% 12% 47% (H6) Electronic and electrical engineering 35% 12% 53% (H7) Production and manufacturing engineering 43% 22% 35% (H8) Chemical, process and energy engineering 40% 12% 48% (J1) Minerals technology 100% 0% 0% (J2) Metallurgy 56% 12% 32% (J4) Polymers and textiles 37% 9% 54% (J6) Maritime technology 70% 9% 21% (R1) French studies 67% 23% 10% (R2) German studies 67% 26% 7% (R7) Russian and East European studies 58% 22% 19% (T1) Chinese studies 16% 0% 84% (T2) Japanese studies 100% 0% 0% (T3) South Asian studies 17% 25% 58% Total - selected subjects 53% 15% 33% Total all subjects 52% 14% 34% 60 Universities UK Patterns of higher education institutions in the UK Seventh report

63 184. While the overall enrolment figures for UK, EU (excluding UK) and international (non-eu) postgraduate research students are comparable between the group of selected subjects and the higher education subjects as a whole, there are some marked variations between subjects. In particular, the high level of enrolments from non-uk countries on research programmes in computer science, engineering, South Asian studies and Chinese studies are noteworthy. Table 21 Percentage enrolments of full-time postgraduate taught students by domicile, selected subjects and all subjects, 2005/06 EU International Subject of study UK (excl UK) (Non-EU) (C1) Biology 61% 14% 25% (C2) Botany 54% 15% 31% (C3) Zoology 63% 17% 20% (C4) Genetics 39% 13% 48% (C7) Molecular biology, biophysics and biochemistry 42% 11% 47% (D4) Agriculture 50% 23% 28% (D5) Forestry 36% 7% 58% (D6) Food and beverage studies 18% 26% 57% (D7) Agricultural sciences 61% 17% 22% (F1) Chemistry 48% 11% 41% (F3) Physics 62% 13% 25% (F6) Geology 62% 10% 28% (G1) Mathematics 38% 17% 44% (G5) Computer science 29% 11% 60% (H1) General engineering 20% 16% 64% (H2) Civil engineering 29% 26% 45% (H3) Mechanical engineering 20% 25% 55% (H6) Electronic and electrical engineering 14% 16% 71% (H7) Production and manufacturing engineering 22% 17% 61% (H8) Chemical, process and energy engineering 23% 15% 62% (J1) Minerals technology 46% 5% 49% (J2) Metallurgy 29% 5% 66% (J4) Polymers and textiles 18% 6% 76% (J6) Maritime technology 22% 35% 43% (R1) French studies 61% 19% 20% (R2) German studies 77% 14% 9% (R7) Russian and East European studies 52% 19% 29% (T1) Chinese studies 43% 6% 51% (T2) Japanese studies 62% 0% 38% (T3) South Asian studies 41% 9% 50% Total - selected subjects 29% 15% 56% Total all subjects 51% 11% 37% 185. Table 21 shows that, among taught postgraduate students, there is a very substantial difference in the enrolment of non-uk students in the selected subjects as compared with all subjects. Only 29 per cent of postgraduate students in the selected subjects come from the UK, while more than half come from countries outside the EU. Particularly high proportions of enrolments from outside the UK are seen in engineering and technology, chemistry, computer science, genetics and South Asian studies, although language studies are generally dominated by UK-domiciled students. Universities UK Patterns of higher education institutions in the UK Seventh report 61

64 Table 22 Percentage enrolments of full-time undergraduate students by domicile, selected subjects and all subjects, 2005/06 EU International Subject of study UK (excl UK) (Non-EU) (C1) Biology 93% 4% 4% (C2) Botany 93% 6% 1% (C3) Zoology 96% 3% 1% (C4) Genetics 83% 6% 11% (C7) Molecular biology, biophysics and biochemistry 85% 5% 10% (D4) Agriculture 96% 2% 2% (D5) Forestry 95% 4% 1% (D6) Food and beverage studies 84% 7% 9% (D7) Agricultural sciences 65% 6% 29% (F1) Chemistry 92% 3% 5% (F3) Physics 92% 4% 4% (F6) Geology 95% 2% 3% (G1) Mathematics 86% 3% 10% (G5) Computer science 88% 4% 8% (H1) General engineering 80% 8% 12% (H2) Civil engineering 74% 12% 14% (H3) Mechanical engineering 79% 6% 15% (H6) Electronic and electrical engineering 70% 6% 24% (H7) Production and manufacturing engineering 87% 4% 9% (H8) Chemical, process and energy engineering 69% 4% 27% (J1) Minerals technology 74% 8% 18% (J2) Metallurgy 81% 2% 17% (J4) Polymers and textiles 90% 2% 7% (J6) Maritime technology 69% 14% 17% (R1) French studies 94% 5% 1% (R2) German studies 92% 6% 1% (R7) Russian and East European studies 85% 9% 7% (T1) Chinese studies 82% 13% 5% (T2) Japanese studies 87% 6% 8% (T3) South Asian studies 84% 8% 8% Total - selected subjects 86% 5% 10% Total all subjects 89% 4% 7% 186. Table 22 shows that overall, 15 per cent of enrolments among full-time undergraduates in the selected subjects are from countries outside the UK, as compared with 11 per cent on all subjects. Total undergraduate enrolments in the selected subjects is marginally less UK-dominated than the total for all subjects (86 per cent compared with 89 per cent). However, particular subject areas show high proportions of non-uk students enrolled including engineering and technology, agricultural sciences, genetics and language studies, other than French and German The previous paragraphs have reported on the extent to which the selected subjects attract students from outside the UK. It is relevant here to consider the overall trend in enrolments from outside the UK. This is summarised in Table The figures for the EU have been adjusted to reflect the EU membership (25 states) in the most recent year analysed. 62 Universities UK Patterns of higher education institutions in the UK Seventh report

65 Table 23 Percentage change in enrolments on selected subjects and all subjects by domicile over 10 and five years (1996/97 to 2005/06 and 2001/02 to 2005/06) % change 1996/97 to % change 2001/02 to Domicile 2005/ /06 Selected subjects UK 8% 4% EU (excl UK) 3% -5% International (non-eu) 93% 52% Sub-total 15% 8% All subjects UK 23% 11% EU (excl UK) 22% 7% International (non-eu) 98% 52% Total 27% 14% 188. Table 23 suggests that while students from outside the UK - and especially from outside the EU - have historically been a major component in the enrolment of students in the selected subjects, there are indications of a negative trend. International (non-eu) enrolments in the selected subjects do no more than parallel trends in other subjects, while enrolments from EU (excluding UK) countries show a marked decline in the selected subjects. Universities UK Patterns of higher education institutions in the UK Seventh report 63

66 A-level entries 189. It would be interesting to track the relationships between enrolments in all of the selected subjects at higher education level in the UK and the numbers of students taking examinations in relevant subjects at the end of the normal secondary phase of education Such a detailed analysis is however beyond the scope of this report, due to: the differences across country boundaries within the UK; the complexity of qualifications regimes, which have changed significantly over time; and the fact that there is, of course, not a clear articulation between the subjects of qualification at the end of the secondary phase of education and the subjects studied in higher education This last point in particular is worthy of a little expansion. There are some subjects within the list of selected subjects that generally (although not universally) require prior education in that specific subject as a condition of admission: the languages are obvious examples. There are others in which it is possible to study the subject itself ab initio, provided that there is evidence of relevant study in other subjects: medicine and engineering and technology are obvious examples of subject areas that are dependent on the study of other subjects at secondary level. These factors complicate any analysis of the articulation between secondary and higher education However, it is possible to provide some information to complement the data on enrolments in higher education, drawing on historical analysis undertaken by the former Department for Education and Skills (DfES) The following charts illustrate the level of enrolments of students at GCE A-level - in England only - over the period 1996 to Department for Education and Skills, Statistical First Release SFR 02/2007, (10 January 2007) Table Coverage is students aged at the beginning of the academic year in schools and further education colleges in England. 64 Universities UK Patterns of higher education institutions in the UK Seventh report

67 Chart 5 A-level entries in biological sciences, England, 1996 to Chart 5 shows an increase in entries in A-level biological sciences, between 1996 and 1998, followed by a decline that has been reversed in the last four years since The pattern is similar to the trend noted in Table 15 concerning enrolments in biological sciences in higher education institutions. Chart 6 A-level entries in chemistry, England, 1996 to A similar, though more marked, pattern is seen in Chart 6 for A-level entries in chemistry. Universities UK Patterns of higher education institutions in the UK Seventh report 65

68 Chart 7 A-level entries in physics, England, The general trend in physics entries at A-level has been downward, as seen in Chart 7. Chart 8 A-level entries in mathematics, England, 1996 to After a stable period, there is a marked reduction in entries in mathematics in 2002, followed by an increase in the most recent years, as seen in Chart The figures include both mathematics and further mathematics. 66 Universities UK Patterns of higher education institutions in the UK Seventh report

69 Chart 9 A-level entries in computer science, England, 1996 to After a marked increase in the late 1990s, A-level entries in computer science show a decline by 50 per cent since then, as seen in Chart 9. Chart 10 A-level entries in French, England, 1996 to 2006 Universities UK Patterns of higher education institutions in the UK Seventh report 67

70 Chart 11 A-level entries in German, England, 1996 to In both French and German, A-level entries have declined significantly over a 10-year period from 1996 to However, the negative trend has been arrested since 2000, and there may be an indication of a modest increase in 2006, as seen in Charts 10 and Overall, the figures shown in these graphs confirm the trends in higher education in the past decade, and, since they are the precursors of enrolments in future years, they perhaps provide a good indicator of changes that are likely to be seen in higher education institutions in the next few years. Applications for full-time undergraduate study through UCAS 201. Another measure of change in relation to subject choice is seen in the application figures derived from the Universities and Colleges Admissions Service (UCAS) system. It should be noted that the UCAS system is concerned only with applications to full-time undergraduate programmes, and that some students are admitted outside the UCAS arrangements The following paragraphs derive relevant figures from data collected by UCAS during the application process. Conversion of applicants to acceptances 203. Table 24 shows the actual number of applicants (adjusted), acceptances in each of the selected subjects, and the percentage change in applicants between 1996 and Universities UK Patterns of higher education institutions in the UK Seventh report

71 Table 24 Applicants and acceptances in selected subjects, 1996, 2001 and 2006 entry 1996 entry 2001 entry 2006 entry percentage change in % % % applicants Subject of study Applicants acceptances Applicants acceptances Applicants acceptances 1996 to 2006 (C1) Biology 5,925 97% 4,898 99% 3, % -33% (C2) Botany 76 91% % % -67% (C3) Zoology 1,058 83% 1,024 99% 1, % -3% (C4) Genetics % % % -22% (C7) Molecular biology, biophysics and biochemistry 1, % 2,008 94% 1, % -13% (C8) Psychology 11,067 57% 10,181 81% 15,036 87% 36% (D4) Agriculture 2,794 96% 2,850 97% 1, % -60% (D5) Forestry % % % -23% (D6) Food and beverage studies % % % -50% (F1) Chemistry 3, % 3, % 3, % -18% (F3) Physics 3,166 93% 2,963 88% 3,249 90% 3% (F6) Geology 1, % 1, % 1, % -9% (G1) Mathematics 3, % 3, % 5,608 97% 46% (G5) Computer science 15, % 30,737 94% 15, % -1% (H1) General engineering 1, % % 1, % 7% (H2) Civil engineering 4,207 84% 2,719 91% 3,767 95% -10% (H3) Mechanical engineering 5,867 80% 4,672 87% 5,121 90% -13% (H6) Electronic and electrical engineering 3, % 3, % 4, % 22% (H7) Production and manufacturing engineering 1, % 1, % % -55% (H8) Chemical, process and energy engineering 1, % % 1, % -5% (J1) Minerals technology % % % -84% (J4) Polymers and textiles % % % -36% (J6) Maritime technology % % % -72% (R1) French studies % % % -14% (R2) German studies % % % -17% (R7) Russian and East European studies % % % -35% (T1) Chinese studies % 82 98% % 51% (T2) Japanese studies % % % 62% (T3) South Asian studies % % % -19% Total of applicants 418,400 71% 453,833 79% 506,304 77% 21% Total of acceptances 295, , ,890 32% 204. It is notable that in several subjects the ratio of acceptances to applicants exceeds 100 per cent, although in many this ratio is reducing over time. Within the selected subjects overall this ratio increased between 1996 and 2001, but has reduced slightly since then. Most of the selected subjects show a downturn in the numbers of applicants over the last 10 years: exceptions include Asian languages, psychology, electronic and electrical engineering, and mathematics. Universities UK Patterns of higher education institutions in the UK Seventh report 69

72 Numbers of institutions teaching each subject 205. Since we have noted that several of the selected subjects show diminutions in the numbers of enrolled students at some or all levels, it will be of interest to consider whether there have been corresponding changes in the numbers of institutions that teach these subjects Because the subjects vary in size significantly, Table 25 illustrates how many institutions had at least 10 and at least 100 enrolments in each subject in each of the three years that are being used for comparisons. Table 25 Numbers of institutions with enrolments in selected subjects, 1996/97, 2001/02 and 2005/ / / /06 Numbers of institutions reporting more than: students students students students students students (C1) Biology (C2) Botany (C3) Zoology (C4) Genetics (C7) Molecular biology, biophysics and biochemistry (D4) Agriculture (D5) Forestry (D6) Food and beverage studies (D7) Agricultural sciences (F1) Chemistry (F3) Physics (F6) Geology (G1) Mathematics (G5) Computer science (H1) General engineering (H2) Civil engineering (H3) Mechanical engineering (H6) Electronic and electrical engineering (H7) Production and manufacturing engineering (H8) Chemical, process and energy engineering (J1) Minerals technology (J2) Metallurgy (J4) Polymers and textiles (J6) Maritime technology (R1) French studies (R2) German studies (R7) Russian and East European studies (T1) Chinese studies (T2) Japanese studies (T3) South Asian studies The absolute change in the numbers of institutions is shown in Table Universities UK Patterns of higher education institutions in the UK Seventh report

73 Table 26 Change in numbers of institutions with enrolments in selected subjects, 1996/97 to 2005/06 and 2001/02 to 2005/06 Increase/decrease, Increase/decrease, 1996/97 to 2005/ /02 to 2005/06 Numbers of institutions reporting more than: students students students students (C1) Biology (C2) Botany (C3) Zoology (C4) Genetics (C7) Molecular biology, biophysics and biochemistry (D4) Agriculture (D5) Forestry (D6) Food and beverage studies (D7) Agricultural sciences (F1) Chemistry (F3) Physics (F6) Geology (G1) Mathematics (G5) Computer science (H1) General engineering (H2) Civil engineering (H3) Mechanical engineering (H6) Electronic and electrical engineering (H7) Production and manufacturing engineering (H8) Chemical, process and energy engineering (J1) Minerals technology (J2) Metallurgy (J4) Polymers and textiles (J6) Maritime technology (R1) French studies (R2) German studies (R7) Russian and East European studies (T1) Chinese studies (T2) Japanese studies (T3) South Asian studies Table 26 shows notable continuing decreases in the number of institutions enrolling more than 100 students in agriculture, chemistry, and several aspects of engineering and technology. There have been actual increases in the numbers of institutions teaching in several aspects of biology and languages. Although South Asian studies has seen a reduction in institutions teaching a small number of students over the last five years from 2001/02 to 2005/06. Mathematics, after a modest downturn, now shows an increase in the numbers of institutions that make provision in this subject It should be noted, that the fact that fewer institutions are enrolling students in some subjects does not necessarily imply that they do not make some provision within these subjects, since collaborative arrangements have been developed and are actively encouraged in some subjects. Universities UK Patterns of higher education institutions in the UK Seventh report 71

74 Academic staffing 210. Having looked primarily at issues concerned with students in higher education institutions, we now turn briefly to aspects of academic staffing, within the subjects that have been selected There is one obvious difficulty here. Students who pursue their studies in a particular subject may and probably will be taught by staff who are either based in other subject areas, or who are qualified in other subject areas. The classic example here, is the use of staff qualified in mathematics or based in a mathematics department in providing high-level tuition to students in other quantitative disciplines (for example, physics or economics) although the practice is more widespread. For example, students in agricultural subjects may be taught by specialists in biological sciences. Academic staff by cost centre 212. There is therefore no clear mapping between staff and students in subject terms. Staff are counted within academic cost centres that are not directly susceptible to mapping to the subjects that students study. It is also the case that academic cost centres are less able to discriminate at a detailed level in the areas that are of concern to us in this report than is the case with individual subjects of study A further difficulty in making comparisons across years is that the data definitions of cost centres and also of academic staff have changed substantially since 1996/97. In summary, more staff are included in the most recent staff records, and the cost centres have changed twice in the period It is possible to track the numbers of full-time equivalent academic staff in some, but not all, of the academic cost centres that are relevant to this report. In particular, it should be noted that changes in the definitions of cost centres relating to humanities and modern languages make it impossible to present comparative data over time. The following figures are therefore indicative only Subject to this caveat and those in the preceding paragraphs, Table 27 shows the numbers of full-time equivalent academic staff in those relevant cost centres for which comparative data may be derived in 2005/06 and in 1996/97. Table 27 Academic staff full-time equivalents in selected cost centres, 1996/97 and 2005/06 and percentage change Cost centre 1996/ /06 Percentage change (10) Biosciences 7,370 9, % (11) Chemistry 2,960 3, % (12) Physics 3,000 3, % (13) Agriculture and forestry 1,598 1, % (16) General engineering 1,958 2, % (17) Chemical engineering % (18) Mineral, metallurgy and materials engineering % (19) Civil engineering 1,575 1, % (20) Electrical, electronic and computer engineering 3,506 3, % (24) Mathematics 2,769 2, % 72 Universities UK Patterns of higher education institutions in the UK Seventh report

75 216. A limited correlation with the trends in student enrolments in the equivalent subjects is seen in Table 27. However, the decline in staff numbers in civil engineering is markedly greater than the decline in student numbers in equivalent subjects; and it is perhaps surprising to see such a large increase in the staffing in general engineering, when student numbers have declined over the same period, and have increased only modestly in the recent past. Academic staff qualifications 217. It is of interest also to consider the qualifications in subjects of academic staff in higher education institutions, while recognising that definitional changes have affected the constituency. Table 28 Academic staff qualifications by discipline: selected subjects, 1995/96 and 2005/06 with percentage change % change Subject 1996/ / /97 to 2005/06 (C1) Biology 3,135 3,835 22% (C2) Botany % (C3) Zoology 1, % (C4) Genetics 910 1,245 37% (C7) Molecular biology, biophysics and biochemistry 4,650 4,320-7% (D4) Agriculture % (D5) Forestry % (D6) Food and beverage studies % (D7) Agricultural sciences % (F1) Chemistry 4,925 4,365-11% (F3) Physics 5,250 4,865-7% (F6) Geology 1,240 1,140-8% (G1) Mathematics 3,526 3,415-3% (G5) Computer science 3,870 5,525 43% (H1) General engineering % (H2) Civil engineering 1,430 1,015-29% (H3) Mechanical engineering 2,180 1,680-23% (H6) Electronic and electrical engineering 3,465 2,820-19% (H7) Production and manufacturing engineering % (H8) Chemical, process and energy engineering % (J1) Minerals technology % (J2) Metallurgy % (J4) Polymers and textiles % (J6) Maritime technology % (R1) French studies % (R2) German studies % (R7) Russian and East European studies % (T1) Chinese studies % (T2) Japanese studies % (T3) South Asian studies % 218. A very close correlation between student enrolments data set out above and qualifications of academic staff is seen in Table 28. There is, for example, a marked diminution in subjects concerned with engineering and physical sciences. Universities UK Patterns of higher education institutions in the UK Seventh report 73

76 Employment of graduates 219. One obvious issue that should be considered in relation to subjects which might be regarded as being strategic is whether their graduates are being sought in the job market Table 29 sets out the available information on the percentage of graduates (of UK domicile) assumed to be unemployed broadly six months after graduation in the most recent year available, which is 2004/05, and compares this with the position in 2000/01. Figures are provided for the individual selected subjects, their aggregation and also for the total of all graduates. Table 29 Percentage of graduates assumed unemployed in selected subjects and all subjects 2000/01 and 2004/ / /05 Assumed Total of Assumed Total of to be known % to be known % Subject unemployed destination unemployed unemployed destination unemployed Biology 215 3, % 230 3, % Botany % % Zoology % % Genetics % % Molecular biology and biophysics and biochemistry 65 1, % 90 1, % Agriculture 65 1, % % Forestry % % Food science % % Agricultural sciences % % Chemistry 145 2, % 120 1, % Physics 145 1, % 145 1, % Geology % % Mathematics 210 2, % 205 3, % Computing science 990 8, % 1,175 10, % General engineering % 100 1, % Civil engineering 35 1, % 45 1, % Mechanical engineering 130 1, % 155 1, % Electronic and electrical engineering 265 2, % 230 2, % Production engineering 105 1, % % Chemical engineering % % Minerals technology % % Metallurgy % % Polymers and textiles % % Maritime technology % % French language, literature and culture % 70 1, % German language, literature and culture % % Russian languages, literature and culture % % Chinese languages, literature and culture % % Japanese languages, literature and culture % % Other Asian languages, literature and culture % % Total - selected subjects 2,770 31, % 2,935 34, % Total - All subject areas 11, , % 12, , % 74 Universities UK Patterns of higher education institutions in the UK Seventh report

77 221. Perhaps somewhat counter intuitively, the selected subjects show a higher overall rate of unemployment than other subjects. This is consistently the case in both years as illustrated in Table However, within the selected subjects, agricultural subjects show a low rate of unemployment, as do chemistry and the French and German languages, and those in Chinese, Japanese and other Asian languages. It is notable that employment rates among graduates in some of the highly specialist subjects vary widely, perhaps reflecting the complex job market. Universities UK Patterns of higher education institutions in the UK Seventh report 75

78 Conclusion Embargo til 00:00 hrs Thursday 13 September This report has been prepared as the latest in a series of yearbooks about higher education in the UK in order to meet the expressed wishes of the higher education sector, through Universities UK and GuildHE. This latest report has expanded upon the data contained in its previous Patterns reports, as a basis for subsequent comparisons It is hoped that it will also be of interest to a wider audience, as setting out a range of facts, trends and ratios for the universities and colleges in the United Kingdom. 76 Universities UK Patterns of higher education institutions in the UK Seventh report

79 Appendices Embargo til 00:00 hrs Thursday 13 September 2007 Appendix 1: Total enrolments by subject of study, 1996/97 and 2005/06 Appendix 2: Enrolments of students from outside the UK, by country and level of study, 2005/06 Appendix 3: Trends in sources of income to higher education institutions, 2000/01, 2004/05, and 2005/06 Appendix 4: Mergers within the higher education sector, 1994/95 to 2005/06 Appendix 5: HESA cost centres Universities UK Patterns of higher education institutions in the UK Seventh report 77

80 Appendix 1: Total enrolments by subject of study, 1996/97 and 2005/06 Important note: as noted in the text, the categorisation of academic subjects as recorded by the Higher Education Statistics Agency has changed significantly since 1996/97, with the introduction of the Joint Academic Subject Classification. In the following table some subjects (notably psychology) have been re-assigned from one subject group to another, in order to provide consistency. Therefore, the figures may not be immediately reconcilable with those published elsewhere, however, it is believed that they provide a better match for the time series comparisons. Where subjects have been merged or de-merged, an attempt is made to record the facts, with the percentage change taken into account. The author would be happy to be advised if any of these amalgamations appear to be inappropriate. Also note that minor subjects (including balanced combinations within x and others in x ) are often excluded from the table, so that the internal figures within each subject group may not appear to sum to 100 per cent. Subject group and subject 1996/97 Subject 2005/06 Percentage change Medicine and dentistry 40,476 59,585 47% Pre-clinical medicine 12,299 Pre-clinical medicine 15,565 27% Pre-clinical dentistry 2,183 Pre-clinical dentistry 1,390-36% Clinical medicine 22,898 Clinical medicine 36,590 60% Clinical dentistry 3,095 Clinical dentistry 5,255 70% Subjects allied to medicine 153, , % Anatomy and physiology 5,095 Anatomy, physiology and pathology 17, % Pharmacology 3,377 Pharmacology, toxicology and pharmacy 20,195 71% Pharmacy 8,432 Nutrition 1,823 Nutrition 5, % Ophthalmics 1,932 Ophthalmics 3, % Audiology 481 Aural and oral sciences 3, % Nursing 93,980 Nursing 194, % Medical technology 3,006 Medical technology 8, % Complementary medicine 6,805 Other medical subjects 34,522 Others in subjects allied to medicine 48,420 40% Biological sciences 81, ,220 90% Biology 23,962 Biology 27,075 13% Botany 1,003 Botany % Zoology 3,337 Zoology 3,810 14% Genetics 2,024 Genetics 2,290 13% Microbiology 2445 Microbiology 4,370 79% Sports science 29,050 Molecular biology and biophysics 1,313 Molecular biology, biophysics and biochemistry 9,945 0% Biochemistry 8,641 Psychology (not solely as social science) 25,120 Psychology 71, % 78 Universities UK Patterns of higher education institutions in the UK Seventh report

81 Subject group and subject 1996/97 Subject 2005/06 Percentage change Psychology (without significant element of biological science) 8,312 Other biological sciences 12,285 Others in biological sciences 5,825-53% Veterinary science 3,301 4,465 35% Agriculture and related subjects 15,226 17,275 13% Agriculture 8,785 Agriculture 7,595-14% Forestry 721 Forestry 700-3% Food science 2,894 Food and beverage studies 2,830-2% Agricultural sciences 504 Agricultural sciences % Other agricultural subjects 2,264 Animal science 2,885 27% Others in veterinary sciences, agriculture and related subjects 2,905 Physical sciences 74,496 82,740 11% Chemistry 22,679 Chemistry 18,375-19% Materials science 687 Materials science 630-8% Physics 14,366 Physics 15,035 5% Archaeology as a physical science 1,636 Forensic and archaeological science 8, % Astronomy 958 Astronomy 2, % Geology 6,636 Geology 8,790 32% Oceanography 730 Ocean sciences 1,315 80% Geography studies as a science 9,917 Physical and terrestrial geographical 20,615 72% and environmental sciences Environmental science and 15,296 Others in physical sciences 5,825 other physical sciences Mathematical sciences 19,908 32,425 63% Mathematics 16,051 Mathematics 26,935 68% Operational research 685 Operational research % Statistics 2,526 Statistics 3,370 33% Other mathematical sciences 673 Others in mathematical sciences 10-99% Computer science 73, ,150 63% Computer science 76,250 Information systems 35,765 Software engineering 6,420 Others in computing sciences 1,135 Engineering and technology 134, ,695 2% General engineering 16,679 General engineering 21,035 26% Civil engineering 18,272 Civil engineering 19,830 9% Mechanical engineering 21,900 Mechanical engineering 21,955 0% Aeronautical engineering 4,007 Aerospace engineering 7,580 89% Electrical engineering 7,662 Electronic and electrical engineering 32,795 10% Electronic engineering 22,055 Production engineering 12,604 Production and manufacturing engineering 7,255-42% Universities UK Patterns of higher education institutions in the UK Seventh report 79

82 Subject group and subject 1996/97 Subject 2005/06 Percentage change Chemical engineering 6,243 Chemical, process and energy engineering 6,215 0% Minerals technology 867 Minerals technology % Metallurgy 979 Metallurgy % Ceramics and glasses 320 Ceramics and glasses % Polymers and textiles 4,733 Polymers and textiles 2,650-44% Other materials technology 2,896 Materials technology not otherwise specified 3,110 7% Maritime technology 2,206 Maritime technology 1,080-51% Biotechnology 737 Industrial biotechnology % Other technologies 2,731 Others in technology 9, % Architecture, building and planning 46,545 56,445 21% Architecture 12,800 Architecture 19,185 50% Building 20,097 Building 22,395 11% Environmental technologies 2,493 Landscape design 1,955 Town and country planning 10,503 Planning (urban, rural and regional) 11,820 13% Social studies 129, ,075 55% Economics 22,098 Economics 31,510 43% Politics 17,234 Politics 32,325 88% Sociology 21,798 Sociology 33,255 53% Social policy and administration 9,012 Social policy 12,050 34% Social work 26,833 Social work 57, % Anthropology 3,572 Anthropology 5,075 42% Geography (unless solely as a 8,293 Human and social geography 14,095 70% physical science) Other social studies 4,779 Others in social studies 14, % Law 54,767 89,580 64% Law by area 29,935 Law by topic 54,640 Business and administrative studies 222, ,405 37% Business and management studies 135,428 Business studies 126,440-7% Management studies 72,860 Financial management 9,253 Finance 17,835 93% Accountancy 23,791 Accounting 31,050 31% Marketing and market research 11,880 Marketing 23,235 96% Industrial relations 10,353 Human resource management 16,260 Catering and institutional management 18,110 Land and property management 3,011 Transport, other business 3,787 and admin studies Tourism, transport and travel 12, Universities UK Patterns of higher education institutions in the UK Seventh report

83 Subject group and subject 1996/97 Subject 2005/06 Percentage change Mass communications and 20,004 47, % documentation Librarianship 1,231 Information services 5,385 2% Information science 4,063 Communication studies 4,805 Publicity studies 4,350-9% Media studies 6,888 Media studies 26, % Publishing 446 Publishing 1, % Journalism 2,242 Journalism 8, % Languages 91, ,190 53% Linguistics 3,835 Linguistics 5,925 54% Comparative literature 2,760 Comparative literary studies 1,905-31% English 29,455 English studies 58,430 98% Celtic languages, literature and culture 1,176 Celtic studies 4, % Latin language and literature 141 Latin studies % Ancient Greek language and literature 134 Classical Greek studies % Classics 2,539 Classical studies 4,530 78% Other ancient languages and 362 Others in linguistics, classics and related subjects 2, % related studies French language, literature and culture 7,517 French studies 13,435 79% German language, literature and culture 2,988 German studies 5,235 75% Italian language, literature and culture 1,360 Italian studies 3, % Spanish language, literature and culture 2,630 Spanish studies 10, % Portuguese language, literature 187 Portuguese studies % and culture Latin American languages, literature 448 and culture Scandinavian languages, literature 449 Scandinavian studies % and culture Russian languages, literature and culture 1,020 Russian and East European studies 2,230 51% Slavonic and East European languages, 456 literature and culture Other European languages,literature 5,160 Others in European languages, 11, % and culture literature and related subjects Chinese languages, literature and culture 663 Chinese studies 1, % Japanese languages, literature and culture 822 Japanese studies 1, % Other Asian languages, literature 294 South Asian studies % and culture Other Asian studies 185 African languages, literature and culture 153 African studies % Modern Middle Eastern languages, 1,215 Modern Middle Eastern studies 2,050 69% literature and culture American studies 2,457 American studies 3,940 60% Universities UK Patterns of higher education institutions in the UK Seventh report 81

84 Subject group and subject 1996/97 Subject 2005/06 Percentage change Historical and philosophical studies 60, ,445 67% History 26,885 History by period 39,685 48% History by area 2,140 Economic and social history 1,788 History by topic 12,695 27% History of art 7,904 History and philosophy of science 320 Archaeology 4,189 Archaeology 7,455 78% Philosophy 6,011 Philosophy 11,530 92% Theology and religious studies 9,788 Theology and religious studies 15,895 62% Other humanities 1,614 Others in historical and philosophical studies 11, % Creative arts and design 87, ,180 79% Fine art 13,883 Fine art 20,525 48% Design studies 40,672 Design studies 60,175 48% Music 12,511 Music 23,460 88% Drama 10,037 Drama 19, % Dance 3,170 Cinematics 3,204 Cinematics and photography 14, % Crafts 144 Crafts 1, % Imaginative writing 5,825 Art and design other 5,438 Others in creative arts and design 6,940 28% Education 136, ,705 52% Teacher training 62,692 Training teachers 95,045 52% Academic studies in education 31,261 Academic studies in education 81, % Other topics in education 36,056 Others in education 27,910-23% 82 Universities UK Patterns of higher education institutions in the UK Seventh report

85 Appendix 2: Enrolments of students from outside the UK, by country and level of study, 2005/06 Other Higher degree Higher degree Other Country of domicile First degree undergraduate (taught) (research) postgraduate Total European Union countries excluding UK 48,100 11,085 27,480 14,365 5, ,225 Austria ,370 Belgium 1, ,485 Cyprus 4, , ,205 Czech Republic Denmark ,605 Estonia Finland 1, ,785 France 5,735 2,115 2,825 1, ,455 Germany 5,890 1,665 2,935 2, ,265 Gibraltar Greece 5, ,150 3, ,675 Hungary Republic of Ireland 8,055 2,130 3,505 1,195 1,905 16,790 Italy 1, ,345 1, ,460 Latvia Lithuania Luxembourg Malta The Netherlands 1, ,680 Poland 2, ,325 Portugal 1, ,885 Slovak Republic Slovenia Spain 2,525 1,360 1, ,225 Sweden 2, ,325 Other Europe 2, ,760 1, ,785 Albania Bulgaria Croatia Iceland Liechtenstein Norway 1, ,060 Romania Russia ,185 Serbia and Montenegro Switzerland ,680 Turkey ,085 Ukraine Other countries not listed Africa 11,300 3,180 11,315 3,670 1,515 30,985 Algeria Angola Botswana Cameroon Egypt Universities UK Patterns of higher education institutions in the UK Seventh report 83

86 Other Higher degree Higher degree Other Country of domicile First degree undergraduate (taught) (research) postgraduate Total Ethiopia Gambia Ghana , ,895 Kenya 1, ,890 Libya ,245 Malawi Mauritius 1, ,770 Morocco Nigeria 3, , ,605 Seychelles Sierra Leone South Africa ,560 Sudan Tanzania ,005 Uganda Zambia Zimbabwe 1, ,655 Other countries not listed ,195 Asia 53,695 7,995 53,430 15,605 3, ,665 Bangladesh 1, ,220 Brunei Burma China (People s Republic of) 20,540 2,545 21,765 4,835 1,065 50,755 Hong Kong 6, , ,445 India 3,765 1,130 11,715 1, ,205 Indonesia ,155 Japan 2, , ,200 Kazakhstan Macao Malaysia 7, ,430 1, ,450 Maldives Nepal Pakistan 2, , ,940 Philippines Singapore 2, ,275 South Korea 1, , ,025 Sri Lanka 1, ,765 Taiwan ,685 1, ,180 Thailand ,055 1, ,205 Vietnam ,450 Other countries not listed ,010 Australasia ,295 Australia ,605 New Zealand Other countries not listed Universities UK Patterns of higher education institutions in the UK Seventh report

87 Other Higher degree Higher degree Other Country of domicile First degree undergraduate (taught) (research) postgraduate Total Middle East 4, ,980 3, ,265 Bahrain Iran ,015 Iraq Israel Jordan ,350 Kuwait Lebanon Oman ,135 Qatar Saudi Arabia ,755 Syria United Arab Emirates ,075 Yemen Other countries not listed North America 5,340 3,495 8,510 5,595 1,060 24,000 Bahamas Barbados Bermuda Canada 1, ,800 1, ,640 Jamaica Mexico ,740 St Lucia United States 2,905 2,915 5,185 3, ,755 Other countries not listed South America ,590 1, ,145 Argentina Brazil ,170 Chile Colombia Peru Trinidad and Tobago Venezuela Other countries not listed Total non-uk domiciled 130,205 28, ,460 46,785 13, ,080 Universities UK Patterns of higher education institutions in the UK Seventh report 85

88 Appendix 3: Trends in sources of income to higher education institutions, 2000/01, 2004/05, and 2005/06 The following tables show the sources of income to higher education institutions in 2000/01, 2004/05, and 2005/06 (expressed as thousands in cash terms). 2000/01 Northern UK England Wales Scotland Ireland Funding council grants a Grants for higher education provision i Recurrent (teaching) 3,805,637 3,029, , ,603 99,401 (including further education in Scotland) ii Recurrent (research) 1,070, ,125 46, ,792 25,369 Other higher education grants 408, ,265 23,884 50,118 12,259 b Grants for further education provision 71,034 68,455 2,579 Total funding council grants 5,355,777 4,299, , , ,029 Tuition fees and education grants and contracts 1. Higher education course fees a Home and EU domicile students i Full-time undergraduate 1,007, ,309 61, ,343 23,239 students charged standard rate fees ii other Home and EU 1,005, ,817 39,925 68,212 21,922 domicile students b Non-EU domicile students 746, ,976 23,851 68,502 5,037 Total higher education course fees 2,760,014 2,335, , ,057 50,198 2 Non-credit-bearing course fees 236, ,252 4,715 20,697 2,118 3 Further education course fees 26,416 25, Research training support grants 25,367 19, , Total tuition fees and education grants and contracts 3,048,579 2,589, , ,368 52,584 Total research grants and contracts 2,207,228 1,812,384 78, ,265 37,772 Other income a Other services rendered 652, ,803 50,233 83,378 11,848 b Residences and catering operations 925, ,461 50,966 93,965 9,210 (including conferences) c Grants from local authorities 10,606 10, d Income from health and hospital authorities (excluding teaching contracts) 200, ,523 5,043 14,678 4,981 e Released of deferred capital grants 45,655 37, ,745 f Income from intellectual property rights 17,828 7,413 3,478 6, g Other operating income 737, ,080 21,654 89,480 14,556 Total other income 2,589,948 2,121, , ,152 40,626 Total endowment and investment income 292, ,949 12,533 30,948 2,957 Total income 13,493,919 11,068, ,060 1,513, , Universities UK Patterns of higher education institutions in the UK Seventh report

89 2004/05 Northern UK England Wales Scotland Ireland Funding council grants a Grants for higher education provision i Recurrent (teaching) 4,775,433 3,835, , , ,615 (including further education in Scotland) ii Recurrent (research) 1,358,391 1,078,557 61, ,360 39,554 Other higher education grants 722, ,433 43,741 68,031 14,476 b Grants for further education provision 110, ,931 2,910 Total funding council grants 6,967,346 5,618, , , ,645 Tuition fees and education grants and contracts 1. Higher education course fees a Home and EU domicile students i full-time undergraduate 1,196, ,221 76, ,723 25,641 students charged standard rate fees ii other Home and EU 1,367,416 1,192,459 53,227 94,573 27,157 domicile students b Non-EU domicile students 1,395,773 1,214,806 48, ,774 7,476 Total higher education course fees 3,959,414 3,360, , ,070 60,274 2 Non-credit-bearing course fees 290, ,663 8,238 28,069 1,973 3 Further education course fees 20,305 19, Research training support grants 64,990 53,878 2,524 8, Total tuition fees and education grants and contracts 4,335,652 3,687, , ,830 62,312 Total research grants and contracts 2,883,900 2,347, , ,425 65,636 Other income a Other services rendered 1,007, ,328 82,369 87,880 15,107 b Residences and catering operations 1,102, ,764 55, ,517 12,754 (including conferences) c Grants from local authorities 2,213 2, d Income from health and hospital authorities 320, ,165 14,432 19,427 18,255 (excluding teaching contracts) e Released of deferred capital grants 74,978 61,536 2,868 8,568 2,006 f Income from intellectual property rights 28,517 19,527 1,481 6, g Other operating income 970, ,358 30, ,604 19,458 Total other income 3,506,749 2,914, , ,771 68,321 Total endowment and investment income 299, ,872 14,594 27,631 3,418 Total income 17,993,162 14,821, ,126 1,936, ,332 Universities UK Patterns of higher education institutions in the UK Seventh report 87

90 2005/06 Northern UK England Wales Scotland Ireland Funding Council grants a Grants for higher education provision i Recurrent (teaching) 4,992,550 4,023, , , ,152 (incl further education in Scotland) ii Recurrent (research) 1,543,826 1,250,423 63, ,050 42,476 Other higher education grants 897, ,887 52,710 85,540 18,607 b Grants for further education provision 109, ,656 3,302 Total Funding Council grants 7,544,078 6,121, , , ,235 Tuition fees and education grants and contracts 1. Higher education course fees a Home and EU domicile students i full-time undergraduate 1,265,817 1,010,510 81, ,395 27,898 students charged standard rate fees ii other Home and EU 1,452,669 1,268,586 56,293 99,671 28,119 domicile students b Non-EU domicile students 1,499,348 1,297,178 50, ,896 8,080 Total higher education course fees 4,217,834 3,576, , ,962 64,097 2 Non-credit-bearing course fees 314, ,917 8,531 26,623 1,530 3 Further education course fees 23,035 22, Research training support grants 85,329 64,388 3,149 17, Total tuition fees and education grants and contracts 4,640,799 3,941, , ,585 65,647 Total research grants and contracts 3,120,606 2,540, , ,220 70,052 Other income a Other services rendered 1,212,366 1,009,779 92,678 92,974 16,935 b Residences and catering operations 1,162, ,136 60, ,562 13,501 (including conferences) c Grants from local authorities 2,446 2, d Income from health and hospital authorities 313, ,136 15,654 20,191 21,594 (excluding teaching contracts) e Released of deferred capital grants 87,375 72,344 2,799 11,196 1,036 f Income from intellectual property rights 30,815 24,325 1,425 4, g Other operating income 1,045, ,748 32, ,414 22,250 Total other income 3,854,546 3,223, , ,320 75,405 Total endowment and investment income 343, ,917 15,013 35,226 3,927 Total income 19,503,112 16,114, ,542 2,064, , Universities UK Patterns of higher education institutions in the UK Seventh report

91 Appendix 4: Mergers within the higher education sector, 1994/ /06 Unless otherwise stated, the merged institution assumed the name of the second named institution. Only publically funded higher education institutions are included in this list. 1994/1995 Institute of Psychiatry (transition) and King s College London West London Institute of Higher Education and Brunel University London Hospital Medical College and Queen Mary and Westfield College St Bartholomew s Hospital Medical School and Queen Mary and Westfield College The Welsh Agricultural College and University College of Wales, Aberystwyth Duncan of Jordanstone College of Art and University of Dundee 1995/1996 Salford College of Technology and University of Salford Winchester School of Art and University of Southampton Charlotte Mason and St Martin s College The British Postgraduate Medical Federation incorporated into: Imperial College of Science, Technology and Medicine, King s College London, University College London and London University - Senate institutes 1996/1997 Institute of Psychiatry and King s College London Royal Postgraduate Medical School and Imperial College of Science, Technology and Medicine Charing Cross and Westminster Medical School and Imperial College of Science, Technology and Medicine La Sainte Union College and University of Southampton Coleg Normal and University College of North Wales, Bangor 1998/1999 Loughborough College of Art and Design and Loughborough University United Medical and Dental School (UMDS) and King s College London Royal Free Hospital School of Medicine and University College London Westhill College ( strategic alliance ) and University of Birmingham Moray House Institute of Education and University of Edinburgh The Scottish College of Textiles and Heriot-Watt University 1999/2000 St Andrew s College of Education and University of Glasgow Universities UK Patterns of higher education institutions in the UK Seventh report 89

92 2000/2001 Westminster College Oxford and Oxford Brookes University Wye College and Imperial College of Science, Technology and Medicine North Riding and University of Hull College of Guidance Studies and Canterbury Christ Church University College Bretton Hall and University of Leeds Homerton College, Cambridge and University of Cambridge (partial merger) 2001/2002 London Guildhall University and University of North London, forming London Metropolitan University Northern College of Education and University of Aberdeen and University of Dundee 2002/2003 Northern School of Contemporary Dance and Conservatoire for Dance and Drama (Transfer of higher education provision.) 2004/2005 University of Manchester Institute of Science and Technology and the Victoria University of Manchester, forming the University of Manchester Kent Institute of Art and Design and The Surrey Institute of Art and Design, forming the University College for the Creative Arts The University of Wales College of Medicine and Cardiff University 2005/2006 Wimbledon School of Art and University of the Arts London Homerton College and Anglia Ruskin University 90 Universities UK Patterns of higher education institutions in the UK Seventh report

93 Appendix 5: HESA cost centres Embargo til 00:00 hrs Thursday 13 September 2007 (Excluding non-academic cost centres) 01 Clinical medicine 02 Clinical dentistry 03 Veterinary science 04 Anatomy and physiology 05 Nursing and paramedical studies 06 Health and community studies 07 Psychology and behavioural sciences 08 Pharmacy and pharmacology 10 Biosciences 11 Chemistry 12 Physics 13 Agriculture and forestry 14 Earth, marine and environmental sciences 16 General engineering 17 Chemical engineering 18 Mineral, metallurgy and materials engineering 19 Civil engineering 20 Electrical, electronic and computer engineering 21 Mechanical, aero and production engineering 23 Architecture, built environment and planning 24 Mathematics 25 IT and systems sciences, computer software engineering 26 Catering and hospitality management 27 Business and management studies 28 Geography 29 Social studies 30 Media studies 31 Humanities and language based studies 33 Design and creative arts 34 Education 35 Modern languages 37 Archaeology 38 Sports science and leisure studies 41 Continuing education Universities UK Patterns of higher education institutions in the UK Seventh report 91

94 92 Universities UK Patterns of higher education institutions in the UK Seventh report

95 The copyright for this publication is held by Universities UK. The material may be copied or reproduced provided that the source is acknowledged and the material, wholly or in part, is not used for commercial gain. Use of the material for commercial gain requires the prior written permission of Universities UK. Universities UK has a commitment to meet the challenges of climate change by introducing green policies where appropriate throughout the organisation. This publication is printed on recycled paper.

96 About Universities UK This publication has been produced by Universities UK, which is the representative body for the executive heads of UK universities and is recognised as the umbrella group for the university sector. It works to advance the interests of universities and to spread good practice throughout the higher education sector. Alternative Formats This publication can be downloaded in PDF format from the Universities UK website: We can also supply it in Microsoft Word format. Please to order alternative versions. Universities UK Woburn House, 20 Tavistock Square, London WC1H 9HQ Tel +44 (0) Fax +44 (0) Web Universities UK ISBN September 2007