Patterns of HEIs in the UK Report 7

Patterns of highereducation institutionsin the UK: Seventh report

About Universities UK

This publication has been produced by Universities UK, which is therepresentative body for the executive heads of UK universities and isrecognised as the umbrella group for the university sector.

It works to advance the interests of universities and to spread good practicethroughout the higher education sector.

Alternative Formats

This publication can be downloaded in PDF format from the Universities UKwebsite: www.UniversitiesUK.ac.uk

We can also supply it in Microsoft Word format.

Please email: [email protected] to order alternative versions.

Universities UK

Woburn House, 20 Tavistock Square, London WC1H 9HQTel +44 (0)20 7419 4111 Fax +44 (0)20 7388 8649Email [email protected] Web www.UniversitiesUK.ac.uk

© Universities UKISBN 978 1 84036 160 3September 2007

40225 Uni UK Cover + spine.qxd 17/8/07 11:30 Page 2

The copyright for this publication is held by Universities UK. The material may becopied 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 forcommercial gain requires the prior written permission of Universities UK.

Universities UK has a commitment to meet the challenges of climate change byintroducing ‘green’ policies where appropriate throughout the organisation.

This publication is printed on recycled paper.

This publication has been supported by



A report by Professor Brian Ramsden on behalf of the

Longer Term Strategy Group of Universities UK

40225 UniUK Patterns 16/8/07 17:40 Page 1

IntroductionThis 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 part-

time 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 part-

time. 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 2011.

2 Universities UK Patterns of higher education institutions in the UK – Seventh report


Universities UK Patterns of higher education institutions in the UK – Seventh report 3

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.


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.




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


Table of contentsIntroduction ...............................................................................................................................................................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 2005/06 ................................................................78

Appendix 2: Enrolments of students from outside the UK, by country and level of study, 2005/06 ........................83

Appendix 3: Trends in sources of income to higher education institutions, 2000/01, 2004/05, and 2005/06 ..........86

Appendix 4: Mergers within the higher education sector, 1994/95 to 2005/06.........................................................89

Appendix 5: Higher Education Statistics Agency (HESA) cost centres....................................................................91




Index of tables

Table 1 Enrolments in higher education institutions by country on higher education and

further education programmes, 1996/97 to 2005/06..........................................................................11

Table 2 Enrolments in higher education within higher education and further education

institutions, 2004/05 ...........................................................................................................................12

Table 3 Enrolments by mode and level, 1996/97, 2004/05 and 2005/06........................................................13

Table 4 Overall change by mode and level, 1996/97 to 2005/06....................................................................14

Table 5 Enrolments by level and gender, 2005/06 ..........................................................................................15



Table 8 Enrolments by subject area, 2004/05 and 2005/06 ...........................................................................18

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 2005/06................................................24

Table 11 Major countries supplying students to UK higher education institutions, by level of

study, 2005/06 ....................................................................................................................................25

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 1996/97 ...................................52

Table 15 Selected subjects: percentage change in full-time enrolments by level, 1996/97 to

2005/06 and 2001/02 to 2005/06 .......................................................................................................54

Table 16 Percentage enrolments of full-time students by UK country in selected subjects,

2005/06...............................................................................................................................................56

Table 17 Percentage change in enrolments in selected subjects, 1996/97 to 2005/06....................................57

Table 18 Percentage change in enrolments in selected subjects, 2001/02 to 2005/06....................................58

Table 19 Percentage of full-time enrolments by domicile, 2005/06 ..................................................................59

Table 20 Percentage enrolments of full-time postgraduate research students by domicile,

selected subjects and all subjects, 2005/06.......................................................................................60

Table 21 Percentage enrolments of full-time postgraduate taught students by domicile,


Table 22 Percentage enrolments of full-time undergraduate students by domicile,


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). .............................................63

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 2005/06. ......................................................................................................................................70

Table 26 Change in numbers of institutions with enrolments in selected subjects, 1996/97 to

2005/06 and 2001/02 to 2005/06 .......................................................................................................71

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 2004/05 .........................................................................................................................74


Index of charts

Chart 1 Percentage male students by mode and level, 1996/97 and 2005/06 ...............................................16

Chart 2 Percentage change in enrolments by subject area, 1996/97 to 2005/06...........................................19

Chart 3 Percentage full-time first degree students in each subject area, 1994/95 to 2005/06.......................23

Chart 4 Percentage of enrolments by domicile, 2005/06................................................................................61

Chart 5 A-level entries in biological sciences, England, 1996 to 2006 ...........................................................65

Chart 6 A-level entries in chemistry, England,1996 to 2006 ...........................................................................65

Chart 7 A-level entries in physics, England, 1996 to 2006 .............................................................................66

Chart 8 A-level entries in mathematics, England,1996 to 2006......................................................................66

Chart 9 A-level entries in computer science, England,1996 to 2006 ..............................................................67

Chart 10 A-level entries in French, England,1996 to 2006 ...............................................................................67

Chart 11 A-level entries in German, England, 1996 to 2006 ............................................................................68




Index of institutional distribution charts

Institutional chart 1 Percentage of students following postgraduate programmes, 2005/06...............................29

Institutional chart 2 Absolute numbers of postgraduate enrolments, 2005/06 ....................................................30

Institutional chart 3 Absolute numbers of undergraduate enrolments, 2005/06..................................................30

Institutional chart 4 Percentage of enrolments following undergraduate programmes not directly

leading to first degrees, 2005/06 ..........................................................................................31

Institutional chart 5 Percentage of part-time enrolments, 2005/06......................................................................31

Institutional chart 6 Enrolments of EU (non-UK) and international domiciled students, 2005/06 .......................32

Institutional chart 7 Enrolments of international (non EU) domiciled students, 2005/06.....................................32

Institutional chart 8 Enrolments of EU (excluding UK) domiciled students, 2005/06 ..........................................33

Institutional chart 9 Percentage of mature full-time undergraduates, 2005/06....................................................33

Institutional chart 10 Percentage of male students, 2005/06.................................................................................34

Institutional chart 11 Percentage of UK-domiciled entrants from ethnic minority groups, 2005/06.......................34

Institutional chart 12 Percentage of young full-time first degree entrants from National Statistics

Socio-Economic Classification classes 4, 5, 6 and 7, 2005/06............................................36

Institutional chart 13 Percentage of young full-time first degree entrants from low participation

neighbourhoods, 2005/06 .....................................................................................................36

Institutional chart 14 Average tariff points of entrants to full-time undergraduate courses, 2005/06....................37

Institutional chart 15 Percentage of first class degrees awarded, 2005/06...........................................................38

Institutional chart 16 Percentage of first and upper second class degrees awarded, 2005/06.............................38

Institutional chart 17 Percentage of first degree full-time graduates not unemployed, 2004/05 ...........................39

Institutional chart 18 Number of cost centres within which staff are employed, 2005/06 .....................................40

Institutional chart 19 Percentage of female academic staff, 2005/06....................................................................40

Institutional chart 20 Percentage of ethnic minorities among academic staff, 2005/06 ........................................41

Institutional chart 21 Surplus/deficit as a percentage of income, 2005/06............................................................42

Institutional chart 22 Days’ ratio of net liquid assets to total expenditure, 2005/06 ..............................................42

Institutional chart 23 Days’ ratio of total general funds to total expenditure, 2005/06...........................................43

Institutional chart 24 The security index, 2005/06 .................................................................................................43

Institutional chart 25 Percentage ratio of total long-term borrowings to total income, 2005/06 ............................44

Institutional chart 26 Funding council income as a percentage of all income, 2005/06........................................45

Institutional chart 27 Funding of research through the dual support system (£K), 2005/06 .................................45

Institutional chart 28 Funding of research through the dual support system as a percentage of all

income, 2005/06 ...................................................................................................................46

Institutional chart 29 Research grants and contracts as a percentage of funding council research

grant, 2005/06.......................................................................................................................47

Institutional chart 30 Income for other services rendered (£K), 2005/06...............................................................47

Institutional chart 31 Income from international (non-EU) student fees (£K), 2005/06 .........................................48

Institutional chart 32 Administrative costs per full-time equivalent student (£), 2004/05 .......................................49

Institutional chart 33 Academic departmental costs per full-time equivalent student, excluding

academic staff (£), 2004/05..................................................................................................49

Institutional chart 34 Total academic services expenditure per full-time equivalent student (£), 2004/05.............50

Institutional chart 35 Premises expenditure per full-time equivalent student (£), 2004/05 ....................................50



Section A: Trends in UKhigher education1. 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 96,722 163,521 39,690

Total HE students 1,756,179 1,458,684 94,689 163,116 39,690

Total FE students 40,902 38,464 2,033 405 0

FE students as % of total 2.3% 2.6% 2.1% 0.2% 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-Rompublications HE Finance Plus and HE Planning Plus, and also the Higher Education Management Statistics at institutional level and thevolumes of Students and Resources of Higher Education Institutions. The presentation of figures within the tables conforms to HESA’sconventions for the year in question: for example, numbers for the year 2005/06 are rounded to the nearest five. All HESA publications arepublished by the Higher Education Statistics Agency Limited, 95 Promenade, Cheltenham, GL50 1HZ, telephone +44 (0) 12 4225 5577:further details are available at http://www.hesa.ac.uk/products/pubs/home.htm.



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 2000-2001 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.2

4. 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 2005/06.

7. 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 1,135,780 760,045 33,975 91,495 1,169,755 851,540 2,021,295 6.2%

Scotland 146,645 63,955 25,130 27,185 171,775 91,140 262,915 19.9%

Wales 73,635 52,990 355 665 73,990 53,655 127,645 0.8%

Northern Ireland 35,445 19,050 4,935 8,865 40,380 27,915 68,295 20.2%

United Kingdom 1,391,505 896,040 64,395 128,210 1,455,900 1,024,250 2,480,150 7.8%

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 http://www.hesa.ac.uk/holisdocs/pubinfo/student/changes.htm.



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 full-

time 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 institutions3.

13. 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 140,909 115,729 7,030 14,955 3,195 Part-time 222,663 183,358 10,449 22,539 6,317 Total 363,572 299,087 17,479 37,494 9,512

Undergraduate Full-time 997,661 807,138 57,192 110,500 22,831 Part-time 394,946 352,459 20,018 15,122 7,347 Total 1,392,607 1,159,597 77,210 125,622 30,178

All students Full-time 1,138,570 922,867 64,222 125,455 26,026 Part-time 617,609 535,817 30,467 37,661 13,664 Total 1,756,179 1,458,684 94,689 163,116 39,690

Percentage postgraduate 20.7% 20.5% 18.5% 23.0% 24.0%


Undergraduate Full-time 1,165,440 945,120 63,835 125,215 31,280 Part-time 589,465 503,260 39,155 35,490 11,560 Total 1,754,905 1,448,380 102,990 160,705 42,840

All students Full-time 1,391,500 1,135,780 73,635 146,645 35,445 Part-time 896,035 760,040 52,985 63,955 19,055 Total 2,287,535 1,895,820 126,620 210,600 54,500



Undergraduate Full-time 1,198,820 976,815 64,780 125,535 31,690 Part-time 591,925 505,165 39,175 36,310 11,270 Total 1,790,745 1,481,980 103,955 161,845 42,960

All students Full-time 1,433,040 1,173,550 74,990 148,825 35,680 Part-time 903,075 762,870 54,240 67,005 18,950 Total 2,336,115 1,936,420 129,230 215,830 54,630


3 With the exception of the University of Buckingham, which has been included in HESA data since 2004/05.



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 2005/06 50.0% 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 2005/06 28.6% 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 2005/06 33.0% 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 2005/06 39.7% 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 2005/06 49.9% 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 2005/06 66.2% 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 2005/06 20.2% 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

1996/97 to 2005/06.

18. When the figures are disaggregated by mode, there is a noticeably greater increase in the number of part-

time 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 1999/00.


this latest set of figures shows a greater increase at postgraduate level over the 10-year period from


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 part-

time 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

PercentageLevel and mode of study Total Female Male male

Full-time students

Postgraduate 234,220 118,675 115,550 49.3%

First degree 1,073,775 582,950 490,825 45.7%

Other undergraduate 125,040 85,675 39,365 31.5%

Total full-time 1,433,035 787,300 645,740 45.1%

Part-time students

Postgraduate 311,150 172,640 138,505 44.5%

First degree 205,080 125,130 79,950 39.0%


Total part-time 903,070 551,875 351,190 38.9%

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.



Full-time students

Postgraduate 226,060 113,560 112,495 49.8%

First degree 1,039,130 561,780 477,350 45.9%


Total full-time 1,391,505 760,910 630,595 45.3%

Part-time students

Postgraduate 306,570 169,055 137,520 44.9%

First degree 198,530 120,030 78,500 39.5%


Total part-time 896,035 547,455 348,585 38.9%



25. Finally, in order to assess the long-term trend, Table 7 shows the situation as it was in 1996/97.



Full-time students

Postgraduate 137,714 62,344 75,370 54.7%

First degree 878,033 448,095 429,938 49.0%


Total full-time 1,135,375 579,857 555,518 48.9%

Part-time students

Postgraduate 222,663 108,702 113,961 51.2%

First degree 184,710 99,477 85,233 46.1%


Total part-time 617,609 340,104 277,505 44.9%

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

changes.

Chart 1 Percentage male students by mode and level, 1996/97 and 2005/06

Full-time firstdegree

Full-time otherundergraduate

Full-time postundergraduate

Part-time firstdegree

Part-time otherundergraduate

Part-timepostgraduate


instances considerably more - over the 10-year period from 1996/97 to 2005/06. Chart 1 illustrates the


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 2002/03.

29. 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.



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 2,287,540 100% 2,336,105 100% 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 2005/06

Medicine and dentistry 40,476 2.8% 59,585 2.7% 19,109 47.2%

Subjects allied to medicine 153,105 10.6% 309,405 13.9% 156,300 102.1%

Biological sciences 81,750 5.7% 155,220 7.0% 73,470 89.9%

Veterinary science 3,301 0.2% 4,465 0.2% 1,164 35.3%

Agriculture and related subjects 15,226 1.1% 17,275 0.8% 2,049 13.5%

Physical sciences 74,496 5.2% 82,740 3.7% 8,244 11.1%

Mathematical sciences 19,908 1.4% 32,425 1.5% 12,517 62.9%

Computer science 73,612 5.1% 120,150 5.4% 46,538 63.2%

Engineering and technology 134,041 9.3% 136,695 6.2% 2,654 2.0%

Architecture, building and planning 46,545 3.2% 56,445 2.5% 9,900 21.3%

Social studies 129,328 9.0% 201,075 9.1% 71,747 55.5%

Law 54,767 3.8% 89,580 4.0% 34,813 63.6%

Business and administrative studies 222,321 15.4% 304,405 13.7% 82,084 36.9%

Mass communications and documentation 20,004 1.4% 47,805 2.2% 27,801 139.0%

Languages 91,214 6.3% 139,190 6.3% 47,976 52.6%

Historical and philosophical studies 60,656 4.2% 101,445 4.6% 40,789 67.2%

Creative arts and design 87,170 6.0% 156,180 7.0% 69,010 79.2%

Education 136,888 9.5% 207,705 9.3% 70,817 51.7%

Sub-total excluding combined 1,444,808 2,221,790 776,982 53.8%

Combined 311,371 114,315 -197,056 -63.3%

Total all subjects 1,756,179 2,336,105 579,926 33.0%



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 2005/06

34. 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).



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 subjects4 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 topic5.

39. 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 1996/97.

41. 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 pharmacology6 (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

increase7. 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: http://www.hesa.ac.uk/jacs/jacs.htm.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.



• 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.



• 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 2005/06.

43. 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.



Chart 3 Percentage of full-time first degree students in each subject area, 1994/95 to 2005/06

46. 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 re-

assignment 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.



Trends in EU and international enrolments

49. 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 1,558,115 88.7%

EU 88,124 5.0%

International 109,940 6.3%

All 1,756,179 100.0%

2004/05 UK 1,969,140 86.1%

EU 100,005 4.4%


All 2,287,540 100.0%

2005/06 UK 2,006,035 85.9%

EU 106,225 4.5%


All 2,336,110 100.0%

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 11.

8 In this report ‘international’ refers to non-EU domiciled students and ‘EU’ refers to EU (excluding the UK) domiciled students.



Table 11 Major countries supplying students to UK higher education institutions, by level of study, 2005/06

Other Post- Post-

First undergraduate graduate

Country degree Country graduate Country taught Country research

China 20,540 United States 2,915 China 22,830 China 4,835

Republic of Ireland 8,055 China 2,545 India 12,530 United States 3,170

Malaysia 7,655 Republic of Ireland 2,130 Greece 8,645 Greece 3,115

Hong Kong 6,425 France 2,115 United States 5.765 Germany 2,270

Germany 5,890 Germany 1,665 Republic of Ireland 5,410 Malaysia 1,785

France 5,735 Spain 1,360 Nigeria 4,990 India 1,775

Greece 5,335 India 1,130 Pakistan 4,455 Italy 1,680

Cyprus 4,400 Zimbabwe 985 Taiwan 3,840 France 1,290

India 3,765 Japan 965 Germany 3,440 Canada 1,245

Nigeria 3,320 Poland 710 France 3,320 Taiwan 1,210

United States 2,905 Nigeria 620 Thailand 2,230 Republic of Ireland 1,195

Spain 2,525 Greece 585 Japan 2,180 Thailand 1,035

Pakistan 2,430 Philippines 585 Canada 2,085 Mexico 925

Poland 2,270 Italy 465 Cyprus 2,015 Japan 875

Japan 2,175 Hong Kong 385 Hong Kong 1,880 Saudi Arabia 850

Sweden 2,130 Pakistan 350 Ghana 1,725 South Korea 835

Singapore 2,035 Taiwan 350 Malaysia 1,685 Spain 830

Norway 1,900 Malaysia 325 Italy 1,660 Portugal 815

South Korea 1,695 South Korea 310 Spain 1,510 Hong Kong 755

Italy 1,655 Cyprus 305 South Korea 1,190 Pakistan 705

Kenya 1,640 South Africa 250 The Netherlands 1,095 Iran 680

Sri Lanka 1,555 Canada 235 Turkey 1,005 Nigeria 675

Belgium 1,450 Sweden 225 Poland 975 Singapore 510

Portugal 1,305 Ghana 225 Saudi Arabia 945 Libya 495

Finland 1,190 Portugal 210 Kenya 875 Egypt 490

52. In 2005/06 China9 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 2005/06.

54. 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.


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 4,299,885 286,350 632,513 137,029

Tuition fees and education grants and contracts 3,048,579 2,589,365 131,262 275,368 52,584

Research grants and contracts 2,207,228 1,812,384 78,807 278,265 37,772

Other income 2,589,948 2,121,062 132,108 296,152 40,626

Endowment and investment income 292,387 245,949 12,533 30,948 2,957

Total income 13,493,919 11,068,645 641,060 1,513,246 270,968

2004/05




Other income 3,506,749 2,914,802 187,855 335,771 68,321


Total income 17,993,162 14,821,360 853,126 1,936,344 382,332

2005/06




Other income 3,854,546 3,223,825 204,996 350,320 75,405


Total income 19,503,112 16,114,968 917,542 2,064,336 406,266

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%



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.



Section B: Patterns ofinstitutional diversity60. 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.



68. In addition, the Leeds College of Music joined the higher education sector during 2005/06.

69. 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, 2005/06

73. 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.



Institutional chart 2: Absolute numbers of postgraduate enrolments, 2005/06

Institutional chart 3: Absolute numbers of undergraduate enrolments, 2005/06

75. It should be noted that in the undergraduate chart, the highest-ranking institution has over 150,000

enrolments for 2005/06.

76. Institutional chart 4 shows those undergraduate programmes that lead to qualifications other than first

degrees.



Institutional chart 4: Percentage of enrolments in undergraduate programmes not directly leading to

first degrees, 2005/06

77. 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, 2005/06

79. 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.



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, 2005/06

82. 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, 2005/06

84. 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



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, 2005/06

85. 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, 2005/06

88. 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.



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, 2005/06

90. 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



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 ‘under-

represented 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.10

96. 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 12.

10 Further information about the NS SEC classification is available from the Office for National Statistics at:http://www.statistics.gov.uk/methods_quality/ns_sec/default.asp.



Institutional chart 12: Percentage of young full-time first degree entrants from National Statistics

Socio-Economic Classification classes 4, 5, 6 and 7, 2005/06

99. 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 7.

100. 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, 2005/06

101. 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).



102. Earlier Patterns reports included information about the entry qualifications of new students based on ‘A-

level 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.11

103. 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, 2005/06

104. 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.

105. 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.

106. Institutional chart 15 shows the percentage of first-class honours degrees awarded.13

11 A full description of the tariff is given at: http://www.ucas.ac.uk/candq/tariff/.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 3.”13 The denominator in this and the following chart is all classified degrees. It therefore excludes most clinical degrees, which are awarded

without classification.



Institutional chart 15: Percentage of first-class degrees awarded, 2005/06

107. 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.

108. 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



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.

110. 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 full-

time 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, 2004/05

111. 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.



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, 2005/06

113. 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.

114. 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, 2005/06

115. The gender balance of academic staff within higher education institutions varies markedly between

institutions and the issue of subject distribution is relevant here.



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.

117. 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, 2005/06

118. 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.

120. 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.

122. Institutional chart 21 shows the historical surplus/deficit for each institution in 2005/06 as a percentage of

income.



Institutional chart 21: Surplus/deficit as a percentage of income, 2005/06

123. 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.

124. 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, 2005/06

125. 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 2004/05.

126. 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.



Institutional chart 23: Days ratio of total general funds to total expenditure, 2005/06

127. 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 volumes14.

128. 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.

129. 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 inthe FRS17 accounting convention. Most institutions have a net pensions liability, which means that there was a significant overall reductionin general funds. The large reduction in this indicator is therefore, primarily due to new accounting conventions: the pensions liabilitiesexisted in the past, but were not previously counted.



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.

131. 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-

1992 universities, although the margin is narrowing.

132. 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.

133. 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, 2005/06

134. 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.

135. 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.



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, 2005/06

138. 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 2005/06.

139. 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), 2005/06

140. 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.

141. 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.



Institutional chart 28: Funding of research through the dual support system as a percentage of all

income, 2005/06

142. 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.

143. 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.

144. 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).

145. 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 £100,000.15

15 One very atypical outlier has been excluded from the chart.



Institutional chart 29: Research grants and contracts as a percentage of funding council research

grant, 2005/06

146. 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.

147. 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), 2005/06

148. 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.



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), 2005/06

150. 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.

151. 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.16

153. 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.

154. 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 2004/05.



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 (£), 2004/05

156. 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 (£), 2004/05

157.

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 andthe following charts, together with a small number of outliers.


Since 1998/99 the median is up by £274 (27 per cent), the upper decile is up £1,325 (60 per cent) and the


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 (£),

2004/05

159. 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 (£), 2004/05

160. 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.



Section C: Issuesconcerned with strategicsubjects 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 report18 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”.

164. 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 http://www.hefce.ac.uk/pubs/hefce/2005/05_24/


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 full-

time 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.

166. 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.

167. 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 2005/06.

168. The analysis of data concerning changes over time needs to be considered against the overall trend in full-

time 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 1,160,785 150,670 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.

170. 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 HEsector. The analysis in this section of the report uses data that have been, as far as possible, adjusted to enable year on year comparisonsto be undertaken. The numbers of subject enrolments on this basis is not immediately comparable with other subject analyses published byUniversities 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 meaningfulanalyses across time. The area of education appears from the raw figures to merit consideration, but the reduction in undergraduateenrolments in the training of teachers is compensated for by the increase in enrolments on postgraduate certificates in education.



• 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.

171. 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.



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%



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.

174. 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.



Enrolments by country of the UK

175. 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.

176. 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.



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%



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.



Students by international domicile

180. 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.

182. The overall data totals for the selected subjects and for all subjects in Table 19 are illustrated in Chart 4.



Chart 4 Percentage of full-time enrolments by domicile, 2005/06

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%



(D5) Forestry 50% 5% 45%



(F1) Chemistry 65% 18% 18%

(F3) Physics 69% 14% 18%

(F6) Geology 70% 11% 19%



















Total - selected subjects 53% 15% 33%

Total all subjects 52% 14% 34%

EU5%

Non-EU11%

Non-EU15%

UK 84%UK 79%

EU 6%



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


(C1) Biology 61% 14% 25%

(C2) Botany 54% 15% 31%

(C3) Zoology 63% 17% 20%

(C4) Genetics 39% 13% 48%



(D5) Forestry 36% 7% 58%



(F1) Chemistry 48% 11% 41%

(F3) Physics 62% 13% 25%

(F6) Geology 62% 10% 28%





















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.



Table 22 Percentage enrolments of full-time undergraduate students by domicile, selected subjects and

all subjects, 2005/06

EU International


(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%



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.

187. 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 23.21

21 The figures for the EU have been adjusted to reflect the EU membership (25 states) in the most recent year analysed.



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 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.



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.

190. 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.

191. 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.

192. 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)22.

193. The following charts illustrate the level of enrolments of students at GCE A-level - in England only - over the

period 1996 to 2006.23

22 Department for Education and Skills, Statistical First Release SFR 02/2007, (10 January 2007) Table 15.23 Coverage is students aged 16-18 at the beginning of the academic year in schools and further education colleges in England.



Chart 5 A-level entries in biological sciences, England, 1996 to 2006

194. 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 1993. 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 2006

195. A similar, though more marked, pattern is seen in Chart 6 for A-level entries in chemistry.



Chart 7 A-level entries in physics, England, 1996-2006

196. 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 2006

197. 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 8.24

24 The figures include both mathematics and further mathematics.



Chart 9 A-level entries in computer science, England, 1996 to 2006

198. 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



Chart 11 A-level entries in German, England, 1996 to 2006

199.

2006. 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 11.

200. 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.

202. 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 2006.


In both French and German, A-level entries have declined significantly over a 10-year period from 1996 to


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% 3,970 109% -33%

(C2) Botany 76 91% 25 124% 25 120% -67%

(C3) Zoology 1,058 83% 1,024 99% 1,027 102% -3%

(C4) Genetics 454 109% 500 112% 354 132% -22%

(C7) Molecular biology,

biophysics and biochemistry 1,953 106% 2,008 94% 1,703 118% -13%

(C8) Psychology 11,067 57% 10,181 81% 15,036 87% 36%

(D4) Agriculture 2,794 96% 2,850 97% 1,128 123% -60%

(D5) Forestry 151 83% 119 116% 116 114% -23%

(D6) Food and beverage

studies 415 122% 228 117% 208 216% -50%

(F1) Chemistry 3,910 109% 3,097 102% 3,222 112% -18%

(F3) Physics 3,166 93% 2,963 88% 3,249 90% 3%

(F6) Geology 1,220 114% 1,237 113% 1,114 113% -9%

(G1) Mathematics 3,839 108% 3,863 104% 5,608 97% 46%

(G5) Computer science 15,717 102% 30,737 94% 15,535 108% -1%

(H1) General engineering 1,187 238% 964 254% 1,267 231% 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%


engineering 3,686 111% 3,069 128% 4,494 109% 22%

(H7) Production and

manufacturing engineering 1,207 127% 1,237 135% 548 151% -55%


energy engineering 1,330 101% 898 106% 1,268 104% -5%

(J1) Minerals technology 106 173% 38 182% 17 224% -84%

(J4) Polymers and textiles 395 123% 400 189% 251 182% -36%

(J6) Maritime technology 358 95% 298 105% 101 246% -72%

(R1) French studies 757 136% 537 129% 651 94% -14%

(R2) German studies 258 132% 231 124% 214 122% -17%

(R7) Russian and East

European studies 95 133% 62 132% 62 119% -35%

(T1) Chinese studies 113 89% 82 98% 171 71% 51%

(T2) Japanese studies 111 82% 111 86% 180 72% 62%

(T3) South Asian studies 21 200% 28 200% 17 147% -19%

Total of applicants 418,400 71% 453,833 79% 506,304 77% 21%

Total of acceptances 295,807 358,041 390,890 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.



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.

206. 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

1996/07 2001/02 2005/06

Numbers of institutions 10 100 10 100 10 100

reporting more than: students students students students students students

(C1) Biology 95 72 94 64 103 76

(C2) Botany 22 1 14 0 16 1

(C3) Zoology 32 13 34 14 38 14

(C4) Genetics 26 7 24 8 30 5

(C7) Molecular biology, biophysics

and biochemistry 66 41 64 31 63 35

(D4) Agriculture 38 22 45 24 50 18

(D5) Forestry 7 3 11 2 9 1

(D6) Food and beverage studies 28 12 35 7 33 9

(D7) Agricultural sciences 7 1 6 0 5 1

(F1) Chemistry 82 70 78 57 73 46

(F3) Physics 68 48 57 38 49 38

(F6) Geology 47 25 47 19 40 24

(G1) Mathematics 93 52 82 47 92 56

(G5) Computer science 114 102 115 110 121 113

(H1) General engineering 72 39 77 38 83 51

(H2) Civil engineering 70 55 65 49 64 49

(H3) Mechanical engineering 84 68 85 65 83 63


engineering 95 84 95 83 91 73

(H7) Production and

manufacturing engineering 65 42 67 30 63 22


energy engineering 27 21 29 21 27 18

(J1) Minerals technology 8 4 7 1 5 1

(J2) Metallurgy 11 3 8 3 9 2

(J4) Polymers and textiles 19 11 13 9 10 5

(J6) Maritime technology 11 6 10 6 7 4

(R1) French studies 63 27 56 22 74 34

(R2) German studies 51 7 42 5 59 18

(R7) Russian and East European studies 22 2 17 2 21 7

(T1) Chinese studies 10 2 12 2 18 3

(T2) Japanese studies 16 2 18 2 18 4

(T3) South Asian studies 3 1 7 0 5 1

207. The absolute change in the numbers of institutions is shown in Table 26.



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 2005/06 2001/02 to 2005/06

Numbers of institutions 10 100 10 100

reporting more than: students students students students

(C1) Biology 8 4 9 12

(C2) Botany -6 0 2 1

(C3) Zoology 6 1 4 0

(C4) Genetics 4 -2 6 -3

(C7) Molecular biology, biophysics

and biochemistry -3 -6 -1 4

(D4) Agriculture 12 -4 5 -6

(D5) Forestry 2 -2 -2 -1

(D6) Food and beverage studies 5 -3 -2 2

(D7) Agricultural sciences -2 0 -1 1

(F1) Chemistry -9 -24 -5 -11

(F3) Physics -19 -10 -8 0

(F6) Geology -7 -1 -7 5

(G1) Mathematics -1 4 10 9

(G5) Computer science 7 11 6 3

(H1) General engineering 11 12 6 13

(H2) Civil engineering -6 -6 -1 0

(H3) Mechanical engineering -1 -5 -2 -2

(H6) Electronic and electrical engineering -4 -11 -4 -10

(H7) Production and manufacturing engineering -2 -20 -4 -8

(H8) Chemical, process and energy engineering 0 -3 -2 -3

(J1) Minerals technology -3 -3 -2 0

(J2) Metallurgy -2 -1 1 -1

(J4) Polymers and textiles -9 -6 -3 -4

(J6) Maritime technology -4 -2 -3 -2

(R1) French studies 11 7 18 12

(R2) German studies 8 11 17 13

(R7) Russian and East European studies -1 5 4 5

(T1) Chinese studies 8 1 6 1

(T2) Japanese studies 2 2 0 2

(T3) South Asian studies 2 0 -2 1

208. 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.

209. 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.



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.

211. 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.

213. 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.

214. 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.

215. 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 1996/97 2005/06 Percentage change

(10) Biosciences 7,370 9,896 34.3%

(11) Chemistry 2,960 3,147 6.3%

(12) Physics 3,000 3,520 17.3%

(13) Agriculture and forestry 1,598 1,035 -35.2%

(16) General engineering 1,958 2,931 49.7%

(17) Chemical engineering 706 638 -9.7%

(18) Mineral, metallurgy and materials engineering 983 996 1.3%

(19) Civil engineering 1,575 1,223 -22.4%

(20) Electrical, electronic and computer engineering 3,506 3,441 -1.8%

(24) Mathematics 2,769 2,844 2.7%



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 2005/06 1996/97 to 2005/06

(C1) Biology 3,135 3,835 22%

(C2) Botany 780 500 -36%

(C3) Zoology 1,215 875 -28%

(C4) Genetics 910 1,245 37%

(C7) Molecular biology, biophysics and biochemistry 4,650 4,320 -7%

(D4) Agriculture 455 395 -13%

(D5) Forestry 85 55 -35%

(D6) Food and beverage studies 175 200 14%

(D7) Agricultural sciences 150 150 0%

(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 785 865 10%

(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 665 455 -32%

(H8) Chemical, process and energy engineering 755 620 -18%

(J1) Minerals technology 135 75 -44%

(J2) Metallurgy 380 215 -43%

(J4) Polymers and textiles 240 240 0%

(J6) Maritime technology 140 105 -25%

(R1) French studies 900 870 -3%

(R2) German studies 485 455 -6%

(R7) Russian and East European studies 220 165 -25%

(T1) Chinese studies 45 60 33%

(T2) Japanese studies 45 65 44%

(T3) South Asian studies 35 45 29%

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.



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.

220. 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

2001/02 2004/05

Assumed Total of Assumed Total of

to be known % to be known %

Subject unemployed destination unemployed unemployed destination unemployed

Biology 215 3,285 6.5% 230 3,195 7.2%

Botany 5 75 6.7% - 40 0.0%

Zoology 50 715 7.0% 50 690 7.2%

Genetics 20 350 5.7% 20 365 5.5%

Molecular biology and

biophysics and biochemistry 65 1,400 4.6% 90 1,220 7.4%

Agriculture 65 1,150 5.7% 40 725 5.5%

Forestry - 65 0.0% - 45 0.0%

Food science 20 355 5.6% 15 320 4.7%

Agricultural sciences 5 25 20.0% - 10 0.0%

Chemistry 145 2,445 5.9% 120 1,880 6.4%

Physics 145 1,930 7.5% 145 1,670 8.7%

Geology 60 915 6.6% 75 860 8.7%

Mathematics 210 2,930 7.2% 205 3,050 6.7%

Computing science 990 8,330 11.9% 1,175 10,875 10.8%

General engineering 80 935 8.6% 100 1,070 9.3%

Civil engineering 35 1,190 2.9% 45 1,185 3.8%

Mechanical engineering 130 1,945 6.7% 155 1,855 8.4%

Electronic and electrical engineering 265 2,375 11.2% 230 2,285 10.1%

Production engineering 105 1,225 8.6% 65 640 10.2%

Chemical engineering 45 600 7.5% 30 410 7.3%

Minerals technology 5 60 8.3% 5 25 20.0%

Metallurgy - 35 0.0% - 15 0.0%

Polymers and textiles 30 450 6.7% 15 185 8.1%

Maritime technology 10 125 8.0% 5 95 5.3%

French language, literature and culture 45 760 5.9% 70 1,270 5.5%

German language, literature and culture 10 250 4.0% 25 535 4.7%

Russian languages, literature and culture 15 105 14.3% 15 110 13.6%

Chinese languages, literature and culture - 45 0.0% 5 50 10.0%

Japanese languages, literature and culture - 50 0.0% 5 55 9.1%

Other Asian languages, literature and culture - 40 0.0% - 40 0.0%

Total - selected subjects 2,770 31,230 8.2% 2,935 34,770 8.4%

Total - All subject areas 11,050 176,415 6.3% 12,025 182,490 6.6%



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 29.

222. 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.



Conclusion223. 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.

224. 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.



AppendicesAppendix 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



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 153,105 309,405 102%

Anatomy and physiology 5,095 Anatomy, physiology and pathology 17,115 236%

Pharmacology 3,377 Pharmacology, toxicology and pharmacy 20,195 71%

Pharmacy 8,432

Nutrition 1,823 Nutrition 5,285 190%

Ophthalmics 1,932 Ophthalmics 3,960 105%

Audiology 481 Aural and oral sciences 3,820 694%

Nursing 93,980 Nursing 194,335 107%

Medical technology 3,006 Medical technology 8,590 186%

Complementary medicine 6,805

Other medical subjects 34,522 Others in subjects allied to medicine 48,420 40%

Biological sciences 81,750 155,220 90%

Biology 23,962 Biology 27,075 13%

Botany 1,003 Botany 750 -25%

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 71,185 113%




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 360 -29%

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 8,535 422%

Astronomy 958 Astronomy 2,335 144%

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 810 18%

Statistics 2,526 Statistics 3,370 33%

Other mathematical sciences 673 Others in mathematical sciences 10 -99%

Computer science 73,612 120,150 63%

Computer science 76,250

Information systems 35,765

Software engineering 6,420

Others in computing sciences 1,135

Engineering and technology 134,041 136,695 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%




change

Chemical engineering 6,243 Chemical, process and energy engineering 6,215 0%

Minerals technology 867 Minerals technology 210 -76%

Metallurgy 979 Metallurgy 640 -35%

Ceramics and glasses 320 Ceramics and glasses 120 -63%

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 130 -82%

Other technologies 2,731 Others in technology 9,615 252%

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 129,328 201,075 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 57,720 115%

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 14,600 206%

Law 54,767 89,580 64%

Law by area 29,935

Law by topic 54,640

Business and administrative studies 222,321 304,405 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 12,625




change

Mass communications and 20,004 47,805 139%

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 26,820 289%

Publishing 446 Publishing 1,580 254%

Journalism 2,242 Journalism 8,385 274%

Languages 91,214 139,190 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 4,215 258%

Latin language and literature 141 Latin studies 270 91%

Ancient Greek language and literature 134 Classical Greek studies 160 19%

Classics 2,539 Classical studies 4,530 78%

Other ancient languages and 362 Others in linguistics, classics and related subjects 2,495 589%

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 3,930 189%

Spanish language, literature and culture 2,630 Spanish studies 10,640 305%

Portuguese language, literature 187 Portuguese studies 705 277%

and culture

Latin American languages, literature 448

and culture

Scandinavian languages, literature 449 Scandinavian studies 640 43%

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, 11,875 130%

and culture literature and related subjects

Chinese languages, literature and culture 663 Chinese studies 1,585 139%

Japanese languages, literature and culture 822 Japanese studies 1,715 109%

Other Asian languages, literature 294 South Asian studies 410 202%

and culture

Other Asian studies 185

African languages, literature and culture 153 African studies 245 60%

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%




change

Historical and philosophical studies 60,656 101,445 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 11,375 605%

Creative arts and design 87,170 156,180 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 19,795 129%

Dance 3,170

Cinematics 3,204 Cinematics and photography 14,590 355%

Crafts 144 Crafts 1,660 1053%

Imaginative writing 5,825

Art and design other 5,438 Others in creative arts and design 6,940 28%

Education 136,888 207,705 52%

Teacher training 62,692 Training teachers 95,045 52%

Academic studies in education 31,261 Academic studies in education 81,270 160%

Other topics in education 36,056 Others in education 27,910 -23%



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 5,195 106,225

Austria 670 125 295 220 55 1,370

Belgium 1,450 145 515 280 95

Cyprus 4,400 305 1,890 480 125 7,205

Czech Republic 490 135 150 75 25 875

Denmark 695 120 440 240 110 1,605

Estonia 235 30 65 30 5 360

Finland 1,190 125 255 170 45 1,785

France 5,735 2,115 2,825 1,290 495 12,455

Germany 5,890 1,665 2,935 2,270 505 13,265

Gibraltar 475 45 40 20 30 615

Greece 5,335 585 8,150 3,115 495 17,675

Hungary 400 100 155 115 30 805

Republic of Ireland 8,055 2,130 3,505 1,195 1,905 16,790

Italy 1,655 465 1,345 1,680 315 5,460

Latvia 310 55 140 25 5 535

Lithuania 680 90 150 35 15 970

Luxembourg 555 25 150 85 15 840

Malta 130 35 355 175 50 750

The Netherlands 1,005 175 910 405 185 2,680

Poland 2,270 710 825 370 150 4,325

Portugal 1,305 210 475 815 80 2,885

Slovak Republic 420 95 75 45 10 640

Slovenia 80 20 105 70 20 295

Spain 2,525 1,360 1,200 830 310 6,225

Sweden 2,130 225 530 320 120 3,325

Other Europe 2,815 590 2,760 1,280 340 7,785

Albania 100 25 60 25 10 220

Bulgaria 270 50 160 130 20 625

Croatia 50 25 70 50 20 215

Iceland 80 5 175 70 15 345

Liechtenstein 5 0 5 5 0 10

Norway 1,900 135 765 170 85 3,060

Romania 150 65 190 190 40 635

Russia 955 150 715 295 65 2,185

Serbia and Montenegro 95 15 110 95 15 330

Switzerland 660 90 535 270 120 1,680

Turkey 535 190 955 355 50 2,085

Ukraine 195 40 140 90 25 490

Other countries not listed 225 55 175 95 35 580

Africa 11,300 11,315 3,670 1,515 30,985

Algeria 155 40 115 145 10 465

Angola 140 25 30 5 5 205

Botswana 395 30 145 60 30 650

Cameroon 155 25 160 50 20 410

Egypt 130 30 235 490 70 960


2,485

3,180




Ethiopia 50 20 115 35 20 235

Gambia 185 55 105 20 15 375

Ghana 610 225 1,560 335 165 2,895

Kenya 1,640 165 800 205 75 2,890

Libya 85 95 470 495 95 1,245

Malawi 155 45 165 70 20 455

Mauritius 1,100 145 355 95 80 1,770

Morocco 65 15 80 30 5 195

Nigeria 3,320 620 4,485 675 505 9,605

Seychelles 115 0 45 5 0 170

Sierra Leone 80 50 75 30 15 255

South Africa 345 250 490 340 130 1,560

Sudan 80 15 105 80 25 300

Tanzania 445 70 355 85 45 1,005

Uganda 255 55 430 90 45 880

Zambia 275 50 190 70 25 610

Zimbabwe 1,040 985 430 145 55 2,655

Other countries not listed 485 160 375 115 65 1,195

Asia 53,695 7,995 53,430 15,605 3,935 134,665

Bangladesh 1,020 115 680 245 155 2,220

Brunei 675 75 125 50 10 935

Burma 140 25 40 20 5 235

China (People’s Republic of) 20,540 2,545 21,765 4,835 1,065 50,755

Hong Kong 6,425 385 1,545 755 335 9,445

India 3,765 1,130 11,715 1,775 815 19,205

Indonesia 365 45 515 190 40 1,155

Japan 2,175 965 1,960 875 220 6,200

Kazakhstan 180 25 195 25 15 440

Macao 95 10 45 20 5 165

Malaysia 7,655 325 1,430 1,785 255 11,450

Maldives 80 10 50 20 5 165

Nepal 180 80 170 65 20 520

Pakistan 2,430 350 4,170 705 285 7,940

Philippines 175 585 105 50 20 935

Singapore 2,035 85 560 510 80 3,275

South Korea 1,695 310 1,065 835 125 4,025

Sri Lanka 1,555 170 675 290 75 2,765

Taiwan 780 350 3,685 1,210 155 6,180

Thailand 730 210 2,055 1,035 175 4,205

Vietnam 710 90 445 180 25 1,450

Other countries not listed 300 100 435 120 55 1,010

Australasia 395 290 720 650 240 2,295

Australia 305 205 500 435 160 1,605

New Zealand 75 70 165 190 65 560






Middle East 4,890 945 3,980 3,885 565 14,265

Bahrain 560 75 200 135 15 990

Iran 625 120 505 680 85 2,015

Iraq 40 60 75 60 10 245

Israel 195 25 235 460 25 935

Jordan 330 60 485 450 30 1,350

Kuwait 460 80 180 215 40 975

Lebanon 100 25 310 180 15 630

Oman 475 45 355 200 55 1,135

Qatar 255 75 90 65 30 515

Saudi Arabia 750 210 840 850 105 2,755

Syria 50 25 145 245 15 480

United Arab Emirates 970 130 525 310 140 2,075

Yemen 80 15 30 35 5 165


North America 5,340 3,495 8,510 5,595 1,060 24,000

Bahamas 130 5 60 10 35 235

Barbados 170 20 260 30 10 490

Bermuda 130 15 40 10 15 215

Canada 1,080 235 1,800 1,245 285 4,640

Jamaica 350 110 260 95 30 845

Mexico 130 115 525 925 45 1,740

St Lucia 100 15 55 10 15 195

United States 2,905 2,915 5,185 3,170 580 14,755


South America 970 360 1,590 1,015 210 4,145

Argentina 50 15 110 130 35 340

Brazil 185 110 455 380 40 1,170

Chile 20 15 150 155 20 360

Colombia 70 45 240 115 10 485

Peru 50 15 115 40 15 235

Trinidad and Tobago 415 95 230 50 60 850

Venezuela 70 30 135 80 10 325


Total non-UK domiciled 130,205 28,290 111,460 46,785 13,340 330,080



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 3,029,040 213,593 463,603 99,401

(including further education in Scotland)

ii Recurrent (research) 1,070,580 880,125 46,294 118,792 25,369

Other higher education grants 408,526 322,265 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 4,299,885 286,350 632,513 137,029

Tuition fees and education grants and contracts

1. Higher education course fees

a Home and EU domicile students i Full-time undergraduate 1,007,772 810,309 61,881 112,343 23,239

students charged standard

rate fees

ii other Home and EU 1,005,876 875,817 39,925 68,212 21,922

domicile students

b Non-EU domicile students 746,366 648,976 23,851 68,502 5,037

Total higher education course fees 2,760,014 2,335,102 125,657 249,057 50,198

2 Non-credit-bearing course fees 236,782 209,252 4,715 20,697 2,118

3 Further education course fees 26,416 25,975 90 351

4 Research training support grants 25,367 19,036 800 5,263 268

Total tuition fees and education grants and contracts 3,048,579 2,589,365 131,262 275,368 52,584

Total research grants and contracts 2,207,228 1,812,384 78,807 278,265 37,772

Other income

a Other services rendered 652,262 506,803 50,233 83,378 11,848

b Residences and catering operations 925,602 771,461 50,966 93,965 9,210

(including conferences)

c Grants from local authorities 10,606 10,521 85

d Income from health and hospital authorities (excluding teaching contracts) 200,225 175,523 5,043 14,678 4,981

e Released of deferred capital grants 45,655 37,261 649 7,745

f Income from intellectual property rights 17,828 7,413 3,478 6,906 31

g Other operating income 737,770 612,080 21,654 89,480 14,556

Total other income 2,589,948 2,121,062 132,108 296,152 40,626

Total endowment and investment income 292,387 245,949 12,533 30,948 2,957

Total income 13,493,919 11,068,645 641,060 1,513,246 270,968



2004/05

Northern


Funding council grants


(including further education in Scotland)

ii Recurrent (research) 1,358,391 1,078,557 61,920 178,360 39,554



Total funding council grants 6,967,346 5,618,441 355,573 810,687 182,645



a Home and EU domicile students i full-time undergraduate 1,196,225 953,221 76,640 140,723 25,641


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 48,717 124,774 7,476




4 Research training support grants 64,990 53,878 2,524 8,523 65



Other income

a Other services rendered 1,007,684 822,328 82,369 87,880 15,107

b Residences and catering operations 1,102,865 922,764 55,830 111,517 12,754


c Grants from local authorities 2,213 2,124 82 7

d Income from health and hospital authorities 320,279 268,165 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


g Other operating income 970,213 818,358 30,793 101,604 19,458



Total income 17,993,162 14,821,360 853,126 1,936,344 382,332



2005/06

Northern


Funding Council grants


(incl further education in Scotland)

ii Recurrent (research) 1,543,826 1,250,423 63,877 187,050 42,476



Total Funding Council grants 7,544,078 6,121,045 376,813 854,985 191,235



a Home and EU domicile students i full-time undergraduate 1,265,817 1,010,510 81,014 146,395 27,898


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 50,194 143,896 8,080




4 Research training support grants 85,329 64,388 3,149 17,772 20



Other income

a Other services rendered 1,212,366 1,009,779 92,678 92,974 16,935

b Residences and catering operations 1,162,244 973,136 60,045 115,562 13,501


c Grants from local authorities 2,446 2,357 82 7

d Income from health and hospital authorities 313,575 256,136 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


g Other operating income 1,045,725 885,748 32,313 105,414 22,250



Total income 19,503,112 16,114,968 917,542 2,064,336 406,266



Appendix 4: Mergers within the higher education sector, 1994/95-2005/06

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



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



Appendix 5: HESA cost centres

(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


The copyright for this publication is held by Universities UK. The material may becopied 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 forcommercial gain requires the prior written permission of Universities UK.

Universities UK has a commitment to meet the challenges of climate change byintroducing ‘green’ policies where appropriate throughout the organisation.

This publication is printed on recycled paper.

This publication has been supported by



About Universities UK

This publication has been produced by Universities UK, which is therepresentative body for the executive heads of UK universities and isrecognised as the umbrella group for the university sector.

It works to advance the interests of universities and to spread good practicethroughout the higher education sector.

Alternative Formats

This publication can be downloaded in PDF format from the Universities UKwebsite: www.UniversitiesUK.ac.uk

We can also supply it in Microsoft Word format.

Please email: [email protected] to order alternative versions.

Universities UK

Woburn House, 20 Tavistock Square, London WC1H 9HQTel +44 (0)20 7419 4111 Fax +44 (0)20 7388 8649Email [email protected] Web www.UniversitiesUK.ac.uk

© Universities UKISBN 978 1 84036 160 3September 2007


Patterns of HEIs in the UK Report 7

Documents

Transcript of Patterns of HEIs in the UK Report 7