1st update report · baseline report 1st update march 2005 3 introduction this is the first update...

Higher Education in Scotland: 1st Update Report

March 2005

Baseline Report 1st Update March 2005

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Content Introduction Key points at a glance: What has changed? 1. Students in higher education 2. Subject groups and provision 3. Participation in higher education 4. Entry qualifications to higher education 5. Access and progression 6. Research and Knowledge Transfer 7. Graduates – first destinations 8. International students and student mobility 9. Resources


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Introduction This is the first update to Higher Education in Scotland: a Baseline Report which we published in 2004. We committed ourselves to produce regular updates on changes in the statistics in the report as well as more major analyses of change very three or four years. This update mainly consists of data from the Higher Education Statistics Agency (HESA), the Scottish Executive and the Scottish Funding Councils for academic year 2002-03 which have become available since we published the main report. Although the information we present here gives a useful view of the direction that HE in Scotland is taking, we would caution against reading too much into variations from one year to the next. The more significant trends emerge over longer periods. This interim update is less comprehensive than the full report. The wider policy context in which the Baseline Report was set in summer 2004 remains by and large the same for now and has not been updated. Therefore, for a full understanding this update should be read alongside the policy contexts that we set out in the main report. In order to make it easier to compare this update with the main report, we have included the figure numbers of the data we are updating alongside the new data. Figure numbers marked in ‘[ ]’ refer to the figure numbers in the full report. One of the most striking points made by the Baseline Report was the extent to which participation rates for men and women are diverging. We are now looking at this in more detail and we will publish a focussed report on this later in 2005.


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Key points at a glance: What has changed?

• In 2002-03 there were 256,931 higher education (HE) students studying in Scotland, of these 197,365 were enrolled in higher education institutions (HEIs) and a further 59,566 in further education colleges (FECs) Overall, HE enrolments have slightly decreased across Scotland (-1.6 per cent) compared to 2001-02. This is mainly because of a drop in enrolments in FECs and in part-time study.

• The number of students in HEIs was stable between 2001-02 and 2002-03 mainly because of the continuing increase in the number of non-EU students, compensating for a slight fall in the number of Scottish-domiciled students. The proportion and number of students from the rest of the UK has remained similar to that in 2001-02. The number of international students has further increased between 2001-02 and 2002-03. International students at HEIs account for 12.5 per cent of all students at HEIs in 2002-03 compared to 11 per cent in 2001-02.

• The number of students studying at subdegree level has declined by nine percentage points between 2001-02 and 2002-03. This has contributed to the overall fall in HE student numbers.

• The number of students doing Masters qualifications has increased by 10.5 per cent between 2001-02 and 2002-03. The number of students on first-degree courses has dropped by 5.1 per cent.

• The Age Participation Index (API) has dropped from 51.5 per cent in 2001-02 to 48.9 per cent in 2002-03. This was mainly because of a drop in the number of students on HE courses in FE colleges.

• The gap between the API for young women and the API for young men has widened slightly from 11.6 per cent in 2001-02 to 12.4 per cent in 2002-03.

• The numbers of students from China and India have grown in the period from 2001-02 to 2002-03 by 52.5 per cent and 47.4 per cent respectively.

• Investment in R&D in Scotland improved at a faster rate than the rest of the UK in 2002 – though Scottish level remains low in comparison wit the rest of the UK.


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1. Students in higher education In 2002-03 there were 256,931 HE students in Scotland. Of these, 197,365 were enrolled in HEIs and 59,566 in FECs. There has been an overall slight decline in HE enrolments of 1.6 per cent between 2001-02 and 2002-03 because of lower numbers of students enrolled in HE courses in FECs. The number of students at HEIs has remained at roughly the same level with a small increase of 385 students in total between 2001-02 and 2002-03. There has been a slight decline in the number of HE students at FECs (down 7 per cent compared to 2001-02). In 2001-02, 75 per cent of HE students were at HEIs and 25 per cent at FECs. In 2002-03, 77 per cent were at HEIs and 23 per cent at FECs. Figure 1 [14] shows the total number of HE students in Scotland between 1995-96 and 2002-03, split by sector. Figure 1 [14]: HE students by sector, 1995-96 to 2002-03 (Source: HESA, SFC)

154,423

163,116

167,829

172,923

173,530

180,305

196,980

197,365

59,907

66,145

69,081

71,110

72,007

72,949

64,132

59,566

-

50,000

100,000

150,000

200,000

250,000

300,000

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

number of students

FECs

HEIs

Note: Figures exclude the Open University in Scotland. The changes in student numbers in 2001-02 were affected by Bell College and UHI Millennium Institute becoming HEIs. Before then their students were counted in the FEC statistics.

Figure 2 [15] breaks down the student numbers by sector and mode of attendance. It shows that between 2001-02 and 2002-03 the small decline in student numbers is mainly because of a fall in part-time enrolments in FECs, though there has between a drop in part-time enrolment in HEIs as well. The decline in part-time study between 2001-02 and 2002-03 was 5.2 per cent in HEIs and 10.1 per cent at FECs. While the proportion of students who are part-time increased over the period from 1995-96 from 32.8 per cent of all students by headcount to 36.4 per cent in 2001-02, in 2002-03 it has fallen back to 34.3 per cent of the total HE enrolment.


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Figure 2 [15]: HE students by sector and mode of study, 1995-96 to 2002-03 (Source: HESA)

HEIs

full-time HEIs

part-time FECs

full-time FECs

part-time Total

1995-96 118,570 35,853 25,362 34,545 214,330

1996-97 125,455 37,661 28,005 38,140 229,261

1997-98 128,337 39,492 29,783 39,298 236,910

1998-99 128,351 44,572 30,343 40,767 244,033

1999-00 128,550 44,980 29,841 42,166 245,537

2000-01 130,280 50,025 31,362 41,587 253,254

2001-02 138,545 58,435 27,620 36,512 261,112

2002-03 141,945 55,420 26,985 32,581 256,931

Figure 3 [16] shows the number of students at HEIs between sessions 1995-96 and 2002-03 and where they were domiciled (that is, where they lived before they became students). In 2002-03 there was a substantial increase in the number of non-EU students to 15,835 – up by 19 per cent compared to 2001-02. The number of Scottish and other-UK students has declined slightly. The overall number of enrolments at HEIs between 2001-02 and 2002-03 has been relatively stable because of the increase in international students, specifically non-EU students. Figure 3 [16]: Domicile of students at Scottish HEIs, 1995-96 to 2002-03 (Source: HESA)

-

25,000

50,000

75,000

100,000

125,000

150,000

175,000

200,000

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

number of students at HEIs

Scotland

Other UK

Other EU

Non-EU

Total

It is therefore not surprising that in 2002-03 the proportion of Scottish and other UK students as a proportion of all students decreased slightly compared to 2001-02 as Figure 4 [17] indicates.


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Figure 4 [17]: Domicile of students in Scottish HEIs as a percentage of all students, 1996-97, 2001-02 and 2002-03 (Source: HESA)

69.5%

75.2%

73.9%

17.4%

13.8%

13.6%

8.1%

6.7%

8.0%

4.5%

4.3%

5.0%

0% 20% 40% 60% 80% 100%

1996-97

2001-02

2002-03

Per cent of students at HEIs by domicile

Scotland

Other UK

Other EU

Non-EU

Figure 5 [18] shows the percentage of students by level of study (subdegree, first degree and postgraduate) at HEIs and FECs from 1996-97 to 2002-03. Total HE student numbers have grown by 12.1 per cent over this period. Postgraduate has grown by 20.7 per cent, first degree level by 11.7 per cent and subdegree enrolment by 8.7 per cent.


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Figure 5 [18]: All HE students by level of study in both HEIs and FECs, 1996-97 to 2001-02 (Source: HESA)

-

20,000

40,000

60,000

80,000

100,000

120,000

140,000

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

Number of students

Postgraduate

First degree

Sub-degree

Figure 6 [21] shows the percentage of UCAS accepted applicants as a proportion of Scottish-domiciled applicants who indicated a preference for one particular subject group. As noted in the Baseline Report, applicant preferences will be influenced by the ‘going rate’ of qualifications required for particular subjects. For example, in 2004 in Creative Arts and Design there were 3,251 Scottish-domiciled applicants of whom 36 per cent (1,163) were accepted to courses in that subject at Scottish HEIs, a further nine per cent (292) were accepted in that subject at HEIs elsewhere in the UK, eight per cent (264) were accepted to another subject at Scottish HEIs and one per cent (29) were accepted to another subject at HEIs elsewhere in the UK. So of the 3,251 Scottish-domiciled applicants 54 per cent (1,748) got places of some kind, and 46 per cent (1,503) did not. Figure 6 [21] shows the situation before clearing and some of the applicants may have obtained a place though clearing even if it is not at their preferred HEI and in their preferred subject group.


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Figure 6 [21]: Scottish-domiciled applicants by subject group in 2004 (Source: UCAS, SFC)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Medicine and dentistry*

Subjects allied to medicine

Biological sciences

Veterinary sciences, agriculture and related subjects*

Physical sciences

Mathematical and computer sciences

Engineering

Technologies

Architecture, building and planning

Social Studies

Law

Business and administrative studies

Mass communications and documentation

Linguistics, Classics and related studies

European languages, literature and related studies

Non-European languages and related studies

Historical and philosophical studies

Creative arts and design

Education*

Combined sciences

Combined social sciences

Combined arts

Sciences combined with social sciences or arts

Social sciences combined with arts

General, other combined and unknown

No preferred subject group

Total

Percentage of applicants

Entry to

preferred SG

Scotland

Entry to

preferred SG in

RUKEntry to a

different SG in

ScotlandEntry to a

different SG in

RUKNo admission

Figure 7 [new, not in Baseline Report] shows the number and percentages of Scottish-domiciled applicants who are accepted for a place at HEIs in 2003 and in 2004 in comparison. It shows that between 2003 and 2004 there has been little change in the success rates. Given that the clearing process accounts for about 11 per cent of admissions, over 85 per cent of all applicants get a place. Figure 7 [new]: Numbers and percentages of Scottish-domiciled applications through UCAS in 2003 and 2004 (Source: UCAS, SFC)

Year for which application is made

Entry to preferred

SG Scotland

Entry to preferred SG in RUK

Entry to a different SG in

Scotland

Entry to a different

SG in RUK

No admission

Scottish applicants

15,927 1,439 10,272 640 8,642 36,920 2003

43.1% 3.9% 27.8% 1.7% 23.4% 100.0%

16,305 1,344 10,038 538 8,706 36,931 2004

44.1% 3.6% 27.2% 1.5% 23.6% 100.0%

2. Subject groups and provision Further education colleges Figure 8 [22] shows the numbers of HE students at FECs by broad subject area at HNC/D level. It shows that for students at this level, the largest net changes have been in Business, Management and Office Studies (down by 1,646), which


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remains, with 23 per cent of students at this level in FECs, the largest subject area. Student enrolments have fallen in all the larger subject areas (that is, 1,000 students or more) such as IT, Catering, Food & Leisure Services and Business Management. The exceptions are Health Care/Medicine/Health and Safety (up 3 per cent) and Engineering (up 1 per cent) between 2001-02 and 2002-03. The apparent decline in numbers between 2000-01 and 2001-02 is mainly because of the fact that the Bell College and the UHI Millennium Institute became HEIs and student numbers were transferred to the HEI statistics at this time. There is therefore no five-year downward trend at HNC/D level, only a decline between 2001-02 and 2002-03. Figure 8 [22] also shows that the four largest subject groups account for 60 per cent of the HE provision at FECs.


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Figure 8 [22]: Changes in subdegree level student numbers at FECs between 1998-99 and 2002-03 (Source: SFC)

Subject group classification

1998-99

1999-00

2000-01

2001-02

2002-03

Net change

between

2001-02 and

2002-03

Net change

between

2001-02 and

2002-03 in %

Students in

2002-03 by

subject

group in %

Business/Man/Office Studies 20,526 18,680 17,801 15,301 13,655 -1,646 -10.8% 22.9%

Sales, Marketing and Distribution 749 819 730 643 576 -67 -10.4% 1.0%

Information Technology and Information 10,231 12,120 12,257 10,512 9,055 -1,457 -13.9% 15.2%

Humanities (History/Archaeology/Religious Studies/Philosophy) 76 53 39 69 4 -65 -94.2% 0.0%

Politics/Economics/Law/Social Sciences 2,273 2,490 2,850 2,328 2,154 -174 -7.5% 3.6%

Area Studies/Cultural Studies/Languages/Literature 984 1,254 1,058 788 651 -137 -17.4% 1.1%

Education/Training/Teaching 2,124 2,747 2,212 2,564 2,224 -340 -13.3% 3.7%

Family Care/Personal Development/Personal Care and Appearance 1,804 1,994 2,491 2,623 2,507 -116 -4.4% 4.2%

Arts and Crafts 1,812 1,835 1,776 1,812 1,728 -84 -4.6% 2.9%

Authorship/Photography/Publishing/Media 2,759 2,707 3,031 2,790 2,775 -15 -0.5% 4.7%

Performing Arts 816 915 1,195 1,284 1,199 -85 -6.6% 2.0%

Sports, Games and Recreation 1,441 1,440 1,687 1,525 1,438 -87 -5.7% 2.4%

Catering/Food/Leisure Services/Tourism 3,433 2,918 3,282 2,669 2,237 -432 -16.2% 3.8%

Health Care/Medicine /Health and Safety 6,370 7,555 7,692 6,492 6,705 213 3.3% 11.3%

Environment Protection/Energy/Cleansing/Security 535 381 297 134 102 -32 -23.9% 0.2%

Sciences and Mathematics 936 822 899 581 571 -10 -1.7% 1.0%

Agriculture, Horticulture and Animal Care 904 888 768 782 715 -67 -8.6% 1.2%

Construction and Property (Built Environment) 2,502 2,433 3,048 2,816 2,715 -101 -3.6% 4.6%

Services to Industry 1,320 1,123 1,084 749 862 113 15.1% 1.4%

Manufacturing/Production Work 650 662 547 347 439 92 26.5% 0.7%

Engineering 8,273 7,516 7,375 6,255 6,294 39 0.6% 10.6%

Oil/Mining/Plastics/Chemicals 130 151 163 137 191 54 39.4% 0.3%

Transport Services 462 504 667 931 769 -162 -17.4% 1.3%

Total 71,110 72,007 72,949 64,132 59,566 -4,566 -7.1% 100.0%


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Figure 9 [new] shows the total student number in each subject area and the net percentage change in 2001-02 and 2002-03 for all HE students at FECs. The subjects are listed in order of the growth. Only five subject areas show growth. Figure 9 [new]: Students on HE courses in FECs by subject group, 2001-03 and 2002-03 (Source: SFC)

Subject group classification 2001-02 2002-03

Net change between

2001-02 and 2002-03 in %

Oil/Mining/Plastics/Chemicals 137 191 39%

Manufacturing/Production Work 347 439 27%

Services to Industry 749 862 15%

Health Care/Medicine/Health and Safety 6,492 6,705 3%

Engineering 6,255 6,294 1%

Authorship/Photography/Publishing/Media 2,790 2,775 -1%

Sciences and Mathematics 581 571 -2%

Construction and Property (Built Environment) 2,816 2,715 -4%

Family Care/Personal Development/Personal Care and Appearance 2,623 2,507 -4%

Arts and Crafts 1,812 1,728 -5%

Sports, Games and Recreation 1,525 1,438 -6%

Performing Arts 1,284 1,199 -7%

Total 64,132 59,566 -7%

Politics/Economics/Law/Social Sciences 2,328 2,154 -7%

Agriculture, Horticulture and Animal Care 782 715 -9%

Sales, Marketing and Distribution 643 576 -10%

Business/Man/Office Studies 15,301 13,655 -11%

Education/Training/Teaching 2,564 2,224 -13%

Information Technology and Information 10,512 9,055 -14%

Catering/Food/Leisure Services/Tourism 2,669 2,237 -16%

Area Studies/Cultural Studies/Languages/Literature 788 651 -17%

Transport Services 931 769 -17%

Environment Protection/Energy/Cleansing/Security 134 102 -24%

Humanities (History/Archaeology/Religious Studies/Philosophy) 69 4 -94%

Higher education institutions Figure 10 [24] shows the changes in numbers of students studying particular subjects at undergraduate level (first degree and subdegree level) at HEIs up to 2002-03. It takes account of the effects of Bell College and UHIMI being added to the HE statistics in 2001-02. Figure 11 [26] similarly shows the changes in numbers of students studying particular subjects at postgraduate level. Because of a change in the HESA return from 2002-03, which means a large number of students who had previously been classed as studying for ‘combined’ degrees’ have now been attributed to specific subject areas, a comparison between academic years 2001-02 and 2002-03 is not meaningful, as not all subject areas will have received an equal proportion of what were previously classed as combined classified student numbers. This also applies to postgraduate student numbers. We therefore simply give these new, more accurate, figures as a new baseline against which we can measure future change.


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Figure 10 [24]: Undergraduate student numbers at HEIs between 1996-97 and 2002-03 (Source: HESA)

Subject group 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 % of all students in 2002-03

Medicine & Dentistry* 4,742 4,958 4,996 5,010 4,995 5,080 5,195 3.4%

Subjects Allied to Medicine 13,918 15,975 16,634 17,300 19,490 22,830 24,360 16.1%

Biological Sciences 8,837 8,928 8,953 9,100 9,755 10,145 12,405 8.2%

Veterinary Science** 839 854 910 910 935 975 750 0.5%

Agriculture & Related Subjects 1,402 1,379 1,340 1,180 1,140 1,130 1,025 0.7%

Physical Sciences 5,674 5,529 5,603 5,460 5,170 4,935 5,750 3.8%

Mathematical Sciences 1,408 1,659 1,470 1,510 1,725 2,485 2,155 1.4%

Computer Science 3,662 3,548 4,082 4,560 5,110 6,025 7,220 4.8%

Engineering & Technology 11,184 10,884 10,421 9,800 9,625 11,380 10,915 7.2%

Architecture, Building & Planning 4,599 4,451 4,537 4,480 4,460 4,425 4,490 3.0%

Social, Economic & Political Studies 7,662 8,539 8,093 8,250 8,315 9,325 11,865 7.8%

Law 3,379 3,454 3,518 3,500 3,500 3,645 4,445 2.9%

Business & Administrative studies 17,080 17,282 17,990 17,340 17,275 19,370 20,465 13.5%

Librarianship & Information Science 1,615 1,771 1,891 2,030 1,835 2,235 2,845 1.9%

Languages 5,316 5,552 5,564 5,620 6,070 6,125 7,840 5.2%

Humanities 4,153 4,138 4,306 4,170 4,395 4,480 6,245 4.1%

Creative Arts & Design 4,667 4,866 4,959 5,190 5,235 5,745 7,110 4.7%

Education* 4,960 5,068 4,980 5,200 5,570 6,085 9,745 6.4%

Combined*** 20,525 22,120 23,795 24,410 24,945 25,990 6,870 4.5%

Total 125,622 130,955 134,042 135,020 139,545 152,410 151,700 100.0%

Notes: *Student numbers controlled by the Scottish Executive. **Student numbers for Veterinary Sciences are also controlled and in 2002-03 are at the same level as 2001-02, but they are reported in the HESA data as above because of one HEI reporting numbers wrongly in its statistical return. ***Many of the ‘combined’ student numbers have been reclassified and are now in specific subject groups. This makes comparisons between 2001-02 and 2002-03 not meaningful.


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Figure 11 [26]: Postgraduate student numbers at HEIs between 1996-97 and 2002-03 (Source: HESA)

Subject group 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 % of all students in 2002-03

Medicine & Dentistry 997 1,090 1,101 840 1,220 1,240 1,360 3.0%

Subjects allied to Medicine 2,115 2,438 2,623 2,900 3,430 3,930 3,675 8.0%

Biological Sciences 1,900 1,838 1,814 1,940 2,125 2,370 2,510 5.5%

Veterinary Science** 282 234 243 200 255 250 190 0.4%

Agriculture & related subjects 642 569 502 460 385 320 370 0.8%

Physical Sciences 1,931 1,907 1,891 1,730 1,800 1,785 1,850 4.1%

Mathematical Sciences 375 391 387 440 435 430 650 1.4%

Computer Science 1,771 1,957 2,174 2,480 2,645 2,945 3,000 6.6%

Engineering & Technology 2,996 2,742 2,931 2,710 3,245 3,540 3,605 7.9%

Architecture, Building & Planning 1,482 1,416 1,308 1,320 1,305 1,445 1,580 3.5%

Social, Economic & Political Studies 2,266 2,600 2,606 2,630 2,755 2,750 2,345 5.1%

Law 1,175 1,238 1,250 1,170 1,460 1,690 1,955 4.3%

Business & Administrative studies 8,186 7,864 8,433 8,280 7,780 8,640 9,355 20.5%

Librarianship & Information Science 405 464 531 570 645 710 680 1.5%

Languages 1,079 1,039 976 940 1,035 1,040 1,125 2.5%

Humanities 1,289 1,187 1,217 1,130 1,255 1,225 1,420 3.1%

Creative Arts & Design 345 390 406 560 570 615 785 1.7%

Education* 7,040 6,482 7,160 7,070 7,410 8,460 9,075 19.9%

Combined*** 1,218 1,028 1,328 1,190 1,010 1,180 135 0.3%

Total 37,494 36,874 38,881 38,560 40,765 44,565 45,665 100.0%

Notes: *Student numbers controlled by the Scottish Executive. **Student numbers for Veterinary Sciences are reported in the HESA data as above because an HEI reported numbers wrongly in their statistical return. ***Many of the ‘combined’ student numbers have been reclassified and are now in specific subject groups. This makes comparisons between 2001-02 and 2002-03 not meaningful.


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Figure 12 [29] shows the number of graduates from Scottish HEIs, by subject group. It includes first and postgraduate degrees. In 2002-03 there were 40,531 graduates from Scottish HEIs, marginally more than in 2001-02 (39,655). Figure 12 [29]: Graduates from Scottish HEIs in 2001-02 and 2002-03 for all levels of study (Source: HESA)

Subject group 2001-02 2002-03 Net

change %

change

% of all students in 2002-03

Agriculture & Related Subjects 236 280 44 19% 0.7%

Biological Sciences 2,719 3,079 360 13% 7.6%

Subjects Allied to Medicine 3,548 3,996 448 13% 9.9%

Law 1,478 1,649 171 12% 4.1%

Creative Arts and Design 1,346 1,482 136 10% 3.7%

Humanities 1,411 1,536 125 9% 3.8%

Architecture, Building and Planning 1,310 1,407 97 7% 3.5%

Business and Administrative Studies 6,295 6,756 461 7% 16.7%

Mathematical Sciences 521 552 31 6% 1.4%

Librarianship and Information Science 698 738 40 6% 1.8%

Languages 1,428 1,462 34 2% 3.6%

Total 39,655 40,531 876 2% 100.0%

Physical Sciences 1,645 1,632 -13 -1% 4.0%

Computer Science 2,351 2,304 -47 -2% 5.7%

Education* 4,250 4,072 -178 -4% 10.0%

Engineering and Technology 3,071 2,917 -154 -5% 7.2%

Combined and General Subjects 3,060 2,865 -195 -6% 7.1%

Social, Economic & Political Studies 2,646 2,408 -238 -9% 5.9%

Medicine & Dentistry* 1,389 1,263 -126 -9% 3.1%

Veterinary science** 253 213 -40 -16% 0.5%

Notes: *Student numbers controlled by the Scottish Executive. **We are aware or errors in reporting in this subject area.


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Figure 13 [30] shows the numbers of HE students studying for particular levels of qualification in 1996-97, 2001-02 and 2002-03 at HEIs and FECs. Figure 13 [30]: Numbers of students by HE qualification aimed at in 1996-97 and 2002-03, net change in numbers and percentage change in FECs and HEIs (Source: SFC).

Qualification aim 1996-97 2001-02 2002-03 Net change 2001-02 and

2002-03

% change 2001-02 and

2002-03

Doctorate 8,931 9,995 10,159 164 1.6%

Masters 14,480 17,576 19,416 1,840 10.5%

Other postgraduate 13,846 16,254 15,275 -979 -6.0%

First degree 108,631 117,311 111,312 -5,999 -5.1%

Other HE qualification 24,678 26,206 22,197 -4,009 -15.3%

HND/Diploma of HE 24,260 30,664 26,521 -4,143 -13.5%

HNC/Certificate of HE 28,627 29,919 25,997 -3,922 -13.1%

Institutional credit (UG/PG) 5,284 8,516 8,761 245 2.9%

Total 228,737 256,441 239,638 -16,803 -6.6%

Note: The reason that the total number of students given in Figure 2 [15] does not match the totals listed in Figure 13 [30] is that not all those students in 2 [15] are actually studying for HE qualifications or are enrolled as not pursuing a formal HE qualification. In 2002-03, this amounted to over 17,000 students. This, for example, applies to students on short courses. Since Figure 2 [15] and Figure 13 [30] are arrived at from different data sets, it is not possible to add a row in Figure 13 [30] showing ‘unclassified’ student numbers.

Figure 14 [31] shows graphically the number of students in each group of HE qualification aimed at in 1996-97, 2001-02 and 2002-03. The proportion of students who have a postgraduate qualification aim has slightly increased. In 2002-03 it was 18.6 per cent of all HE students, up from 17.1 per cent in 2001-02. In 1996-97 it was 16.3 per cent. Masters qualifications have increased most significantly by 34 per cent between 1996-97 and 2002-03. In contrast, HNC/D qualifications are sought by a smaller proportion of all students than the previous year. In 2002-03 it was 21.9 per cent, down from 23.7 per cent in 2001-02. In 1996-97 it was 23.1 per cent.


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Figure 14 [31] Students on HE courses at HEIs and FECs by HE qualification aimed at, 1996-97 and 2002-03 (Source: HESA, SFC)

0 20,000 40,000 60,000 80,000 100,000 120,000

Doctorate

Masters

Other postgraduate

First degree

Other HE qualification

HND/Diploma of HE

HNC/Certificate of HE

Institutional credit (UG/PG)

Number of students

1996-97

2001-02

2002-03

3. Participation in higher education The Scottish Executive uses the Age Participation Index (API) to measure the number of young Scots who entered full-time HE anywhere in the UK for the first time in a particular year. It is calculated as the number of young Scots (aged under 21) who enter full-time HE in a given year as a percentage of the population in Scotland for the relevant age group. Figure 15 [35] shows the growth in participation in the past 23 years, as measured by the API. There was a slight drop in API from 51.5 per cent in 2001-02 to 48.9 per cent in 2002-03, mainly because of fewer students participating at subdegree level.


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Figure 15 [35]: API in HE in Scotland (Source: Scottish Executive)

0

10

20

30

40

50

60

1980-81

1981-82

1982-83

1983-84

1984-85

1985-86

1986-87

1987-88

1988-89

1989-90

1990-91

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

API in per cent

HEI RUK

FEC

HEI

Total

Note: Estimates for the period before 1994-95 are based on surveys which were significantly revised in 1994-95.

Figure 16 [42] shows the API for men and women separately. It shows that in 2002-03, the API for women was 55.2 per cent and for men 42.8 per cent. In 2001-02 the equivalent figures were 57.4 per cent and 45.8 per cent. The gap between the API for women compared to men has widened slightly from 11.6 per cent in 2001-02 to 12.4 per cent in 2002-03. Figure 16 [42]: API for Scotland by gender, 1983-84 to 2002-03 (Source: Scottish Executive)

0

10

20

30

40

50

60

1983-84

1984-85

1985-86

1986-87

1987-88

1988-89

1989-90

1990-91

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

API in per cent

Men

Women

There are also differences in the gender balance by academic subject and by level of higher education.


19

We will analyse the issues surrounding the gender balance in Scottish higher education, covering both students and staff, in a separate, focussed report. We expect to publish this later in 2005.

In 2003-04 there were 56,537 school leavers from Scottish publicly-funded schools. (51.7 per cent young men and 48.3 young women). Figure 17 [46] shows the destination of publicly-funded school leavers between 1992-93 and 2003-04. It shows that the percentage entering full-time higher education has fallen by two percentage points between 2002-03 and 2003-04 to 29 per cent. School-leavers from independent schools continue to be far more likely to enter full-time higher education with 78 per cent doing so in 2003-04 – though, here too, there has been a fall. The equivalent percentage for 2002-03 was 83 per cent. At present, we are not certain as to the reasons for these falls


20

Figure 17 [46]: Destination of leavers of publicly-funded schools, 1992-93 and 2003-04 (Source: Scottish Executive)

25% 27% 27% 28% 29% 30% 31% 32% 32% 32% 31% 29%

15%15% 16% 17%

18% 19% 18% 19% 20% 20% 21%21%

19% 18% 16% 14% 11% 10% 8% 7% 6% 6% 5%5%

21% 22% 24% 23% 25% 26% 26% 26% 24% 23% 23% 25%

12% 13%

4% 3%

13% 14% 14% 14% 13% 13% 14% 13% 14% 16%

6% 4% 3% 4% 3% 3% 3% 3% 4% 3% 4% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

Percentage of school leavers

Not known

Unemployed

(other known)

Unemployed not

seeking work or

tainingUnemployed

seeking training or

workEmployment

Training

Full-time FE

Full-time HE

Note: Part-time provision is not included in the above figures.

The destinations for young men and women are also different. For publicly-funded schools, 26 per cent of young men and 33 per cent of young women leavers entered full-time HE in 2003-04 (the equivalent figures for 2002-03 were 27 per cent and 35 per cent). The difference continues to be smaller in leavers from independent schools where 76 per cent of young men and 80 per cent of young women go into full-time HE (the equivalent figures for 2002-03 were 83 and 84 percent). (These figures should not be confused with the API which measures entry by the age of 21 rather than straight from school.) It is also important to note that the above statistics vary significantly between geographical areas. We gave further information about this in Figure 59 of the Baseline Report.

4. Entry qualifications to higher education HEIs and FECs set their own entry requirements, which, particularly for young students, mainly rely on grades obtained in school-level qualifications. In some cases, for example at art colleges, prospective students’ aptitudes and skills are tested by interviews, portfolios of work or auditions. Figure 18 [47] (which covers students in HEIs only as there is no standard system for FE colleges) shows that:


21

25% 27% 27% 28% 29% 30% 31% 32% 32% 32% 31% 29%

15% 15% 16% 17%18% 19% 18% 19% 20% 20% 21%

21%

19% 18% 16% 14% 11% 10% 8% 7% 6% 6% 5%5%

21% 22% 24% 23% 25% 26% 26% 26% 24% 23% 23% 25%

12% 13%

4% 3%

13% 14% 14% 14% 13% 13% 14% 13% 14% 16%

6% 4% 3% 4% 3% 3% 3% 3% 4% 3% 4% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

Percentage of school leavers

Not known

Unemployed (other

known)

Unemployed not

seeking work or

trainingUnemployed seeking

training or work

Employment

Training

Full-time FE

Full-time HE

• students entering HEIs with Highers, A-levels or equivalent continue to be the largest group of entrants;

• there has been a small increase in the proportion of entrants with HNC/D in 2002-03 compared to 2001-02 (up 1.4 percentage points); and

• the number of students who enter through alternative access programmes, including SWAP in 2002-03 is 1,399, which accounts for 4.3 per cent of all entrants.


22

Figure 18 [47]: UK-domiciled full-time and sandwich (excl. short full-time) students on their first year of study on a first degree course at an HEI, 1995-96 to 2002-03: Highest qualification held on entry and number of students who entered HE via an access programme (Source: HESA)

Highest qualification on entry

Number of students who entered HE via

access programmes

1 Degree

or similar

2 HNC, HND or

similar

3 Other advanced

or HE qualification

4 Highers, A Levels

and equivalents

5 Other qualification

6 No formal qualification

or not known

7 Total

8 The Scottish Wider Access

Programme (SWAP)

9 Another access

programme

10 Total from

access programmes (Sum 8 and 9 and as %

of 7)

591 4,297 568 24,193 1,035 1,657 32,341 1,014* 385 1,399 2002-03

1.8% 13.3% 1.8% 74.8% 3.2% 5.1% 100.0% 3.1% 1.2% 4.3%

620 3,769 499 23,988 1,064 1,715 31,655 149 482 631 2001-02

2.0% 11.9% 1.6% 75.8% 3.4% 5.4% 100.0% 0.5% 1.5% 2.0%

561 3,175 561 21,704 1,023 2,645 29,669 218 627 845 2000-01

1.9% 10.7% 1.9% 73.2% 3.4% 8.9% 100.0% 0.7% 2.1% 2.8%

428 3,703 483 21,189 1,157 2,366 29,326 170 543 713 1999-00

1.5% 12.6% 1.6% 72.3% 3.9% 8.1% 100.0% 0.6% 1.9% 2.4%

281 3,493 481 20,806 1,419 2,439 28,919 330 484 814 1998-99

1.0% 12.1% 1.7% 71.9% 4.9% 8.4% 100.0% 1.1% 1.7% 2.8%

340 2,924 785 21,750 1,664 2,734 30,197 261 476 737 1997-98

1.1% 9.7% 2.6% 72.0% 5.5% 9.1% 100.0% 0.9% 1.6% 2.4%

358 3,218 526 21,566 1,872 70 27,610 344 586 930 1996-97

1.3% 11.7% 1.9% 78.1% 6.8% 0.3% 100.0% 1.2% 2.1% 3.4%

360 3,171 411 20,319 1,926 2,957 29,144 388 421 809 1995-96

1.2% 10.9% 1.4% 69.7% 6.6% 10.1% 100.0% 1.3% 1.4% 2.8%

Note: * Following the publication of the Baseline Report, we became aware of concerns that the data used for Figure 18 [47] column 8 did not fully capture the numbers of students who entered through access programmes, as not all of these will have been recorded by HESA. We believe that the data obtained from SWAP directly for 2002-03 are more accurate then in previous years. This should explain the noticeable jump in the data in column 8 between 2001-02 and 2002-03.


23

5. Access and progression The percentages of first degree entrants in Scottish HEIs who either continue into the next year or gain a qualification are shown in Figure 19 [50]. These retention rates (also known as first-year survival rates) have remained fairly constant from 1996-1997 to 2001-02, though the 2001-02 figures are slightly better than those for the previous three years. Figure 19 [50]: Full-time first-degree entrants to Scottish HEIs who continued into the next year or obtained a qualification (Source: HESA)

75%

80%

85%

90%

95%

100%

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

Percentage of entrants

Young

Mature

All entrants

Note: This excludes HE courses undertaken through Open University and FECs. Young students are those who are under 21 at 30 September of the academic year in which they are recorded as entering the institution. Mature students are those who are 21 or over. About 80 per cent of the entrants are young and around 20 per cent are mature entrants.

Figure 19 [50] shows that young entrants (under 21) continue to have a higher retention rate. The percentage of young entrants not at an HEI at the end of the year was 10 per cent in 2002-03 compared to 15 per cent for mature entrants. (The equivalent figures for 2001-02 were 12 and 17 per cent.) Resource: http://www.hefce.ac.uk/learning/perfind/default.asp

Figure 20 [51] shows student retention data for HE activity in FECs for 2002-03. There is no data given for previous years as the PIs for FE were first published in 2001-02. It shows that the overall student retention rate for HE activity in FECs in 2002-03 is 84 per cent - slightly lower than the previous year.


24

Figure 20 [51]: Student retention for students undertaking HE activity in FECs in Scotland, 2002-03 (Source: SFC)

Full-time HE activity in FE

colleges

Part-time HE activity in FE

colleges

Total HE activity in FE

colleges

2001-02 83% 94% 86%

2002-03 82% 92% 84%

Note: Excludes enrolments not meeting the funding qualifying date; enrolments spanning into 2002-03; and programmes funded by bodies other than SFEFC or New Deal.

Figure 21 [52] shows the projected outcomes for full-time first degree students in HEIs. This measures the percentage of students, based on current progression patterns, who are projected to progress to a degree or other outcome. The rates have remained fairly constant from 1996-97 to 2001-02, with a slight decline of 1 per cent in the period 2000-01 and 2001-02 from 74 per cent to 73 per cent. The percentage projected as not achieving an award has remained at 16-17 per cent over the six years and the percentage of students achieving another award has also remained static at two per cent. The percentage of students transferring has marginally increased from five per cent in 1996-97 to seven per cent in 2001-02. Figure 21 [52]: Projected learning outcomes and efficiencies of full-time students starting first degree courses at Scottish HEIs (Source HESA).

0%

10%

20%

30%

40%

50%

60%

70%

80%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

Percentage of entrants Degree

Neither award

nor transferOther award

Transfer

Not known

Figure 22 [53] shows information on the student outcome for HE enrolments on programmes in FECs that have a national qualification aim for 2001-02 and 2002-03. There has been a small improvement between these two academic sessions of 2 per cent in students being successful or progressing to the next year of study.


25

Figure 22 [53]: Student outcome for students undertaking HE activity in Scottish FECs (Source: SFC)

2001-02 2002-03

Completed programme 86% 84%

Successful or progressing to the next year 81% 83%

Not gaining award but may have achieved partial success 17% 16%

Of those completing the programme:

Not assessed 2% 1%

In the last set of HESA Performance Indicators the categorisation of social class was revised. Because of this change, the figures for 2002 are not strictly comparable with those for earlier years. According to this new measure, Scottish HEIs take a marginally higher proportion of their students from socio-economic groups 4 to 7 than England, but a lower proportion than Wales and Northern Ireland as shown in Figure 23 [58]. Figure 23 [58]: Percentage of young full-time undergraduate entrants to HEIs from social classes IIIM, IV and V, 1998 to 2002* (NS-SEC classes 4-7) (Source HESA)

0

5

10

15

20

25

30

35

40

45

1998 1999 2000 2001 2002*

per cent from LPN

UK

England

Scotland

Wales

Northern Ireland

As Figure 24 [59] shows Scottish HEIs took the highest percentage of young entrants from low participation neighbourhoods (LPNs) in 2002, compared to the other three UK nations, but was joint lowest for mature entrants, from 14 to 11 per cent.


26

Figure 24 [59]: Percentage of full-time entrants to first degree courses at HEIs from low participation neighbourhoods (Source: HESA)

0

2

4

6

8

10

12

14

16

18

20

1998 1999 2000 2001 2002 1998 1999 2000 2001 2002

Young Mature

Percentage of entrants

UK

England

Scotland

Wales

N. Ireland

Despite the fact that Scottish HEIs in 2002 still took a lower percentage of their students from state schools compared to HEIs in Wales and Northern Ireland. There has, however, been an improvement in this measure between 2001 and 2002 as shown in Figure 25 [60]. Figure 25 [60]: Percentage of young entrants to full-time degree courses from state schools (Source: HESA)

1998 1999 2000 2001 2002

UK 85.0% 84.9% 85.7% 86.0% 87.2%

England 84.4% 84.1% 85.0% 85.2% 86.4%

Scotland 83.2% 84.1% 84.0% 85.0% 87.5%

Wales 90.5% 90.8% 90.8% 90.9% 91.9%

Northern Ireland 99.8% 99.8% 99.9% 99.7% 99.9%

The Council will publish a review of its policy on wider access later in 2005. This review has been led by a group chaired by Professor Jim McGoldrick. The group had members from higher, further and school education, Scottish Enterprise and the National Union of Students.


27

6. Research and Knowledge Transfer The richest source of data on the standard of research in Scottish HE is the Research Assessment Exercise (RAE). As the next RAE will not take place until 2008 we cannot update the information on the in the Baseline Report at the moment. The update below therefore contains only a limited range of information. For a better understanding of research in Scottish HE, please consult the Baseline Report. As noted in the Baseline Report, non-SHEFC funding for research currently accounts for almost 75 per cent of all research funding in Scottish HEIs. The main sources of this income for 1996-97 and 2002-03 by category of funders are given in Figure 26 [68]. It shows that the changes have been small. Figure 26 [68]: Income from research grants and contracts, 1996-97 and 2002-03 (Source HESA)

Per cent of non-SHEFC research income 1996-97



Research councils 33% 32% 30%

UK-based charities 21% 26% 26%

UK Government bodies, health and hospital authorities 19% 19% 19%

UK industry, commerce and public corporations 12% 9% 9%

EU Sources (Government and other) 9% 7% 9%

Other overseas sources 6% 7% 7%

Investment in research and development (R&D) in Scotland by business is not high in comparison with the rest of the UK. Figures 27 [69] and 28 [70] show that the amount spent on business R&D in Scotland is continuing to grow as is the percentage of UK business R&D accounted for by Scotland. Figure 27 [69]: Gross expenditure R&D in Scotland, 2000 and 2002 (Source: Scottish Executive 2004)

Scotland

(£m, 2000)

As % of the UK (2000)

Scotland (£m, 2001)


Scotland (£m, 2002)


R&D performed within businesses (BERD)

400 3.5 512 4.2 640 4.9

R&D performed in government establishments

238 11.2 226 12.4 238 13.6

R&D performed in HEIs

440 12.1 510 12.6 581 13.2

Total 1,078 6.2 1,248 6.7 1,459 7.6


28

Figure 28 [70]: Value of business R&D (£million, current prices) (Source: Scottish Executive 2004).

1995 1996 1997 1998 1999 2000 2001 2002

Scotland 269 302 291 358 393 400 512 640

UK 9,116 9,297 9,556 10,133 11,302 11,510 12,336 13,110

Scotland as % of UK 2.9 3.2 3 3.5 3.5 3.5 4.2 4.9

Expenditure per employee (Scotland)

180 190 191 225 250 245 305 390

7. Graduates – first destinations Figure 29 [74] shows the first destinations of graduates. This information is collected from graduates six months after graduation. The data has to be handled with a degree of caution as many graduates will not have settled into their main career by this point. This data covers graduates from HEIs only; it does not cover leavers from FECs with HE qualifications. The classifications have changed in 2002-03, which means that Figure 74 in the Baseline Report is not directly comparable with this data. Figure 29 [74] shows that in 2002-03:

• about 55 per cent went into full-time paid employment;

• 9.8 per cent went into part-time paid or voluntary work;

• 8.2 per cent went into work and further study;

• four per cent were not available for work; and

• 7.4 per cent named other destinations.


29

Figure 29 [74]: First destinations of full-time students who obtained a qualification, 2002-03. (Source: HESA)

53%

59%

57%

41%

72%

51%

55%

8%

9%

11%

13%

7%

10%

10%

7%

8%

9%

10%

6%

9%

8%

21%

13%

10%

26%

7%

17%

16%

7%

7%

9%

7%

6%

8%

7%

5%

4%

3%

3%

2%

4%

4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Ancient HEIs

Old HEIs

New HEIs

Other HEIs

Postgraduate

Undergraduate

TotalFull-time paid

work only

Part-time

paid/voluntary/unp

aid work only

Work and further

study

Further study only

Not available for

employment

Other

Note: Students on Higher National Certificate (HNC)/Higher National Diploma (HND) level at HEIs are included in the undergraduate figures.

Figure 29 [74] also shows that, as in the previous year, there are differences between types of institution in the first destinations of graduates. An important factor in this will be the proportion of an institution’s provision which is at postgraduate level as postgraduates are less likely to go on to further study. The overall pattern in Scotland is very similar to that of the UK as a whole. Futureskills Scotland’s Skills in Scotland 2004, shows that about four out of five employers thought that recruits from FECs and HEIs were well prepared for work. The results of the survey are shown in more detail in Figure 30 [78]. The survey shows a slight increase in the percentage who said that new employees from FE and HE are well prepared. The increase is greatest for both technical and core skills for those who attended FE colleges (these figures will cover those who studied at non-advanced FE as well as those who were took at HE–level courses).


30

Figure 30 [78]: Employers’ opinion on how well prepared recruits were from educational institutions, 2003 and 2004 (Source: Scottish Enterprise)

Secondary

school FE colleges Universities

very well prepared 7% 16% 30%

well prepared 48% 66% 53%

poorly prepared 31% 13% 11% Soft and core skills

very poorly prepared 8% 2% 1%

very well prepared 7% 13% 25%

well prepared 48% 66% 58%

poorly prepared 32% 12% 11%

2004

Technical skills

very poorly prepared 5% 2% 1%

well prepared 48% 74% 82% Soft and core skills poorly prepared 43% 20% 10%

well prepared 54% 77% 77% 2003

Technical skills poorly prepared 35% 16% 13%

8. International students and student mobility In 2002-03 there were 24,662 international students at HEIs in Scotland (non-EU and other-EU). The equivalent number for 2001-02 was 21,327. The number has increased by 3,335 in the period 2001-02 to 2002-03, an increase of 15.6 per cent. In 2002-03 there were 15,709 (2001-02, 13,043) non-EU students, 53 per cent more than in 1997-98. In 2002-03 there were 8,953 (2001-02, 8,284) other-EU students (19 per cent more than 1997-98), as shown in Figure 34 [84] below. Figure 31 [80]: Changes in international student numbers (headcount) in per cent by UK country (Source: HESA, SFC)

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

International students as a proportion of all students in Scotland

12.2% 12.3% 12.6% 10.9% 11.0% 12.5%

International students as a proportion of all students in England

11.5% 11.5% 11.7% 11.2% 11.2% 12.9%

International students as a proportion of all students in Northern Ireland

13.9% 13.2% 11.8% 11.0% 10.6% 10.8%

International students as a proportion of all students in Wales

10.9% 10.6% 10.2% 8.6% 8.7% 10.0%

Figure 31 [80] shows the changes in international student numbers as a proportion of all students at UK HEIs by country over the past six years. The previously observed slight decline in the percentage of international students


31

as a proportion of all students up to 2001-02 was because home student participation had risen by a higher rate and UHI Millennium Institute and Bell College were added to the HE statistics in that year. The number of international students who study for HE-level courses at FECs continues to be significantly smaller than in HEIs. In 2002-03 there were 151 other-EU students and 927 non-EU students at HE level in FECs. In 2000-01 at FECs there were 280 other-EU students and 627 non-EU students. The figure for 2001-02 was 201 other-EU and 763 non-EU students. Hence, non-EU numbers have gone up and other-EU numbers have slightly declined.

Figures 32a and 32b [82] show the total numbers of other-EU and non-EU students in 2001-02 and 2002-03 at Scottish HEIs from individual countries and the percentage change from the previous year. Among other-EU students there was no change in the ranking of these countries according to numbers of students, though there has been a fall in numbers of students from Greece of 6.3 per cent. The largest growth was among students from France (18.6 per cent). Figure 32a [82]: Other-EU student numbers (headcounts) by country of origin and the percentage change between 2001-02 and 2002-03 (Source: HESA, SFC)

Country (other-EU) 2001-02 2002-03 % change

Greece 2,021 1,893 -6.3%

Republic of Ireland 1,665 1,778 6.8%

France 1,080 1,281 18.6%

Germany 1,062 1,161 9.3%

Spain 525 531 1.1%

Sweden 358 357 -0.3%

Italy 345 345 0.0%

Finland 226 258 14.2%

Belgium 221 211 -4.5%

Netherlands 188 210 11.7%

Denmark 172 195 13.4%

Portugal 155 166 7.1%

Austria 126 129 2.4%

Luxembourg 109 117 7.3%

Gibraltar* 31 36 16.1%

All other-EU students 8,284 8,668 4.6%

Note: *Gibraltar is not an individual member state of the EU. This list includes EU member state countries (excluding the UK) as they were in 2002-03. It does not include the EU accession countries that became members in 2004.

Among non-EU students, enrolments from China have increased significantly and it is now the largest single group of non-EU students. Numbers of students from India and Nigeria have also increased substantially, while student numbers from Singapore are down. Figure 32b [82] only lists countries which have more than 100 students at Scottish HEIs in 2002-03.


32

Figure 32b [82]: Non-EU student numbers (headcounts) by country of origin and as a percentage of all students from the respective group (Source: HESA, SFC)

Country (non-EU) 2001-02 2002-03 % change

China 1,748 2,666 52.5%

United States 1,813 2,193 21.0%

India 795 1,172 47.4%

Malaysia 954 1,163 21.9%

Norway 779 742 -4.7%

Canada 545 638 17.1%

Hong Kong 362 436 20.4%

Taiwan 324 416 28.4%

Singapore 443 357 -19.4%

Japan 312 320 2.6%

Nigeria 146 305 108.9%

Kenya 241 248 2.9%

Oman 240 248 3.3%

Tanzania 153 192 25.5%

Saudi Arabia 153 185 20.9%

Libya 195 175 -10.3%

South Korea 175 173 -1.1%

Zimbabwe 87 139 59.8%

Pakistan 134 137 2.2%

Switzerland 132 136 3.0%

United Arab Emirates 137 134 -2.2%

Russia 110 132 20.0%

Thailand 112 128 14.3%

Australia 96 126 31.3%

Ghana 114 126 10.5%

Kuwait 107 116 8.4%

Other Countries 2,636 3,191 21.1%

All non-EU students 13,043 15,994 22.6%

There are also differences between different groups of students by domicile in terms of the level of qualification sought. Figure 33 [83] shows that non-EU students are most likely to study for postgraduate degrees with 54 per cent doing so (52 per cent in 2001-02), followed by other-EU students with 38 per cent (unchanged from 2001-02). We have included figures for students from the other parts of the UK here in order to give a comparison. These have not changed significantly.


33

Figure 33 [83]: Students at Scottish HEIs by origin and level of study in 2002-03 (Source: HESA, SFC).

3,268

8,712

4,667

166

463

26,786

4,840

5,561

15,208

425

4,906

90,229

560

1,721

47,646

43

159

846

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other EU

Non-EU

English

Welsh

Northern Irish

Scottish

Per cent of students

Postgraduate

First degree

Other undergraduate

Figure 34 [84] shows the changes in numbers of non-EU and other-EU students by level of study. Figure 34 [84]: Changes in the number of international students by level of study (Source: HESA SFC)

Total PG

First Degree

Other UG

Total 1997-98 10,283 5,465 4,154 664

Total 2001-02 13,043 6,734 4,798 1,511

Total 2002-03 15,709 8,542 5,462 1,705

Net change 01-02/02-03 2,666 1,808 664 194

Non EU

% change 20.4% 26.8% 13.8% 12.8%

Total 1997-98 7,498 2,692 4,147 659

Total 2001-02 8,284 3,189 4,504 591

Total 2002-03 8,953 3,438 4,939 576

Net change 01-02/02-03 669 249 435 -15

Other-EU

% change 15.6% 20.7% 11.8% 8.5%

Total 1997-98 17,781 8,157 8,301 1,323

Total 2001-02 21,327 9,923 9,302 2,102

Total 2002-03 24,662 11,980 10,401 2,281

Net change 01-02/02-03 2,666 1,808 664 194

All international students

% change 15.6% 20.7% 11.8% 8.5%

Figure 35 [87] shows the academic subject areas studied by the students from the 10 countries that sent the largest numbers of international students in 2002-03.


34

Figure 35 [87]: Numbers of international students at Scottish HEIs ranked by top ten countries and subject area in 2002-03 (Source: HESA, SFC)

Subject group

1 China

2 USA

3 Greece

4 Ireland

5 France

6 India

7 Malaysia

8 Germany

9 Norway

10 Canada

Business & Administrative Studies 1,227 108 339 100 308 422 179 169 275 62

Engineering & Technology 176 35 287 240 357 255 208 69 52 10

Subjects Allied to Medicine 40 234 142 546 29 76 230 68 31 89

Combined 64 628 11 10 54 6 44 64 6 21

Languages 346 215 79 37 49 8 13 114 9 38

Biological Sciences 72 73 212 141 81 64 27 115 32 26

Social, Economic & Political Studies 90 209 108 84 58 11 12 121 78 46

Computer Science 200 31 144 30 104 99 32 40 54 5

Humanities 5 364 35 31 16 9 5 55 14 41

Education 74 31 47 101 10 59 30 33 5 182

Architecture, Building & Planning 44 27 81 193 12 21 103 26 27 11

Law 127 33 64 29 27 17 22 118 5 12

Medicine & Dentistry 12 19 56 36 8 25 206 28 23 18

Mathematical Sciences 98 12 117 30 18 48 16 28 5 7

Physical Sciences 35 43 54 51 90 24 12 32 8 22

Creative Arts & Design 22 84 41 40 15 8 9 39 56 17

Librarianship & Information Science 27 11 36 40 29 11 8 28 47 17

Agriculture & Related Subjects 6 5 36 23 12 5 5 14 5 8

Veterinary science 5 32 5 16 5 5 5 - 17 6

There are some notable changes compared to 2001-02. For example:

• the number of Chinese students studying Business & Administrative Studies has more than doubled from 524 to 1,227, while the number of international students enrolled in Languages has fallen from 482 to 346;

• the number of Greek students in Engineering & Technology has fallen from 384 to 287;

• the number of students from France in Business & Administrative Subjects has increased from 219 to 308;

• the number of students from India in Business & Administrative Studies has increased from 247 to 422 and in Computer Science it has declined from 162 to 99 students; and

• the number of Canadian students in Education has increased from 143 to 182.

In 2002-03 there were 27,068 students from other parts of the UK at Scottish HEIs. The equivalent figure for 2001-02 was 26,928 (up 0.1%) The overall pattern of student numbers by broad subject group for 2002-03 is similar to


35

2001-02, but due to the reclassifying many combined student numbers into other subject groups a year-on-year comparison is not possible. The pattern of subjects studied by students from the rest of the UK is not the same as the pattern for Scottish-domiciled students. Figure 36 [88] shows student numbers from the rest of the UK at Scottish HEIs in 2002-03 by subject area and home domicile. Figure 36 [88]: Rest-of-UK students at Scottish HEIs by subject area, 2002-03 (Source: HESA, SFC)

Subject group England

Wales

Northern Ireland

Channel Islands and Isle

of Man

Rest of UK

Subject as a proportion

of all rest of UK

domiciled students

Subject as a proportion

of all Scottish domiciled

students

Medicine & dentistry* 1,535 49 478 16 2,078 7.7% 2.2%

Subjects allied to medicine 1,665 64 556 19 2,304 8.5% 14.7%

Biological sciences* 2,310 69 517 24 2,920 10.8% 6.2%

Veterinary science** 343 20 33 5 399 1.5% 0.2%

Agriculture & related subjects 188 15 19 5 217 0.8% 0.3%

Physical sciences 1,363 37 208 13 1,621 6.0% 3.0%

Mathematical sciences 507 20 138 5 667 2.5% 2.4%

Computer science 534 19 210 - 763 2.8% 3.3%

Engineering & technology 842 44 312 5 1,199 4.4% 6.3%

Architecture, building & planning 630 42 290 5 963 3.6% 2.4%

Social, economic & political studies 1,627 40 389 13 2,069 7.6% 6.4%

Law 298 14 204 5 518 1.9% 3.0%

Business & administrative studies 2,208 51 1,166 30 3,455 12.8% 12.6%

Librarianship & information science 291 12 116 5 421 1.6% 1.5%

Languages 2,183 49 361 22 2,615 9.7% 3.3%

Humanities 2,088 44 168 19 2,319 8.6% 2.6%

Creative arts & design 1,085 31 147 6 1,269 4.7% 3.5%

Education* 824 21 188 6 1,039 3.8% 10.4%

Combined*** 200 5 28 5 232 0.9% 15.4%

Total 20,721 634 5,528 185 27,068 100.0% 100.0%

Notes: *Student numbers controlled by the Scottish Executive. **Student numbers for Veterinary sciences are also controlled and in 2002-03 are at the same level as 2001-02, but they are reported wrongly in the HESA data above because of a reporting error in an HEI.

The proportions of students in each subject who are from Scotland, the rest of the UK and elsewhere are shown in Figure 37 [89]. The pattern between 2001-02 and 2002-03 has stayed broadly the same.


36

Figure 37 [89]: Student domicile by subject area in 2002-03 at Scottish HEIs (Source: HESA, SFC)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Medicine & dentistry*

Subjects allied to medicine

Biological sciences

Veterinary science*

Agriculture & related subjects

Physical sciences

Mathematical sciences

Computer science

Engineering & technology

Architecture, building & planning

Social, economic & political studies

Law

Business & administrative studies

Librarianship & information science

Languages

Humanities

Creative arts & design

Education*

Combined

All Subjects Mean

Median

Total


Scotland

England

Wales

N. Ireland

other-EU

non-EU

Figure 38 [90] shows that students from outwith Scotland are more likely to attend ancient or old universities. We have included figures for Scottish students to illustrate how the pattern for incoming students differs from that for Scottish-domiciled students. Reputation and subject choice may be factors in this; however these universities also have more postgraduate provision and students from outside Scotland are more likely to be postgraduates. There have been no substantial changes between 2001-02 and 2002-03.


37

Figure 38 [90]: Students by domicile and type of Scottish HEI in 2002-03 (Source: HESA, SFC)

42.0%

43.1%

55.8%

36.6%

61.0%

26.7%

32.0%

23.7%

23.0%

34.0%

21.8%

24.7%

19.3%

26.9%

11.7%

22.5%

9.9%

28.3%

9.5%

20.3%

7.3%

6.9%

6.3%

6.8%

0% 20% 40% 60% 80% 100%

Non-EU

Other EU

Wales

Northern Ireland

England

Scotland


Ancient

Old

New

Other HEIs

We have limited information on Scottish-domiciled students studying abroad. We do, however, have information on Scottish students going to HEIs in the rest of the UK. Figure 39 [91] indicates the percentages and total numbers of Scottish-domiciled students who studied in other UK countries in 2002-03. About 8 per cent of Scottish-domiciled HEI students study in the rest of the UK, with the vast majority of those studying in England. Again, there has been no substantial change compared to 2001-02. Figure 39 [91]: Scottish-domiciled students at rest of UK HEIs in 2002-03 (Source: HESA, SFC)

3,917

172

108

4,197

8,469

632

45

9,146

908

2

-

910

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

English HEIs

Welsh HEIs

Northern Irish HEIs

All Scottish at RUK

HEIs


Postgraduate

Undergraduate

Further education


38

9. Resources Figure 40 [12] shows the sources of income of Scottish HEIs in 2002-03. The overall income has increased from £1.603 million in 2001-02 to £1.722 million 2002-03, a rise of £119 million (7.4 per cent) in one year. The proportion of each component of funding has not changed significantly. Figure 40 [12]: Sources of income in 2002-03 in £million (rounded) and percentage of income from each source against overall income of SHEFC-funded HEIs (Source: HESA and SFC)

£668

£709

£304 £305

£341

£301

£313£334

£25

£25

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2001-02

2002-03

Funding Council

grant

Tuition fees &

education grants &

contractsResearch grants

Endowment &

investment income

Other incomeTotal £1.603

Total £1.722

Note: The values in Figures 40 [12] and 41 [96] are in £million.

Figure 41 [96] shows the equivalent data for FE colleges. It covers the total income for colleges rather than that accounted for only by their HE provision. Income of FECs has risen by over 23.8 per cent over the period 1996-97 to 2002-03, with a 4.1 per cent rise between 2001-02 and 2002-03. There is no substantial change in the composition of sources of income in the FE sector. It should be noted that there is a marginal income from endowment and investment and from research. The latter is however less then £500,000 for the whole sector.


39

Figure 41 [96]: Sources of income in 2001-02 and 2002-03 in £million (rounded) and percentage of income from each source against overall income of SFEFC-funded FECs (Source: SFC)

£341

£359

£93

£96

£59

£59

£0

£1

£2

£3

0% 20% 40% 60% 80% 100%

2001-02

2002-03

SFEFC grants

Tuition fees and

education grant

Other income

Research grants and

contracts (no Funding

Council grant)

Endowments and

investment income

Total: 517

Total: 496

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