Reliable data is a necessary precondition for an evidence-based improvement of the social dimension of higher education. Higher education systems should define the purpose and goals of collecting certain types of data, taking into account the particularities of the national legal frameworks. Adequate capacities to collect, process and use such data to inform and support the social dimension of higher education should be developed.

Guidelines

Continuous National Data Collection for Effective Policy Development

In order to develop effective policies, continuous national data collection is necessary. Within the limits of national legal frameworks, such data collection should provide information on the composition of the student body, access and participation, drop-out and completion of higher education, including the transition to the labour market after completion of studies, and allow for the identification of vulnerable, disadvantaged and underrepresented groups.

International Comparability of Data Collection in Higher Education

In order to make such data collection comparable internationally, work on categories for administrative data collection that are relevant for the social dimension should be developed at the EHEA level through Eurostudent or similar surveys. With the aim to rationalise the process and avoid an administrative burden on public administration and higher education institutions, this development should take account of existing national practices and relevant data collection processes.

Complementary Surveys and Research by Higher Education Institutions

Such national data collection exercises could, where relevant and necessary, be complemented by higher education institutions undertaking additional surveys, research and analysis to better understand vulnerability, disadvantage, and underrepresentation in education, as well as transitions of students across the education system.

Indicators

Public authorities regularly collect data on student characteristics and experiences prior to entry in higher education as well as at entry in higher education, during studies and upon graduation

There should be regular national surveys or administrative data collection on student characteristics of potential students, students entering higher education and students participating in higher education, that includes data on underrepresented, disadvantaged and vulnerable students. Also, there should be regular national surveys or administrative data collection on student dropout. Completion rate data at the end of the first year of the first cycle should be available to top level policy makers (Eurydice, 2022). Data on the trends on transition of graduates to the labour market after completion of studies should also be collected through the national survey(s) and administrative data collection. Public authorities should ensure interoperability of the data collection systems and platforms on student characteristics and experiences with other public registers.

Data collected through national surveys and administrative data collection on students’ characteristics and experiences are used to enhance policies on social dimension in higher education.

Public authorities should identify the categories of underrepresented, disadvantaged and vulnerable students on a national level. They should translate the results of surveys and administrative data collection into student support measures and strengthen the social dimension practices for the identified underrepresented, disadvantaged, and vulnerable groups. It is important to detect obstacles during studying, for underrepresented, disadvantaged, and vulnerable students, as well as analyse this data in connection with other policy areas (such as finance, housing, other social services, etc.). Public authorities should make surveys or administrative data sets accessible to the public, higher education institutions and researchers to build capacity for diversity, equity and inclusion in higher education. Furthermore, they should provide support to higher education institutions to organise surveys and research on the institutional level to understand underrepresentation,disadvantages, and vulnerability in education.

Public authorities regularly collect data on higher education staff characteristics and work experiences in higher education.

Public authorities should organise national surveys or administrative data collection on staff characteristics and their work experiences. Based on the collected and analysed data, they should identify underrepresented, disadvantaged and vulnerable staff at a national level. Public authorities should translate results of surveys and administrative data collection into staff support measures for identified underrepresented, disadvantaged and vulnerable staff.

Public authorities regularly conduct research on potential systemic barriers to diversity, equity and inclusion from early childhood education, through schooling to higher education and throughout lifelong learning.

Public authorities should analyse student data through all levels of education, lifelong learning and entry into the labour market to make sure that its social dimension policies are effective and efficient. They could compare graduation data from second level (secondary education) with entrance data into third level education (higher education) to improve transition from second level into third level education.

Public authorities participate in internationally comparable data collections in higher education.

Internationally comparable taxonomies should be used for internationally comparable data collection (e.g., ISCED, EQF for levels of study, the EHEA definitions of underrepresented, disadvantaged and vulnerable groups, etc.). Public authorities should participate in European Higher Education Area surveys on student characteristics (e.g., Eurostudent survey) and in graduate surveys (e.g., Eurograduate survey).