1. About this report

This statistical bulletin provides information on qualifications gained by Northern Ireland (NI) domiciled students at UK Higher Education Institutions (HEIs) and all students at NI HEIs.

The bulletin is divided into two main sections:

  1. Northern Ireland Domiciled Qualifiers from UK HEIs.
  2. Qualifiers from Northern Ireland HEIs.

As we recognise that users may also be interested in NI qualifiers from NI HEIs, additional information on this group can be obtained through the online Interactive Tables.

2. Key Points

Northern Ireland Domiciled Qualifiers from UK HEIs

  • The number of qualifications gained by NI domiciled students at UK HEIs has increased by a net 7% over the past decade, from 17,940 in 2014/15 to 19,175 in 2023/24.
  • Almost three-quarters (73%) of qualifications gained by NI domiciles in 2023/24 were through full-time study, while over three-fifths (62%) of graduates were female.
  • First degree awards to NI domiciles increased in number by 3%, from 11,635 in 2022/23 to 11,985 in 2023/24, alongside a 4% decrease in postgraduate qualifications, from 5,685 to 5,455.
  • A quarter (25%) of 2023/24 qualifiers came from the least deprived areas of Northern Ireland (Quintile 5), while the lowest proportion (13%) were from the most deprived areas (Quintile 1).
  • A quarter (25%) of all NI domiciled graduates received their qualifications from GB HEIs in 2023/24.
  • While similar proportions of males (53%) and females (50%) qualified in a Broad STEM subject in 2023/24, males (36%) were more than twice as likely as females (16%) to obtain a Narrow STEM qualification.
  • Four-fifths (80%) of NI domiciled first degree qualifiers graduated with either a first class or upper second class degree in 2023/24.

Qualifiers from Northern Ireland HEIs

  • The number of qualifiers from NI HEIs has increased by a net 59% increase over the past decade, from 15,885 in 2014/15 to 25,200 in 2023/24. This includes a 16% increase from 2022/23.
  • Around three-fifths (59%) of NI HEI graduates in 2023/24 were female, with the vast majority for both sexes being through full-time courses.
  • Having experienced the largest net increase (76%) at NI HEIs over the last ten years, from 4,750 in 2014/15 to 13,120 in 2023/24, postgraduate degrees accounted for over half (52%) of qualifications awarded at NI HEIs in 2023/24.
  • Over two-fifths (43%) of qualifiers from NI HEIs in 2023/24 were domiciled outside NI, including a record 35% from non-EU countries, related largely to postgraduate study.
  • While similar proportions of males (41%) and females (42%) qualified from NI HEIs in a Broad STEM subject in 2023/24, males (28%) were twice as likely as females (14%) to gain their qualification in a Narrow STEM subject.
  • Almost four-fifths of first degree graduates from NI HEIs in 2023/24 achieved either a first or upper second class degree.

3. Northern Ireland Domiciled Qualifiers from UK HEIs

10 Year Trend

The number of qualifications gained by NI domiciled students at UK HEIs has increased by a net 7% over the past decade, from 17,940 in 2014/15 to 19,175 in 2023/24.

Figure 1: Net 7% increase in NI domiciled qualifiers over the decade and 1% increase since the previous year

NI domiciled students gaining qualifications at UK HEIs between 2014/2015 and 2023/2024


In terms of the level of qualification gained by NI domiciled students at UK HEIs, postgraduate qualifications have experienced the largest percentage increase (23%) over the last ten years, from 4,430 in 2014/15 to 5,455 in 2023/24. The number of first degree qualifications changed little between 2014/15 (11,715) and 2023/24 (11,985), whereas a net 4% fewer ‘other undergraduate’ qualifications (such as foundation degrees, HNDs and HNCs) were awarded, from 1,795 in 2014/15 to 1,730 in 2023/24.

Comparison with Previous Year

At 19,175, the number of qualifications gained by NI domiciled students at UK HEIs in 2023/24 was 1% higher than in 2022/23 (19,065). This follows a decrease from 19,505 in 2021/22 to 19,065 in 2022/23.

Mode of Study and Sex

Almost three-quarters (73%) of qualifications gained by NI domiciles in 2023/24 were through full-time study, while over three-fifths (62%) of graduates were female.

Level of Qualification

First degree qualifications made up over three-fifths (63%) of those gained by NI domiciles at UK HEIs in 2023/24, followed by postgraduate degrees (28%) and then ‘other undergraduate’ qualifications (9%).

Figure 2: Most NI domiciled students gain their degrees from NI HEIs

NI domiciled students gaining qualifications at UK HEIs by location of study and level of qualification - 2023/24


First degree awards increased in number by 3%, from 11,635 in 2022/23 to 11,985 in 2023/24, alongside a 4% decrease in postgraduate qualifications, from 5,685 to 5,455 and a 1% decrease in the number of ‘other undergraduate’ qualifications, from 1,745 to 1,730.

Multiple Deprivation Measure

Of the 19,100 NI domiciled qualifiers in 2023/24 for whom a Multiple Deprivation Measure (MDM) quintile could be assigned, a quarter (25%) came from the least deprived areas (Quintile 5), while the lowest proportion (13%) were from the most deprived areas (Quintile 1).

Figure 3: Those from the most deprived areas were less likely to have gained qualifications than those from the least deprived areas

NI domiciled students gaining qualifications at UK HEIs by mode of study and multiple deprivation measure quintile - 2023/24

Location of Study

Three-quarters (75%) of NI domiciled students who graduated in 2023/24 received their qualifications from NI HEIs, including 4% who had studied locally at the Open University.

Subjects Studied

The most popular subject groups for NI students gaining qualifications at UK HEIs in 2023/24 were ‘Subjects allied to medicine’ (20%), ‘Social sciences’ (11%) and ‘Business and management’ (11%).

Figure 5: Proportion of NI domiciled students gaining qualifications at UK HEIs in Broad and Narrow STEM subjects by sex – 2023/24

STEM Qualifications Male Female Total
Broad STEM 53% 50% 51%
Narrow STEM 36% 16% 24%

Degree Classification

Four-fifths (80%) of NI domiciled first degree qualifiers graduated with either a first class or upper second class honours degree in 2023/24. This is the same proportion as in 2022/23.

Figure 6: The highest proportion of first degree qualifiers graduated with an upper second class degree

NI domiciled students gaining first degree qualifications at UK HEIs by classification - 2023/24

4. Qualifiers from Northern Ireland HEIs

10 Year Trend

The number of qualifiers from NI HEIs has increased by a net 59% over the past decade, up from 15,885 in 2014/15 to 25,200 in 2023/24.

Figure 7: 59% increase in qualifiers from NI HEIs over the decade

Qualifications gained at NI HEIs - 2014/15 to 2023/24


In terms of the level of qualification gained by students at NI HEIs, postgraduate qualifications have experienced the largest net increase (76%) over the last ten years, from 4,750 in 2014/15 to 13,120 in 2023/24. Qualifications in first degrees have also experienced an increase, though to a lesser extent (10%, from 9,285 in 2014/15 to 10,245 in 2023/24). The number of qualifications gained by students enrolled on ‘other undergraduate’ courses (such as foundation degrees, HNDs and HNCs) has remained unchanged (1,850 in 2014/15 to 1,840 in 2023/24).

Although some of this increase in postgraduate qualifications has been due to the recent availability of postgraduate loans for NI and eligible EU students, a large part is due to the rise in the number of non-EU students receiving such awards. Over the past decade, the number of non-EU postgraduate qualifications increased nearly fourteen-fold, rising from 565 to 7,855. It is this increase in non-EU postgraduate qualifications that has led to the proportion of non-EU domiciled qualifiers sitting at a record high (35%).

Comparison with Previous Year

At 25,200, the number of qualifications awarded at NI HEIs in 2023/24 was 16% higher than in 2022/23 (21,685). This continues the upward trend from 19,900 in 2021/22.

Mode of Study and Sex

Over three-quarters (79%) of the 25,200 qualifications gained by students at NI HEIs in 2023/24 were through full-time study.

Around three-fifths (59%) of NI HEI graduates were female, with the vast majority for both sexes being through full-time courses.

Level of Qualification

Postgraduate degrees (52%) were the most popular qualifications awarded at NI HEIs in 2023/24, followed by First Degrees (41%) and ‘other undergraduate’ qualifications (7%).

Figure 8: For both males and females most qualifications were at first degree level

Students gaining qualifications at NI HEIs by level of qualification and sex - 2023/24


Postgraduate qualifications increased by 32%, from 9,930 in 2022/23 to 13,120 in 2023/24. There were also increases in both first degree (from 10,060 to 10,245) and ‘other undergraduate’ awards (from 1,695 to 1,840).

This increase in postgraduate qualification awards was attributable mainly to the rise in the number of qualifications awarded to non-EU students students in recent years. 7,855 postgraduate qualifications were awarded to non-EU students in 2023/24, compared with 940 in 2019/20 and 1,530 in 2020/21. Some of this is due to the rise in qualifications awarded to non-EU students at Ulster University’s (UU) Birmingham and London campuses, with 63% of postgraduate qualifications awarded to students from these campuses. These courses have been jointly developed by the UU and QA Higher Education.

Domicile

Over half (57%) of students gaining a qualification at NI HEIs were from NI, while 4% were from GB, 3% from RoI, less than 1% from other EU countries and a record 35% from non-EU countries. The proportion of non-EU qualifiers was higher than the comparable figure for 2022/23 (26%), largely due to the increase in postgraduate awards.

The NI HEI with the greatest proportion of qualifications gained by students from outside NI was UU (67%), followed by QUB (32%). In contrast, very few non-NI students gained qualifications from the other three NI HEIs.

Institution

Of all qualifications gained at NI HEIs in 2023/24, 55% were from UU, 39% from Queen’s University Belfast (QUB), 2% from Stranmillis University College, 1% from St Mary’s University College and 3% from the OU.

Figure 9: Students gaining qualifications at NI HEIs by institution and level of qualification – 2022/23 to 2023/24

Level of Qualification Academic Year Queen’s University Belfast Ulster University Stranmillis University College St Mary’s University College The Open University - Northern Ireland
First degree 2022/2023 4,455 4,535 295 215 560
First degree 2023/2024 4,535 4,780 315 250 365
Other undergraduate 2022/2023 775 745 0 0 175
Other undergraduate 2023/2024 850 760 0 0 230
Postgraduate 2022/2023 4,030 5,680 105 60 55
Postgraduate 2023/2024 4,400 8,320 175 85 135

Subjects Studied

The most popular subject groups for students gaining qualifications at NI HEIs in 2023/24 were ‘Business and management’ (33%), ‘Subjects allied to medicine’ (16%) and ‘Social sciences’ (8%).

Figure 11: Proportion of students gaining qualifications at NI HEIs in Broad and Narrow STEM subjects by sex – 2023/24

STEM Qualifications Male Female Total
Broad STEM 41% 42% 42%
Narrow STEM 28% 14% 20%

Narrow STEM – Skills Strategy Target

The Department for the Economy’s (DfE) Skills Strategy contains a strategic goal to “increase the proportion of individuals leaving Northern Ireland higher education institutions with first degrees and postgraduate qualifications in Narrow STEM subjects”. The baseline is set at the 2019/20 proportion of 24%, with a target of 27% by 2030.

In 2023/24, 20% of first degree and postgraduate students leaving NI HEIs gained qualifications in Narrow STEM subjects. Although the underlying number of NI HEI students achieving Narrow STEM qualifications has increased from the baseline by 30% (3,565 to 4,645), an 88% increase in non-STEM qualifications awarded, driven mainly by business and management (a popular subject among international postgraduate students), has resulted in a decrease since baseline in the Narrow STEM baseline proportion.

Degree Classification

Almost four-fifths (79%) of first degree graduates achieved either a first class or upper second class honours degree in 2023/24. This is the same proportion as seen in 2022/23.

Figure 12: The highest proportion of first degree qualifiers graduated with an upper second class degree

Students gaining first degree qualifications at NI HEIs by classification - 2023/24

5. Interactive Tables

Interactive tables detailing higher education qualifications complement this report. These interactive tables have been created for users who want to delve deeper into the findings. These align with the report, so users can explore each section for example, NI domiciled qualifiers from NI HEIs and all qualifiers at NI HEIs. They also allow users to look at NI domiciled students at NI HEIs in more detail by using the filter option. Users can also look in more detail at:

  • Level of study
  • Mode of study
  • Domicile
  • Sex
  • Age group
  • Location of study
  • Year of study
  • Institution (for NI HEIs)
  • Ulster University campus
  • Degree Classification

These interactive tables are available to explore on the DfE website.

6. Further Information

Publication Format and Interactive tables

This HTML publication and the Interactive Tables use a RAP (Reproducible Analytical Pipeline) Strategy to produce higher quality, more efficient and transparent analysis.

Data Quality and Methodology

Statistics and Research Branch (Tertiary Education)

Statistics and Research Branch (Tertiary Education) is responsible for the collection, quality assurance, analysis and publication of timely and accurate information derived from a wide range of statistical information returns supplied by the Higher Education Institutions (HEIs) and Further Education (FE) colleges across Northern Ireland (NI) and the Higher Education Statistics Agency (HESA), the latter focused on NI HEIs and NI domiciled students in attendance at any UK HEI. Information is disseminated through several key statistical publications, including: HEI enrolments; HEI qualifications; FE Sector activity; and Essential Skills enrolments and outcomes.

A detailed list of these publications is available from: Higher and Further Education and Training Statistics

Data Collection

The information presented in this statistical bulletin is based on data supplied by HESA, now part of Jisc, the Designated Data Body for HE in England. HESA collects information from all publicly funded universities throughout Northern Ireland, Scotland and Wales and HE providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories. These are collectively called Higher Education Institutions (HEIs) in the context of this bulletin. The HESA statistics presented in this bulletin relate to students at UK HEIs and, therefore, do not include HE enrolments at FE colleges in NI or GB, or at institutions in the Republic of Ireland (RoI).

New HESA Data Futures Collection System

The 2022/23 HESA Student Record was the first to be collected using a newly developed data submission platform and data model, delivered by the ‘Data Futures’ transformation programme. Although ultimately successful in delivering a comprehensive set of data on higher education students across the UK, submitting HE providers and HESA/Jisc experienced a greater number of challenges during the collection process than had been the case in recent years.

A comprehensive quality assessment has been undertaken on the dataset and this is detailed in HESA’S 2023/24 Student Data Quality Report. A detailed list of findings is available in HESA’s Data Quality and Insights resource, which is also accompanied by provider specific data notes.

Coverage

This statistical bulletin has been produced by the Department for the Economy (DfE) and presents information on HE qualifications of NI domiciled students at UK HEIs in the 2023/24 academic year, and of all students at NI HEIs in the same time period. The data cover all providers that submit student data to Jisc. For 2023/24, a revised student data collection (culminating from the Data Futures programme) forms the basis from which data has been drawn.

The data have been drawn from the HESA Student Record extract as at 30 July 2025.

Rounding Strategy

To prevent the identification of individuals, figures throughout the report are rounded to the nearest 5, with 0, 1, and 2 rounded to 0. Due to rounding, the sum of numbers in each row or column may not match the total shown. Percentages are calculated on unrounded data and are rounded to the nearest integer. This means percentages may not sum exactly to 100%. More information on the rounding strategy can be found in Annex C: Notes and Definitions.

COVID-19 Impact

The outbreak of the COVID-19 pandemic was declared by the World Health Organisation in March 2020, just over halfway through the 2019/20 academic year. The 2020/21 HESA student data covered the first full academic year since the start of the Covid-19 pandemic.

HESA noted a large increase in UK enrolments (over 8%) between 2019/20 and 2020/21; however, it attributed this to a range of factors, not all of which were related to the pandemic. It noted that on the demographic level, the number of 18-year-olds in the UK started to rise in 2020 after years of steady decline, leading to an increase in the number of potential 18-year-old higher education applicants. In addition, the young higher education participation rate had been rising steadily across the UK, which led to an increased demand for HE places. Compounding this, summer 2020 saw a change in how A level grades were awarded in light of the pandemic. After the cancellation of A level exams in spring 2020, the move to centre assessed grades led to an increase in candidates meeting their offer conditions.

HESA also noted an increase in taught postgraduate enrolments in 2020/21. Uncertainty regarding employment prospects in the early months of the pandemic may have contributed to this increase.

At NI HEIs, a cap (known as the Maximum Student Number (MaSN)) is placed on the number of full time undergraduate students that can be enrolled. This cap was increased in 2020/21 to help accommodate some of the increase in candidates meeting their offer conditions.

Following the removal of restrictions and the return to pre-pandemic ‘normality’, HESA has stated that, although COVID-19 may have continued to be a factor in the educational experience of some students during 2021/22, other events and policy changes were increasingly likely to have played an important role, as the acute phase of the pandemic receded.

Annex A: Data Quality and Uses of Statistics

Accredited Offical Statistics

Accredited Official Statistics are official statistics that have been independently reviewed by Office for Statistics Regulation (OSR) and confirmed to comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Producers of accredited official statistics are legally required to ensure they maintain compliance with the Code. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

These accredited official statistics were independently reviewed by OSR in December 2010 in the Assessment of Higher Education in Northern Ireland Statistics with accreditation confirmed in January 2012. They comply with the standards of trustworthiness, quality and value in the Code of Practice and should be labelled National Statistics (or ‘accredited official statistics’).

Our statistical practice is regulated by OSR. They set the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to. You are welcome to contact us directly with any comments about how we meet these standards by emailing Analytical Services. Alternatively, you can contact OSR by emailing or via the OSR website.

Data Quality

All information presented in this bulletin is based on data validated and quality assured by HEIs prior to submission to HESA. HEIs are given a set period of time to submit the information to HESA. Following submission, both HESA and DfE perform a series of validation checks to ensure that information is consistent both within and across returns. Trend analyses are used to monitor annual variations and emerging trends. Queries arising from validation checks are presented to HEIs for clarification and, if required, returns may be amended and/or re-submitted. Finally, prior to publication, the data are presented to HEIs for a final sign-off.

More information on the methods for collecting and analysing HEI data, the quality of HEI statistics, and links to the quality guidance used in managing the production of HEI statistics can be accessed via the link Quality of Higher Education Statistics.

Who will be interested in this bulletin?

The information presented in this statistical bulletin will be of interest to a wide variety of people. For example, the statistics within and those derived from this bulletin are currently used by: DfE policy officials in their role of assisting and advising the Minister for the Economy to discharge his or her duties; by the NI Assembly and its Committee for the Economy to scrutinise the HE sector; by other government departments such as DoF as a key indicator in the education domain of the NI Multiple Deprivation Measure (MDM); by prospective students to inform their choices around HE; by local businesses to quantify the supply of graduates in their business area; and by researchers and academics to try and understand the underlying trends in HE. Further details about the uses made of HE statistics can be found in the notes and definitions section.

Main Uses of HEI statistics

The main uses of these statistics are to monitor HE qualifications and the characteristics of students qualifying both from NI and at NI HEIs. This helps in assessing HEI performance, corporate monitoring, informing and monitoring related policy, and responding to parliamentary/assembly questions and ad hoc queries from the public.

DfE is responsible for the policy, strategic development and financing of the statutory HE sector. Analysis of data trends against key strategic priorities remains a crucial component of data development within DfE.

The bulletin and further analysis of the data provide an evidence base that is used in DfE policies, strategies and reviews.

In addition, HEI statistics are used within other NI departments and their agencies. Some examples are: -

  • NISRA – as a key indicator in the Education Domain of the Northern Ireland Multiple Deprivation Measure (NI MDM).
  • Department of Education (DE) – teacher demand model
  • Invest NI – to quantify the supply of graduates for potential inward investment to NI

Around 50 HEI statistical enquiries per year are received by the Department from various sources. These include requests for further breakdowns of enrolments, qualifications and destinations data.

ANNEX B: Policy and Operational Context

There continues to be a lot of media interest in the HE sector and HE statistics. With changes in fee regimes throughout the UK, fluctuations in the strength of the economy and the impact of EU exit, the demand for HE is often in the spotlight. DfE is responsible for formulating policy and administering funding to support education, research and related activities in the Northern Ireland HE sector. This bulletin forms part of the evidence base used to shape and evaluate DfE strategies and policies. Some of the most recent examples are:

Draft Programme for Government (PfG) Framework 2024-2027

The work of the Department is shaped by the draft Programme for Government (2024-2027), which sets the strategic direction of travel for the work of the Executive, expressed in terms of transforming our public services, supporting businesses, and improving the lives of employees, families, and communities. The document identifies Good Jobs, Promoting Regional Balance, Raising Productivity and Reducing Carbon Emissions as the key objectives of a strong, competitive, regionally balanced economy. Higher education has a pivotal role in supporting this aspiration, especially with regard to increasing the skills levels of the Northern Ireland workforce.

Maximum Student Number (MaSN)

Before higher education became a devolved matter, the UK Government introduced an annual cap on the number of students each UK HEI could enrol. Following devolution in 1998, the cap (known as the Maximum Student Number (MaSN)) was maintained in Northern Ireland and is still in use today.

The MaSN applies primarily to full-time home and EU domiciled undergraduates enrolled in Northern Ireland. It does not curtail the recruitment of part-time or postgraduate students (with the exception of PGCE students). Nor does it curtail the recruitment of GB or international (non-EU) students.

Queen’s University Belfast and Ulster University, both approved to deliver full-time undergraduate provision, receive an annual MaSN allocation from the Department. St Mary’s University College and Stranmillis University College are not subject to MaSN, as the DE sets the numbers required for initial teacher training. The Open University is also not subject to MaSN, given its wholly part-time offering.

Part-Time and Postgraduate Student Loans

From the beginning of the 2017/18 academic year, DfE extended its student support package, with tuition fee loans being made available for part-time undergraduate and full-time distance learning study students, and postgraduate students studying certain courses.

For the 2023/24 academic year Northern Ireland students studying part-time undergraduate (or full time distance learning) courses in Northern Ireland, England, Wales or Scotland could apply for a tuition fee loan of up to £3,532.50 (increased to £3,641.50 for 2025/26). Those starting Postgraduate Certificate, Postgraduate Diploma, or Taught or Research Master’s courses in Northern Ireland, England, Wales or Scotland could apply for a loan of up to £5,500 per course to help with fee costs(increased to £6,500 for 2025/26). For both types of loans, the fees are paid direct to the university to cover tuition fees.

HEI Activity Elsewhere in the UK

Summary figures for the four UK administrations were published by HESA in their Higher Education Statistics 2023/24 on 20th March 2025.

HESA’s Higher Education Student Data 2023/24 open data release was published by HESA on 3rd April 2025. This provides more detailed information about students in higher education across the UK.

ANNEX C: Notes and Definitions

NOTES

  1. The information presented in this statistical bulletin is based on data supplied by HESA, now part of Jisc, the Designated Data Body for HE in England. HESA collects information from all publicly funded universities throughout Northern Ireland, Scotland and Wales and Higher Education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories. These are collectively called Higher Education Institutions (HEIs) in the context of this bulletin. The HESA data presented in this bulletin relate to students at UK HEIs and, therefore, do not include HE qualifications gained at FE colleges in NI or GB, the College of Agriculture, Food and Rural Enterprise (CAFRE) or at institutions in the Republic of Ireland. The Department for the Economy (DfE) also publishes information on HE enrolments gained at FE colleges in NI in its Further Education Sector Activity statistical bulletin.

  2. Information on qualifications on HE courses at NI and GB FE colleges, CAFRE and RoI institutions is available via a separate statistical fact sheet, which is published on the Department’s website: HE Statistical Fact Sheets.

  3. Further statistics on the Northern Ireland HE sector, including qualifications gained, graduate destinations and various higher education fact sheets can be downloaded from the Department’s website: Higher Education Statistics and Research.

  4. Change to data coverage - Since 2019/20, Ulster University has returned information for those undertaking the Objective Structured Clinical Exam (OSCE) of the Nursing and Midwifery (NMC) Test of Competence (ToC). The ToC is for overseas nurses and midwives seeking registration as a nurse and/or midwife in the UK and the NMC Competence Test Centre (CTC) at Ulster University’s Magee campus is one of five CTC test centres across the UK. This is a part-time, stand-alone, credit bearing course, which means that, while students will receive credit for undertaking the module, no qualification will be awarded. This accounted for approximately 4,900 students at the Magee campus in 2022/23. From this academic year forward, data for these students have been excluded due to a reassessment of the coverage of the HESA Student Record for these students and will no longer be returned from 2023/24. Historical figures in this bulletin have been updated to reflect this change, and so total student numbers for NI HEIs will differ from those shown in previous editions of the release.

  5. HESA releases a separate publication providing information on HE Student Enrolments and Qualifications obtained at HEIs for the whole of the UK. A notable difference in the HESA publication and those released by DfE is that, from 2014/15, HESA uses revised data returns for the time series figures, whereas DfE does not. Consequently, historical figures for the number of enrolments and qualifications at UK HEIs published by DfE may differ from those in HESA’s publications. Further information on this can be found in the ‘Notes’ section of HESA’s Student Statistics bulletin 2022/23.

  6. Change to recording practice - To avoid a duplication of foundation year figures across HE institutions and Further Education Colleges, Queen’s University Belfast and Stranmillis University College changed their return to HESA during 2019/20 and no longer report on foundation degrees that are offered as part of a validated collaborative arrangement with Further Education Colleges. Historical figures in this bulletin reflect this change.

  7. Allocation of Open University students – The Open University’s administrative centre is based in the South East of England. However, enrolments registered at one of the Open University’s national centres in Northern Ireland, Wales and Scotland will contribute to the totals of those countries where statistics are shown by country of provider. Please note that all non-UK domicile Open University students and those who study at postgraduate research level are registered to England.

  8. Subject coding - 2019/20 saw the introduction of a new subject coding system, the Higher Education Classification of Subjects (HECoS). This replaced the previous subject coding system, the Joint Academic Coding System (JACS) used in years prior to 2019/20. In addition to HECoS, a Common Aggregation Hierarchy (CAH) was introduced to provide a standardised hierarchical aggregation of HECoS codes suitable for most users. The CAH was developed to provide standard groupings that could be applied to both HECoS and JACS allowing for consistent analysis across coding frames. It is important to remember though that these are two distinct coding frames.

CAH was subsequently updated from version 1.2 to version 1.3.4 in 2020/21, which has resulted in some minor changes to the categories. CAH v1.3.4 was introduced to increase the usefulness and intelligibility of detailed subject groupings, but at the highest level of aggregation it provides similar insights to CAH v1.2. For more information, please refer to HESA’s webpage on HECoS and CAH.

Where information on subject area is provided in this bulletin and associated interactive tables, it is based on CAH v1.3.4 level 1, comprising 21 groups; for the purposes of STEM analysis, Geography, earth and environmental studies has been split into natural sciences and social sciences.

  1. In 2020/21, there was a notable increase in the number of enrolments available to NI domiciled students at NI HEIs. There were two main reasons behind this increase. (i) the Maximum Student Number (MaSN) cap on the number of full time undergraduate students was increased in 2020 to help accommodate some of the increase in candidates meeting their offer conditions due to changes in how A level grades were awarded in light of the pandemic; and (ii) short upskilling courses were offered to those affected by the pandemic either through furlough, redundancy or those unable to gain employment in their field.

  2. Rounding Strategy – DfE conforms to the HESA rounding strategy. Due to the provisions of the Data Protection Act (2018) and the Human Rights Act (1998), HESA (and therefore DfE) implements a strategy, in published and released tabulations, designed to prevent the disclosure of personal information about any individual. This strategy involves rounding all numbers to the nearest 5, and suppressing percentages and averages based on small populations.

A full list of the rounding strategy includes:

  • 0, 1 and 2 are rounded to 0;
  • all other numbers are rounded to the nearest multiple of 5;
  • percentages based on fewer than 22.5 individuals are suppressed;
  • averages based on a small group of people (7 or fewer) are also suppressed;
  • percentages and averages are based on unrounded figures;
  • percentages are rounded to the nearest integer

Total figures are also subject to this rounding methodology; so the sum of numbers in each row or column may not match the total shown. Similarly, percentages may not sum to 100%.

DEFINITIONS

  1. Higher Education

For the purpose of HESA’s data collection, HE students for are those on courses for which the level of instruction is above that of Level 3 of the Qualifications and Curriculum Authority (QCA) National Qualifications Framework (NQF) (for example, courses at the level of Certificate of HE and above).

  1. Count of Students

The HESA Student Record contains information about individual enrolments, which, because a student can be enrolled on more than one programme of study, will exceed the number of students.

  1. Academic year

The academic year runs from 1st August to 31st July.

  1. First year students

First year students are based on the HESA standard registration population who commenced their instance in the reporting period relevant to the data collection year.

  1. Domicile

Domicile refers to a student’s permanent place of residence prior to enrolment on a course. Student enrolments recorded with domicile UK region unknown, Channel Islands and Isle of Man are included in the GB category for the purposes of this statistical bulletin. Those with unknown domicile are included in total figures, but not in separate breakdowns in this publication and associated tables.

  1. Level of study

  1. Postgraduate programmes of study are those leading to higher degrees, diplomas and certificates (including Postgraduate Certificate of Education (PGCE) and professional qualifications) and usually require that entrants are already qualified to degree level (that is, already qualified at Level 6 of the QCA NQF). Higher degrees include doctorates, master’s degrees and higher bachelor’s degrees. Other postgraduate includes postgraduate diplomas, certificates and professional qualifications, PGCE at Level M, institutional postgraduate credits and no formal postgraduate qualifications.

  2. First degrees include: first degrees with or without eligibility to register to practice with a health or social care or veterinary statutory regulatory body; first degrees with Qualified Teacher Status (QTS)/registration with a General Teaching Council (GTC); enhanced first degrees; first degrees obtained concurrently with a diploma; and intercalated first degrees.

  3. ‘Other undergraduate’ includes qualification aims equivalent to and below first degree level, including, but not limited to, Professional Graduate Certificate in Education (PgCE), foundation degrees, diplomas in higher education, Higher National Diploma (HND), Higher National Certificate (HNC), Diploma of Higher Education (DipHE), Certificate of Higher Education (CertHE), foundation courses at higher education level, National Vocational Qualification (NVQ)/Scottish Vocational Qualification (SVQ) at NQF levels 4 and 5, post-degree diplomas and certificates at undergraduate level, professional qualifications at undergraduate level, other undergraduate diplomas and certificates including pre- and post-registration health and social care and veterinary courses, other formal higher education qualifications of less than degree standard, provider undergraduate credit and non-formal undergraduate qualifications.

  1. Mode of study

  1. Full-time covers students studying for at least 24 weeks, those on sandwich courses, and those on a study-related year out of their higher education provider. Full-time students are expected to undertake at least an average of 21 hours of study, tuition or work experience per week.

  2. Part-time covers students who study fewer than 21 hours per week on average. It also covers students studying at full intensity but for less than 24 weeks, or for any other reason do not meet the standard definition of full-time. As of 2022/23, detail relating to students on sandwich courses is no longer captured within mode of study, and so there may be some part-time students who are on sandwich courses.

  1. Sex identifier

From 2022/23, the sex identifier (SEXID) field includes the new categories ‘information refused’ and ‘not available’, as well as ‘female’, ‘male’ and ‘other’. In addition, the published coding guidance on use of the ‘other’ SEXID category has been clarified; this code should only be used only for a third sex that is legally recognised by another country. However, the data suggests that the categories of ‘other’, ‘information refused’ and ‘not available’ have often not been applied correctly or consistently in the data submissions from HE providers in the 2022/23 student data collection. For this reason, and due to small numbers and issues of disclosure, students of ‘other’ sex, ‘information refused’ and ‘not available’ are included in total figures, but not in separate breakdowns in this publication and associated tables.

  1. Age

Age is as at 31st August within the relevant academic year.

  1. STEM – Science, Technology, Engineering and Maths Qualifications

The STEM groupings used in this bulletin are based on the approach developed by HESA to categorise subjects into science/non-science subjects. Their science grouping is an aggregation of relevant CAH v1.3.4 level 1 subject codes (derived from HECoS), with the exception of CAH26 (Geography, earth and environmental studies), which has been split into natural sciences and social sciences. The natural science element is categorised into the science grouping and the social sciences element into the non-science grouping.

Narrow STEM includes the following subject areas: Biological and sport sciences; Psychology; Physical sciences; Mathematical sciences; Engineering and technology; Computing; and Geography, earth and environmental studies (natural sciences).

Broad STEM includes all those in Narrow STEM along with the following: Medicine and dentistry; Subjects allied to medicine; Veterinary sciences; Agriculture, food and related studies; and Architecture, building and planning.

  1. Multiple Deprivation Measure (MDM)

The analysis presented in section 3- Multiple Deprivation Measure utilises five groups (quintiles) of Super Output Areas (SOAs) across NI. These five groups are determined based on relative level of deprivation using the NI Multiple Deprivation Measure (NI MDM) 2017.

SOAs ranked 1 to 178 form the most deprived quintiles relative to all other SOAs. Those ranked 713 to 890 are the most affluent relative to all other SOAs. SOA is determined using the valid postcode provided on the enrolment record.

NI MDM 2017 is a weighted combination of the seven domains of deprivation. The Income and Employment Deprivation domains account for nearly 50% of the multiple deprivation measure. The Health and Disability Domain, and Education, Skills and Training Deprivation Domain combined account for a further 30%, and the remainder is made up of the Access to Services, Living Environment and Crime and Disorder Domains.

For further details on deprivation measurement in NI please follow this link: NI MDM 2017.

Contact Details

Further details, and feedback, on any of the statistics in this statistical bulletin can be obtained from:

Eamonn Rigney – Eamonn.Rigney@economy-ni.gov.uk (Tel: 028 90 257825)

For media enquiries contact the Department for the Economy’s Press Office

Tel: (028) 9052 9604, Email: pressoffice@economy-ni.gov.uk