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heidi Good Practice Seminar

heidi Good Practice Seminar. 26 March 2009 London. Schedule for the day. 10.00am-11.00am    Registration and coffee 11.00am-11.15am    Introduction to the seminar 11.15am-11.45am    Presentation from The University of Greenwich

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heidi Good Practice Seminar

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  1. heidi Good Practice Seminar 26 March 2009 London

  2. Schedule for the day 10.00am-11.00am    Registration and coffee 11.00am-11.15am    Introduction to the seminar 11.15am-11.45am    Presentation from The University of Greenwich 11.45am-12.15pm   Presentation from The University of Edinburgh    12.15pm-12.45pm   Presentation from ECU    12.45pm-1.45pm    Lunch    1.45pm-2.15pm    Presentation from University of Durham    2.15pm-2.45pm    Presentation from The University of Sheffield    2.45pm-3.00pm    heidi future developments    3.00pm-3.30pm    Questions and discussion surrounding heidi and good practice

  3. Seminar objectives • To provide insights into the experience of HEIs in using heidi • System roll-out • Administration • Training • Integration with management information processes • Problems and solutions • Benefits and costs • Future plans • To inform delegates about the heidi equality project and the need for evidence-based approaches to equality and diversity monitoring • To provide information on future development of heidi • To stimulate discussion

  4. HEIDI at the University of Greenwich The story so far

  5. History with HEIDI The University was part of the Higher Education Management Statistics Review Group in 2004-05 HEIDI User Group member since inception in November 2005 Used LUMIS the software developed by the University of Leeds to provide access to HESA data

  6. Setting the Scene in Planning • Planning Office of six staff • Responsible for all statutory data returns • Carry out the analytical elements of resource allocation • Academic planning and target setting at an institutional level • Providing statistics for the annual review and planning exercise carried out by Schools and Offices • Dealing with league table analyses, performance indicators, ad hoc requests etc • Train key “super users” in Schools and Offices about access to and use of data and reports

  7. Using Data • In 2003, in response to the Cooke Review of Information on Quality and Standards in Higher Education the University reviewed its approach to making information available • Two pronged approach • Provide quality information available on our own students • Make better use of the data held nationally

  8. Sources of National Data UCAS applications data UNISTATS including the NSS data IPSOS MORI NSS dataset Estates data Performance Indicators League Tables HESA data Working with the individual datasets is time consuming HEIDI brings most of the data together in one interface

  9. Using HESA data HESA data is used in two ways: • The National Dataset via HEIDI is used for Academic Planning and benchmarking • Our own submissions are used to monitor performance • Our student submissions are transformed (translated into University speak to make them more user-friendly to colleagues) then stored in an Oracle warehouse • We run reports off the HESA warehouse using Business Objects and a Graphical User interface called Advizor We aim for a seamless transfer between the two systems

  10. HEIDI at Greenwich • Access to a wide range of data through our portal • Reports are generated by planning staff and “super users” and made available to others • The number of “super users” is being expanded. • In some cases this is removing a bottleneck. • There is resistance from those who would prefer to have Planning provide the analyses

  11. Using HEIDI for benchmarking • We use HEIDI for benchmarking both against the sector mean and against a group of peers • Benchmarking is carried out routinely e.g. comparisons of degree classifications and performance indicators • We use benchmarking data when carrying out policy reviews • Value for Money review of our Estate • Part time recruitment over last five sessions

  12. Administering HEIDI I am the University’s local administrator One of the Planning Team is also listed as an administrator The planner keeps lists of all staff who have attended training sessions and sets up users as required They are the key point of contact within the University They have attended the HEIDI Administrator training programme

  13. HEIDI Training Training in the use of HEIDI has been offered to staff in Schools and Offices by staff in Planning Hands-on sessions offered on each of three main campuses Part of a package of training that includes an introduction to in-house reporting tools and sources of data The training includes a section on using data No one is allowed a password to the system unless they have attended a training session

  14. Setback • Staff turnover led to a loss of expertise • Having expertise in the use of HEIDI is an attractive addition to a planner’s skill set • Experience of training is an additional benefit • Solution • We invited HESA to provide HEIDI training in-house to all new Planning Staff. An additional benefit was the presentation on appropriate use of data • We are documenting fully all procedures for managing the HEIDI system including protocols for generating and saving reports • We are reviewing our implementation of HEIDI

  15. Issues to be resolved – using HEIDI How to group reports effectively – using folders What is an appropriate naming convention for reports? How independent are staff in Schools and Offices expected to be? How much training is required? How much resource needs to be devoted to providing custom reports? We don’t have all the answers but we are asking the questions

  16. Issues to be resolved - Training • If HEIDI is used only by a small number of key staff then training is easy to manage • If, as at Greenwich, there is a desire to have “super users” in Schools and Offices then training is a significant issue • Who provides it? • How often? – people need refresher courses • How do you encourage people to attend? • How much do you rely on the HEIDI training material? Training can be a significant drain on resources

  17. Issues to be resolved - Administering HEIDI (1) • Managing access to reporting systems is: • not an obvious part of a planner’s job • an additional function which is time consuming • The systems infrastructure is not as developed as in an information systems department • There are no direct outcomes for the Planner who is responsible for this activity Are we the best people to be administering HEIDI?

  18. Issues to be resolved – Administering HEIDI (2) The second administrator has changed three times since we started working with HEIDI It is important that the procedures for notifying HESA of the change in personnel takes place There must be in-house protocols so a newly appointed administrator understands their role

  19. Selling HEIDI to users How to make the in-house interface user-friendly and intuitive Can we create a better context for accessing reporting tools Can we make the end-user truly independent Are we championing the system effectively

  20. What we are planning: Diversity • A seamless integration of our own datasets with the Diversity Dashboard • Discussions are already taking place in relation to the staffing elements • As soon as the detailed report definitions are available for student we will modify our internal reports to match on methodology and add additional reports that we do not have • We aim to make benchmarking of diversity measures easy

  21. What we are planning: Maps We know that maps are highly valued but do not have the capacity to produce all the maps that schools and office want We have ARCVIEW as our geodemographic tool but it is a sledge-hammer to crack a nut Advizor has mapping functionality but the maps are pictures We are looking at the newly announced geodemographic functionality of Business Objects but that has just been released

  22. Maps in HEIDI Match in-house canned reports to provide added value when put alongside the HEIDI mapping development Enable enlightened “super users” to be able to access maps with the minimum of intervention from central services

  23. Good Practice? The University of Greenwich is using HEIDI We are committed to providing as much access as possible while trying to ensure that data is used appropriately We are reviewing our activities to see what is working and where there are problems We are looking to implement future developments as they become available We are listening to others to see what they are doing

  24. HEIDI Good Practice Seminar26 March 2009Training and User SupportManya BuchanThe University of EdinburghGovernance and Strategic PlanningM.Buchan@ed.ac.uk0131 651 4330

  25. Agenda • Background of HEIDI @ Edinburgh • Roll Out • Folders and Roles • Where does HEIDI fit? • User Training and Support • Training Sessions • User Guide • Web presence • User Support

  26. Roll Out • Initially only Planners had access • Adhoc widening to include staff across the University who specifically asked for access (Finance, Careers) • In recent months, have rolled HEIDI out across the University • Email sent to ‘Head Administrators’ for each School and College, and Heads of Support Units • Suggested appropriate users: • Resource Team members • Teaching / Research Administrators • Research Pooling Administrators • Staff involved in making HESA returns • Staff with comparative data analysis / reporting responsibilities

  27. Roll OutPros / Cons • Positive aspects of phased roll out: • Increased use of HEIDI, combined with strong knowledge of HESA, NSS, UCAS, and other data sets, means that Planning Team are now in a better position to be able to support Users across the University • Use of HEIDI over the past year makes in-house training possible • Negative aspects of ‘open call’ for Users • In some areas, potentially ‘inappropriate’ Users named • Likely that a significant number of named Users will never use the system • Clean-up will be required

  28. Folders and RolesFolders

  29. Folders and RolesRoles

  30. Folders and RolesSharing

  31. Where does HEIDI Fit?Planning • In Planning, HEIDI has come to play an integral role in our existing reporting processes: • Strategic Plan target monitoring • Balanced Scorecard annual updates • HEIDI has enabled us to take on additional project work more easily: • HR Management Information Project • PGR Student Management Information Project • HEIDI has enabled us to respond more quickly to data requests

  32. Where does HEIDI Fit?out there … • For the first time, individual business / academic units have ready access to comparative data • Creation of own comparator groups • More in-depth analysis • Has the potential to form part of existing reporting requirements: • Teaching Programme Reviews • Quality Assurance Reports …

  33. User Training and Support@ Edinburgh

  34. TrainingTraining Sessions • 1.5 hours • Around 10 people per session • Re-iterate HEIDI terms and conditions • Work through two examples ‘live’ • Data explorer • Derived columns and other features within the report builder • Creating groups • Sharing reports • Rolling reports forward • Data definitions • System help

  35. TrainingTraining Sessions • Discuss role / folder structure • Go over data issues: • Types of data and what can be done with them • General issues with data • Interpretation of fields when returns are made • Are you looking at what you think you’re looking at • Different data sources • Changes over time • Institution names / mergers

  36. TrainingTraining Sessions • Discuss upcoming HEIDI development • Go through the HEIDI data release schedule • Generate awareness of User resources • Local Administrator contacts • UoE HEIDI website

  37. TrainingQuick Start User Guide • A UoE Quick Start User Guide was published at the beginning of the official roll-out • Reiterates content of the training sessions • Shows HEIDI functionality by working through a single example • Includes screenshots

  38. TrainingOther training materials • All training materials are available from a single webpage

  39. TrainingOther training materials • All training materials are available from a single webpage: • UoE HEIDI Quick Start User Guide • HESA HEIDI Manual • HESA HEIDI Training Videos • HESA HEIDI Data Specification • Details of upcoming UoE training sessions

  40. Web Presence • Have created a dedicated HEIDI page on our University intranet

  41. Web Presence • Have created a dedicated HEIDI page on our University intranet • Current links include: • HEIDI system • Training and User Support • News • Data Updates Timetable • Recent Releases • Upcoming HEIDI Development • List of Current Users, Contacts, Folders and Roles • Will soon include a link to a Message Board to capture known ‘issues’ • Mergers • Common pitfalls … • Will initially be populated by users in Planning, but we expect this to expand as the number of Users increases

  42. Web Presence • Current links include: • HEIDI system • Training and User Support • News • Data Updates Timetable • Recent Releases • Upcoming HEIDI Development • List of Current Users, Contacts, Folders and Roles • Will soon include a link to a Message Board / wiki to capture known ‘issues’ • Mergers • Common pitfalls • Known issues with UoE data (and the data from other HEIs) … • Will initially be populated by users in Planning, but we expect this to expand as the number of Users increases

  43. User Support • Local Administrator (2) contact details are widely publicised • Web pages • Quick Start User Guide • Training sessions • Users are encouraged to contact either of the Local Administrators (or anyone else in GaSP) with any queries: • HEIDI system issues • Data queries • Help with interpretation

  44. HEIDI Equality Chris Brill

  45. Outline of session • The need for evidence • The HEIDI Equality Project • Going forward • Questions?

  46. Our role • Equality Challenge Unit (ECU) supports the higher education sector to realise the potential of all staff and students, whatever their race, gender, disability, sexual orientation, religion and belief, or age, to the benefit of those individuals, higher education institutions (HEIs) and society. • We work in partnership with HEIs and sector organisations, undertaking projects and research and providing practical support and guidance. 

  47. Need for evidence • Women 42.3% of academic staff • 17.5% of Heads of Departments or Professors • 7.9% in SET subjects • BME 4.8% of Heads of Departments or Professors • Equality in Higher Education Report

  48. HEIDI equality project • Starting point – ECU report ‘Mapping Equality Data in the Higher Education Sector’ (March 2008) • Joint HESA-ECU ‘HEIDI Equality’ working group established • Aim to make better use of existing equality & diversity data • Develop a set of equality indicators and benchmarks

  49. Current data (1) • By ‘Institution’ or ‘Subject Code’ • HESA data (students and staff) • Gender • Age • Ethnicity • Disability • Nationality (academic staff only) • Domicile (students only) • Mode of study • Type of contract

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