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Stage 1 of the Course Data: making the most of course information Programme has supported the production of an implementation plan outlining changes required to improve course data flows within the institution and produce feeds for external agencies. 63 institutions have been selected for Stage 2 on the basis of these plans and will carry out their projects in the next 14 months through to March 2013.

Course Data: making the most of course information - Stage 2

Stage 1 of the Course Data: making the most of course information Programme has supported the production of an implementation plan outlining changes required to improve course data flows within the institution and produce feeds for external agencies.

63 institutions have been selected for Stage 2 on the basis of these plans and have carried out their projects in the 14 months through to March 2013.

Stage 2 Project deliverables

These project deliverables are for project staff to complete.

Final report

due 10 March 2013
submit to

Guidance on how to complete the Final Report 

Evaluating Course Data Projects

Budget spreadsheet     due 30 April
submit to

Project Closure Survey

by 28 March 2013

Stage 2 Projects

List of Stage 2 Projects

Programme Meetings

List of Stage 2 Meetings

Interim Reports Summary

The Report (by Dr Gill Ferrell) summarises key points from the Progress Reports (May 2012).

Download report (Word)

The Feast or Famine Report (by Dr Gill Ferrell) summarises key points from the Progress Reports (Nov 2012). 

Download report (PDF)

Communication with Stage 2 Projects

If you are involved in one of the Stage 2 projects or would like to stay engaged with the programme join our mailing list. To subscribe or unsubscribe visit: coursedatastage1 mailing list

Newsletter below were sent to this mailing list during Stage 2 of the Programme.

Netvibes Dashboard for Course-Data related blogs



The HEAR is a means for recording student achievement in higher education (HE) and is intended to provide more detailed information about a student’s learning and achievement than the traditional degree classification system. It will be issued to students on graduation and will include and extend the existing record of academic achievement - the academic transcript - and the European Diploma Supplement. HEAR development is being led by the Burgess Implementation Steering Group (BISG), supported by the Higher Education Funding Council (HEFCE), the Centre for Recording Achievement (CRA), Higher Education Academy (HEA), Universities UK (UUK), Guild HE and JISC. The HEA are supporting institutions implementing the HEAR. The HEAR will conform to FprEN 15981 European Learner Mobility - Achievement information (EuroLMAI). A EuroLMAI conformant XML data specification for the output of HEAR data has been created, which uses XCRI-CAP as the course description component promoting interoperability. For more information see 


Key Information Sets (KIS) will be comparable collections of standardised information about undergraduate courses. They will be published on the web sites of universities and colleges.

The information within a KIS will cover the following areas:

  • student satisfaction
  • course information
  • employment and salary data
  • accommodation costs
  • financial information, such as fees
  • students' union information.

JISC is currently working with HEFCE and HESA to ensure that the KIS and XCRI-CAP initiatives are joined up. Updates will be included in the XCRI Knowledge Base as they occur.

KIS Summary Spreadsheet

The KIS summary document provides the KIS data fields with their most pertinent information in a structured format which facilitates ease of use, particularly when mapping to other data sources.  This approach has been particularly well received for the XCRI-CAP 1.2 data mappings as part of the JISC Course Data Programme.  The summary for each data item also links back to the relevant web page on the HESA website so that users have easy access to the full information about each item.

Business Intelligence

In 2010 JISC and JISC Infonet began national level research to determine what information senior managers need to make sound strategic decisions. The results are embodied in the very practical and much acclaimed Business Intelligence InfoKit. In March 2011 JISC moved to further our understanding of the aspects discovered in the BI Infokit and initiated 11 sector-wide projects which aim to 'help senior managers and decision makers make better use of both internal and external data in support of institutional management and decision making' through application of the BI InfoKit.

Enterprise Architecture

EA is a strategic technique to enable large and complex organisations like Universities to implement change through a mapping of how their business processes work in tandem with their ICT systems. This clarity of purpose allows improvements and amendments in light of pressures to adapt to be made to either with confidence. JISC CETIS have created a free open source Enterprise Architecture modelling tool "Archi" designed for the HE sector. Archi allows the creation of EA models, representing a significant cash saving to the sector and bringing the opportunity to learn from other EA active HEIs

Data structures

JISC have funded work around the data architecture used in Institutional websites, which have a profound impact on the visibility of information, including course information. A data model has been proposed which would allow more effective discovery.

What is a Course?

Course is one of the most widely used words in Higher Education - by students, higher education providers, policy-makers and funders - and as the funding and structures of Higher Education change, there is an increasing demand for information at the level of individual courses. HESA, working with representatives from the sector, is pleased to publish a brief report[pdf 510 KB] that considers the variety of interpretations and models that exist across the sector. The report analyses how the concept of a course is represented in various sector-level information systems and specifications and how the definition of course changes across the Higher Education lifecycle.

Sharing and managing your course data effectively using XCRI-CAP

This briefing is for university and college managers and academics responsible for managing course data processes, including heads of admissions, marketing, quality, registry and academic departments. Effective management and presentation of course related information is crucial to universities’ and colleges’ ability to attract students. The XCRI-CAP (eXchanging Course Related Information – Course Advertising Profile) standard can help you present and share your course-related information in an accessible, accurate and consistent way. Implementing XCRI-CAP will also bring significant internal benefits, helping you streamline your information management processes and improve communication between academic departments, the marketing team and the web team.   Read more at:

The growing importance of course information

This research paper is for university and college managers responsible for the collection and presentation of course information. Choosing what course to study and at which university or college is one of the most important decisions a student will ever make.  The rise in tuition fees has further underlined the importance of making available clear, easily comparable information about courses and institutions. But what information do students need during the application process? Read more at: