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Key Information Set (KIS)


Title: PowerPoint Presentation Author: David Last modified by: Daniel Kidd Created Date: 1/1/1601 12:00:00 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Key Information Set (KIS)

Key Information Set (KIS)
  • Give an overview of the KIS data requirements and
    common issues
  • Explain the validation and data submission
  • Cover how KIS will be used
  • Provide opportunity for questions and answers
    around the KIS requirements

Data requirements
Data model
Defining the institution
Institution bed number
  • INSTBEDS records the number of institution
    owned/sponsored beds available to undergraduate
  • does not record the number occupied as in
    the EMS record
  • It is expected that where institution owned bed
    spaces exist there will be no more than 15000 for
    any single institution

Accommodation costs
  • INSTLOWER and INSTUPPER record the upper and
    lower quartile annual cost of institution owned
  • PRIVATELOWER and PRIVATEUPPER record the same
    information but for private sector accommodation
  • Institutions should include full details within
    the Institution.ACCOMURL field
  • Where the institution has multiple campuses in
    different cities, the quartiles returned should
    include all campuses
  • Not required where all courses are distance

Defining KIS courses
  • Coverage

Who and what?
  • Mandatory for all UK institutions
  • covering (FT PT) undergraduate courses
    starting within the reporting period i.e. 1
    August 2013 and 31 July 2014
  • that can be applied to by Home/EU students

What is a course?
  • For KIS purposes a course is defined as a
    programme of study that a student can apply to
    either through UCAS or directly to the
  • Thus, if students can apply separately to courses
    in Physics, Chemistry and Biology each would
    require a separate KIS, whereas if students could
    only apply to a course in Science and later
    choose to specialise, then only a single KIS
    needs to be produced.
  • If a student can apply for either MEng and BEng
    then two separate KIS are needed. If all apply
    for MEng with a possibility of leaving with a
    BEng then only one KIS is needed
  • Separate KIS must be produced for two
    presentations of a course if the fees differ

Defining Undergraduate courses
  • For the purpose of KIS, undergraduate courses are
    defined as
  • Course.COURSEAIM beginning H, I, J and C, and
    integrated masters courses M22 and M26
  • LAD/LARA are those with a Learning Aim Type of
    0031, 0032, 0394, 1406, 1407, 1408, 1409, 9000,
    9002, 9107, E007, 1449, 9110, 9111 or 9112

Courses not included
  • Courses where the total FTE of the course is one
    year or less when studied full-time (i.e.120
    credits or less for its entirety)
  • Closed courses (as defined in Course.CLSDCRS) -
    courses that are not open to any suitably
    qualified candidate and will typically be courses
    offered only to employees of particular
  • Courses offered mainly overseas with a location
    of study mainly overseas, which the funding body
    has not specifically sanctioned as eligible for
    funding. A course is considered to be offered
    mainly overseas if, for all students, the
    majority (over 50) of their study is overseas.
  • Intercalated degrees
  • Part-time courses that are also offered on a
    full-time basis and a KIS is produced for the
    full-time course

Defining KIS courses
  • Data requirements

Determining KIS types
  • There are three types of KIS records that can be
  • and depending on the course and its attributes
    will depend on which type is used
  • The three types are
  • KISTYPE 1 - Full course level KIS
  • KISTYPE 2 - Multiple subject course placeholder
  • KISTYPE 3 - Subject level KIS

  • KISTYPE 1s are full KIS records required for
    specific courses
  • All single subject courses (those with only one
    JACS code) regardless of intake size
  • All multiple subject courses (those with more
    than one JACS code) where the intake size is
    greater than 20 students
  • All teacher training courses (KISCourse.TTCID 1
    or 2) regardless of the number of JACS codes or
    intake size

  • In addition to those courses that require a full
    KIS, institutions may choose to produce a full
    KIS for multiple subject courses with intakes of
    fewer than 15 students
  • however only where the course is marketed and
    managed as a single indivisible entity (and thus
    have a single programme specification)
  • For example BA in Finance and Accounting

  • KISTYPE 2s are 'placeholders' for multiple
    subject courses for which a KISTYPE 1 record is
    not required i.e. the intake size is less than 20
    students and/or the multiple subject course is
    not treated as one course
  • Each KISTYPE 2 KIS record can be linked to up to
    three KISTYPE 1 or three KISTYPE 3 KIS records
    but not a mixture of both types
  • this is to avoid misleading students with data
    from different levels

  • KISTYPE 3 records provide information about a
    subject that forms part of a multiple subject
    course for which no KISTYPE 1 can be produced
  • Subject level KIS should be produced for every
    JACS level 2 subject that is included within a
    multiple subject course except where a KISTYPE 1
    KIS exists for each of the subjects that make up
    the multiple subject course

  • Poppleton University offer a joint honours French
    and Music course with an intake of only 10
    students and therefore completes a KISTYPE 2 KIS
    record. Poppleton offers a single honours French
    course (KISTYPE 1 KIS record) but does not offer
    a single honours Music course. The institution
    will therefore have to link the KISTYPE 2 course
    to KISTYPE 3 records as there are not the
    corresponding KISTYPE 1 records

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  • Records a unique identifier for the KIS course
  • The field will be used by the KIS widget to
    identify the course to which the widget relates
  • and also links KISTYPE 2s to KISTYPE 3s
  • Institutions are advised not to update this field
    annually as this would require an annual update
    to all widget links
  • Care should be taken around KISCOURSEID and other
    course Ids within systems

  • It is the institutions responsibility to ensure
    that urls provided within KIS remain active and
    relevant through the reporting year
  • Only the structure will be checked by validation
  • A Welsh url is available for each where the
    institution is in Wales
  • Can we add multiple course URLs for a type 2 KIS?
  • Institutions should provide a link to a generic
    page. Maximum occurrences for this field,
    including KISTYPE 2, is set at 1

Defining KIS courses
  • Accreditation

Recording accreditation
  • Any one KIS can have up to 10 accreditations
  • For each accreditation a type, accrediting body,
    whether it is an option a student elects, and
    urls providing further information

  • The field is required for accreditations where
    the student gains something and where they do not
  • Should provide a short textual description of the
    type of accreditation (as used by the bodys
  • Chartered, Membership, Fellowship
  • Where provided, the 30 character word will be
    inserted into a sentence

Accreditation sentence
  • This course is recognised by YYYY for the
    purposes of XXXX
  • Where XXXX equals accreditation type and YYYY
    equals accreditation body
  • What do institutions think of this rewording?
  • Can institutions support an increase in character
    length for ACCTYPE?

  • This field must exist for all accreditations
  • Records the body providing accreditation to the
  • Where accreditation is at the institution level
    as opposed to the course level, all KIS courses
    will need the accreditation recorded
  • Coding frame to be expanded in March release

  • Records whether accreditation is dependent on
    student choice
  • for example does a very particular pattern of
    modules have to be followed in order to gain
  • The ACCDEPENDURL field will record further
    details about the dependency of choice (i.e. what
    modules must be selected to gain accreditation)
    where ACCDEPEND1
  • Important information so that students are aware
    where a course is heavily constrained

Defining KIS courses
  • Employability and student satisfaction data

DLHE and NSS data
  • Some of the most significant data items
    (information on employability and student
    satisfaction) on the KIS are generated through
    linking with the HESA Student record and ILR
  • Where a corresponding course record exists on the
    HESA record or ILR the KIS should be linked to
    this using the HESACOURSEID or ILRAIMID fields
  • Only KISTYPE 1s can be linked to a HESA or ILR
    course KIS courses can be linked to up to 500
    courses on the HESA Student or 25 on the ILR
  • to take into account where there are multiple
    occurrences of the same course

  • Institutions should not link a single KIS course
    to multiple different HESA or ILR courses
  • For example, Poppleton University offers a BA
    History as well as a BA History with French. A
    KIS record is therefore produced for both
  • The KIS course for BA History should only be
    linked to the BA History and not to BA History
    with French as well
  • This is to avoid customised aggregation

HESACourse fields
  • Field must exist once but only once within the
    entity and must contain a valid Course.COURSEID
    from the HESA Student Record
  • Validation will check that the HESACourse.HESACOUR
    SEID recorded in this field exists in the C09051
    and C10051 Student record
  • Field must exist once but only once within the
    entity and records the year the HESACOURSEID
    relates to
  • HESAYEAR can be completed with 'BOTH', or '2010',
    but not '2009' alone

ILRAims fields
  • Field must exist once but only once within the
    entity and must contain the qualification aim
    reference code used in the year
  • Field must exist once but only once within the
    entity and indicates which year the ILR
    qualification reference code relates to
  • The ILRAims entity for a ILRAim can contain
    ILRYEARs with 'BOTH', or '2010', but not '2009'
  • If ILRAims.ILRYEAR Both then the same ILRAIMID
    must exist in both the 2009/10 and 2010/11 ILR

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Linking issues
  • Exception validation will ensure that the
    record or ILR
  • Where no link can be made, institutions will fail
    validation meaning the ID will need to be
    revised or additional fields completed
  • What if we have recently changed our course
    identifiers on HESA or ILR?
  • Where a link to course information on HESA or ILR
    can be made (i.e. the course existed) then
    HESACOURSEID or ILRAIMID on KIS should contain
    the values returned on HESA or ILR in 2009 and/or

Course ID changes example
  • Poppleton University run a course that has been
    returned on HESA Student record for the last 3
  • However, the institution in 2010 changed the
  • (Providing the COURSEID does not change again),
    in the future BOTH can be returned in HESAYEAR

HESACourse BAH 2009
HESACourse BAHIS1 2010
What is a professional or managerial job for KIS?
  • Graduate jobs within KIS are defined through the
    DLHE record as
  • An employed destination i.e. (full-time,
    part-time, self-employed/freelance)
  • where the activity has been coded within SOC
    major groups 1-3
  • A preview of this data is available within DLHE
    check documentation

Thresholds for DLHE/NSS
  • The publication thresholds for the NSS are that
    50 of the eligible students must have responded
    and that these must represent at least 23
  • The publication thresholds for the DLHE differ in
    that the number of students covered by the
    indicator must be at least 23 (a 50 threshold is
    not applied)
  • However, for salary information, at least 50 of
    the students who are employed full-time. Thus,
    for salary data to be published at least 23
    students who are employed full-time must have
    given a salary and these must represent at least
    50 of the students employed full-time

Aggregating DLHE/NSS data
  • Where NSS and DLHE data for a particular course
    fail to meet the publication thresholds then data
    will be aggregated in the following order until
    data that meet the thresholds are achieved
  • Course level most recent two years
  • JACS subject level 3 most recent year
  • JACS subject level 3 most recent two years
  • JACS subject level 2 most recent year
  • JACS subject level 2 most recent two years
  • JACS subject level 1 most recent year
  • JACS subject level 1 most recent two years

  • Poppleton University offer a BA (Hons) Medieval
  • 24 out of 50 students from the course responded
    to the NSS in 2009/10 and 2010/11
  • 25 out of 60 leavers from the course completed a
    DLHE survey and were in FT employment (of which
    10 gave salary information)

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DLHE/NSS for new courses
  • Where a course is new or a link to a HESA or ILR
    course cannot be made, institutions must complete
    the following fields
  • JACS
  • allowing a link to be made to existing DLHE/NSS
    data meeting the criteria

New courses and DLHE/NSS
Defining KIS courses
  • Fee information and UCAS

UCAS information
  • Where the KIS course recruits through UCAS the
    following fields will need to be completed
  • UCASPROGID (the programme code)
  • UCASCOURSEID (the code for the specific course
    within the programme - only need to be given
    where different courses within the same UCAS
    programme will have a separate KIS produced)

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Fees for UCAS courses
  • Where a UCASPROGID has been returned, the fee
    information for the course will automatically be
    populated in the KIS
  • Institutions should ensure that the UCASPROGIDs
    are consistent with those held at UCAS
  • Institutions are required to provide course-level
    fee information to UCAS
  • Submitted via manual process using UCAS
    Net.update from May until July

Fee information
  • The following fields will be populated
    automatically where UCASPROGID exists
  • ENGFEE/NIFEE/SCOTFEE/WAFEE records the average
    maximum annual fee for the course
  • MEASSUP records whether means tested support
  • OTHSUP records whether non-means tested support
  • WAIVER records whether fee waivers are
  • VARFEE records whether the fee varies by year
  • FEETBC records whether fees are yet to be

Non-UCAS courses
  • For courses that do not recruit through UCAS the
    fee information should be provided directly on
    the KIS record
  • populating all of the relevant fee fields
  • Institutions should record only record FEETBC as
    1 Fees confirmed where fees for all domiciles
    are confirmed
  • Validation will ensure fee information for each
    devolved administration does not exist where

  • All fees displayed on KIS will be for standard
    full-time study (except where a course is offered
    part-time only)
  • thus if the fees differ only on variations to
    mode of study there is no requirement to return
    separate KIS
  • This is even the case where a course is offered
    predominantly through a part-time mode e.g. 200
    part-time enrolments, 3 full-time. In such cases
    it will still be the full-time fee returned

Fees 2
  • Where the course contains optional components
    that reduce the fee, for example a sandwich
    placement, then it should be assumed that the
    student does not take these components when
    determining the fee level
  • It is anticipated that 0 can be returned in
    SCOTFEE for Scottish HEIs

Part-time fees
  • Where a course is offered through a part-time
    mode only, and thus a separate KIS is produced,
    the fee should be based on 120 credits (i.e. the
    full-time equivalent)
  • The fees should not be determined using a norm
    of number of modules selected

Defining KIS courses
  • Course stages

Course Stage entity
  • This entity records details of the learning and
    teaching and assessment methods for the course
  • and is required for KISTYPE 1 and 3
  • The entity can be returned up to 7 times for each
    KIS course
  • thus covering each of the potential course
  • For example a 3 year degree will have 3 course

  • Records the course stage that the learning and
    teaching methods and assessment methods relate
  • and can contain a value between 1 and 7
  • Must exist once but only once
  • For full-time courses this will usually be
    equivalent to a course year (Student.YEARPRG in
    the student record)
  • For part-time students this should relate to the
    full-time pattern of study, therefore a part-time
    degree would normally have stages 1 to 3

  • Indicates whether the learning and teaching
    methods are based on actual student choices or
    the institution's estimates of the modules that
    students will choose
  • A Based on actual student choices
  • B Based on institutional estimates
  • Whilst using E estimates is permissible in the
    first year of KIS reporting, it is expected that
    actual student choices will be used in subsequent

Learning and teaching methods
  • CourseStage.INDEPENDENT, CourseStage.SCHEDULED,
    CourseStage.PLACEMENT - record the percentage of
    the students time for the stage that is spent in
    guided independent study/scheduled learning and
    teaching activities/on placements or in work
  • Time spent in summative assessments not included
  • Each field can contain a value in the range 0
  • Should refer to 2011/12 (if actual data) or
    2013/14 (if institutional estimates)
  • The sum of these fields must equal 100

Categorising teaching and learning methods
Activity type KIS category
Lecture Scheduled
Seminar Scheduled
Tutorial Scheduled
Project supervision Scheduled
Demonstration Scheduled
Practical classes and workshops Scheduled
Supervised time in studio/workshop Scheduled
Fieldwork Scheduled
External visits Scheduled
Work based learning Scheduled
Guided independent study Independent
Placement Placement
Year abroad Placement
  • Indicates whether the assessment methods are
    based on actual student choices or the
    institution's expectations of the modules that
    students will choose
  • A Based on actual student choices
  • E Based on institutional estimates
  • Whilst using E estimates is permissible in the
    first year of KIS reporting, it is expected that
    actual student choices will be used in subsequent

Assessment methods
  • CourseStage.COURSEWORK, CourseStage.WRITTEN,
    CourseStage.PRACTICAL - record the percentage of
    the assessment for the stage that is through
    coursework/written exams/practical exams
  • Each field can contain a value in the range 0
  • Should refer to 2011/12 (if actual data) or
    2013/14 (if institutional estimates)
  • Each field must exist once but only once
  • The sum of these fields must equal 100 or 0
    (where there is no summative assessment as part
    of the course stage)

Categorising assessment methods
Activity type KIS category
Written exam Written
Written assignment, including essay Coursework
Report Coursework
Dissertation Coursework
Portfolio Coursework
Project output (other than dissertation) Coursework
Oral assessment and presentation Practical
Practical skills assessment Practical
Calculating assessment, teaching and learning
  • The proportions in each of the assessment methods
    and learning and teaching methods should be
    calculated based on the module choices of (all
    international included) students in the 2011/12
    academic year
  • The number of students taking each module should
    be determined and modules with the highest number
    of students registered selected until one FTE
    (120 credits) worth of modules have been
    selected. The proportions reported in each method
    category will then reflect the proportions in the
    combination of the selected modules
  • Where the process above leads to the inclusion of
    modules on which less than 10 of students are
    registered, institutions should make a reasonable
    judgement as to whether the selection of modules
    is representative

  1. Determine the modules that are available to a
  2. Rank in order of number of students taking the
    module in the relevant year
  3. Determine the modules that contribute to 1
    FTE/120 credits
  4. Calculate an average value from these modules
  5. therefore overall proportion in scheduled
    teaching and learning (Sum of (Credit value of
    module Proportion in scheduled teaching and
    learning of module )) / 120

Module Credit value Number of students Proportion in scheduled teaching and learning Proportion in independent study Placement
Physics 1 30 100 60 40 0
Maths 1 30 100 50 50 0
Computing 1 20 100 30 70 0
Computing 2 10 40 30 70 0
Maths 2 30 30 40 60 0

Physics 2 20 20 Disregard
Project 10 10 Disregard
For scheduled teaching and learning ((3060)(30
50)(2030)(1030)(3040))/120 45
Calculation issues
  • Where using this method leads to the module
    selection not being representative, the
    institution should include an estimate of the
    typical pattern for students on the course
  • Where a typical student calculation is going to
    lead to two placement modules being included then
    they should be treated as a single module
  • this might form the approach to other modules
    where two or more fall into the typical
    calculation. For example where only one would be
    taken as part of that course the most popular
    should be used

Determining for KISTYPE 3
  • The proportions in each of the learning and
    teaching methods and assessment methods should be
    based on the modules with the largest number of
    students registered that add up to up to half an
    FTE (60 credits)
  • In the first instance only modules taken by
    students studying multiple subject courses should
    be used and only those modules whose JACS subject
    matches the subject of the KIS should be included
  • Where considering only students taking joint
    honours courses leads to unreliable splits
    between the assessment methods and learning and
    teaching methods then students studying the
    subject as a single honours should also be

  • A student is taking a joint honours course in
    Mathematics and Philosophy for which subject
    level KIS are being produced
  • If the student takes 6 20 credit point modules
    with JACS codes of G110, G120, G300, V520, V550
    and R100 then the modules with JACS codes G110,
    G120 and G300 would be included in the list from
    which those selected for calculation of
    assessment methods and learning and teaching
    methods for mathematical sciences subject based
    KIS are taken. Similarly, the modules with JACS
    codes V520 and V550 would be included in the
    calculation for the philosophy, theology and
    religious studies subject based KIS. The single
    module in French (R100) would not be included

Example (cont.)
Different types of course
New courses
  • For all new courses there will be a number of
    additional fields to be completed due to a HESA
    or ILR course not existing
    will need to be returned so that where the
    institution already runs courses in the same JACS
    subject areas then NSS and DLHE data for the
    subject will be included in the KIS until data
    for the course become available
  • The learning, teaching and assessments for the
    course stage will be based off estimates in the
    first year, and then actual and estimated data in
    subsequent years

Franchised courses
  • KIS records for franchise courses must be
    provided by the franchising institution that is
    responsible for registering students and
    returning them to HESA/ILR
  • The institution who registers the student should
    report the KIS and the institution which the
    student applies to should display the widget
  • thus the UKPRNAPPLY field should be completed
  • UKPRNAPPLY must not equal UKPRN

Sandwich courses
  • Where a course includes a sandwich placement as
    part of the programme specification a KIS will be
    produced detailing 4 course stages
  • Where a course includes an optional sandwich
    placement (that a student may or may not take up)
    two KIS courses should be returned one
    detailing the 3 course stages, with the other
    detailing 4 course stages. The widget of both
    should then be recorded on both KIS courses

Part-time courses
  • Where FT exists no need for PT even if fees
  • For wholly part-time courses, and where a HESA or
    ILR course does not exist, PTONLY should equal 1

Distance courses
  • Accommodation costs not required if all courses
    are distance learning
  • DISTANCE cannot be recorded against KISTYPE 2
  • therefore a KISTYPE 3 will need to be produced
    for both distance learning only and for
    normal methods of study

File format
  • Understanding XML

Record format
  • KIS must be submitted in an XML format
  • XML stands for eXtensible Mark-up Language
  • and is the international data standard for data
  • Hierarchical data structures in a single file
  • All KIS files submitted must be encoded with

XML file
  • Contains fields (sometimes referred to as an
  • with tags to define the start and end of a field
  • ltLDCSgtAA.3lt/LDCSgt
  • fields can exist more than once
  • ltLDCSgtAA.3lt/LDCSgt
  • ltLDCSgtCC.1lt/LDCSgt
  • or not at all where the field is not required
    e.g. the ILRAims entity exists for the KIS course

XML file 2
  • Fields are nested
  • as are entities

ltKISCoursegt ltLDCSgtAA.3lt/LDCSgt lt/KISCoursegt
ltKISCoursegt ltLDCSgtAA.3lt/LDCSgt ltCourseStagegt ltSTA
GEgt1lt/STAGEgt lt/CourseStagegt lt/KISCoursegt
Data collection using XML
  • We define the element names
  • .and types
  • and nesting structure
  • and some of the rules of completion
  • an XML Schema Definition (XSD) file

  • Controls the anarchy
  • ensuring that all fields and entities are
    ordered correctly in the XML file
  • XSD is available from HESA website

Help with XML
  • Institutional Liaison
  • Schema trees
  • Editing files - Ultra Edit is your friend!
  • Student contacts
  • FAQs

Producing an XML file
  • Many institutions will have software systems
    capable of producing an XML file
  • there will however be some institutions for
    which the KIS requirements are significant enough
    to purchase or develop an additional software
  • As an alternative Microsoft Excel can be used to
    generate a KIS file

Using Excel
  • Create a KIS template in Excel and complete the
    relevant data items remember to delete the rows
    which are not relevant to the KIS course
  • Highlight all of the cells and copy
  • Paste into Notepad
  • Highlight a tab space and then select the
    Replace option from the edit menu
  • Paste the tab space into the find what box and
    leave the replace with box empty
  • Select save as from the File menu and give it
    an extension of .xml and select All files in
    the save as type box

  • Validation process and using the kit

  • XML splits validation rules into 2 types of
  • Schema well formedness
  • Conformity to the .XSD
  • Missing fields
  • Tagging
  • Invalid codes
  • Business logic of the submission
  • Coverage
  • Consistency between fields
  • Consistency between entities

  • Validation will always check the schema rules
  • Until schema errors are resolved you will not
    know how many business rules errors your
    submission has
  • Schema errors can be more difficult to interpret

  • Exception validation will take place at the point
    of data submission
    must exist in the data provided to HEFCE by UCAS
  • Any HESACOURSEID or ILRAIMID returned on KIS must
    exist in the data provided to HEFCE by HESA and
    Data Service
  • Prevent PRIVATELOWER/UPPER and accommodation urls
    from existing where all courses are entirely
    distance learning

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Validation kit
  • User friendly interface
  • One kit for all HESA XML data collections
  • Framework connects to web to download latest rule
  • We recommend that the kit is downloaded onto
    each PC rather than onto a local network

Validation kit
  • Business rule switches can be applied to focus
    data checking
  • Details of errors/warnings triggered can be
    downloaded to Excel printed
  • Configuration tab can set to local preferences

Configuring the validation kit
  • Recommended minimum specification of a Dual core
    processor and 2 GB RAM
  • Kit validates in batches
  • Can change size of batch to alter processing
  • Reduce size less memory but greater processing
  • Increase size less processing times but
    greater memory

Data submission
Submission timeline
Data quality checking
  • HEFCE will not conduct credibility checks on the
  • It is up to institutions to ensure the data are
    credible and the links between the KIS and
    NSS/DLHE data are correct
  • Institutions will be given a preview of the
    linked NSS/DLHE data in July
  • HEFCE intends to provide a number of tools and
    reports to aid institutions in checking their
  • The precise checks have not been finalised but
    are likely to include reports showing the
    HESA/ILR courses linked for each KIS, NSS/DLHE
    target populations, HESA/ILR courses not linked
    to any KIS, etc.

Updating KIS
  • For example to confirm fee information or to make
    amendments to mistakes
  • Updates will be routinely published via the KIS
    widgets and official web-site
  • To update KIS institutions have to submit a
    complete file containing all KIS records even
    where only one update has been made no AMAL

Updating KIS example
Submission 1
Submission 2
Submission 3
86 records
100 records
186 records
Data collection system
86 records
100 records
186 records
Updating KIS issues
  • Systems will need to be able to store different
    course data for different academic years
  • for example a new course for c13061 should not
    be included in updates made to c12061

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Further help and support
  • 01242 211472
  • 01242 211144