TSO OpenUP Competition – Opening Up UCAS Data
Here’s the presentation I gave to the judging panel at the TSO OpenUp competition final yesterday. As ever, it doesn’t make sense with[out] (doh!) me talking, though I did add some notes in to the Powerpoint deck: Opening up UCAS Course Code Data
(I had hoped Slideshare would be able to use the notes as a transcript, bit it doesn’t seem to do that, and I can’t see how to cut and paste the notes in by hand?:-(
A quick summary:
The “Big Idea” behind my entry to the TSO competition was a simple one – make UCAS course data (course code, title and institution) avaliable as data. By opening up the data we make it possible for third parties to construct services and applications based around complete data skeleton of all the courses offered for undergraduate entry through clearing in a particular year across UK higher education.
The data acts as scaffolding that can be used to develop consumer facing applications across HE (e.g. improved course choice applications) as well as support internal “vertical” activities within HEIs that may also be transferable across HEIs.
Primary value is generated from taking the course code scaffolding and annotating it with related data. Access to this dataset may be sold on in a B2B context via data platform services. Consumer facing applications with their own revenue streams may also be built on top of the data platform.
This idea makes data available that can potentially disrupt the currently discovery model for course choice and selection (but in its current form, not in university application or enrollment), in Higher Education in the UK.
Here are the notes I doodled to myself in preparation for the pitch. Now the idea has been picked up, it will need tightening up and may change significantly! ;-) Which is to say – in this form, it is just my original personal opinion on the idea, and all ‘facts’ need checking…
But when selected to pitch the idea, it became clear that an application or two were also required, or at least some good business reasons for opening up this data…
So here we go…
Postgraduate students and Open University students do not go through UCAS. Other direct entry routes to higher education courses may also be available.
According to UCAS, in 2010, there were 697,351 applicants with 487,329 acceptances, compared with 639,860 applications and 481,854 acceptances in 2009. [ Slightly different figures in end of cycle report 2009/10? ]
For convenience, hold in mind the thought that course codes could be to course marketing, what postcodes are for geo related applications… They provide a natural identifier that other things can be associated with.
Associated with each degree course is a course code. UCAS course codes are also associated with JACS codes – Joint Academic Coding System identifiers – that relate to particular topics of study. “The UCAS course codes have no meaning other than “this course is offered by this institution for this application cycle”.” link]
“UCAS course code is 4 character reference which can be any combination of letters and numbers.
Each course is also assigned up to three JACS (Joint Academic Coding System) codes in order to classify the course for *J purposes. The JACS system was introduced for 2002 entry, and replaced UCAS Standard Classification of Academic Subjects (SCAS). Each JACS code consists of a single letter followed by 3 numbers. JACS is divided into subject areas, with a related initial letter for each. JACS codes are allocated to courses for the *J return.
The JACS system is used by the Higher Education Statistics Agency (HESA), and is the result of a joint UCAS-HESA subject code harmonization project.
JACS is also used by UK institutions to identify the subject matter of programmes and modules. These institutions include the Department for Innovation, Universities and Skills (DIUS), the Home Office and the Higher Education Funding Council for England (HEFCE).”
Keywords: up to 10 keywords per course are allocated to each course from a restricted list of just over 4,500 valid keywords.
“Main keyword: This is generally a broad subject category, usually expressed as a single word, for example ‘Business’.
Suggested keyword (SUG): Where a search on a main keyword identifies more than 200 courses, the Course Search user is prompted to select from a set of secondary keywords or phrases. These are the more specific ‘Suggested keywords’ attached to the courses identified. For example, ‘Business Administration’ is one of a range of ‘Suggested keywords’ which could be attached to a Business course (there are more than 60 others to choose from). A course in Business Administration would typically have this as the ‘Suggested keyword’, with ‘Business’ as the main keyword.
However, if a course only has a ‘Suggested keyword’ and not a related ‘Main keyword’, the course will not be displayed in any search under the ‘Main keyword’ alone.
Single subject: Main keywords can be ticked as ‘Single subject’. This means that the course will be displayed by a keyword search on the subject, when the user chooses the ‘single subject’ option below. You may have a maximum of two keywords indicated as single subjects per course.”
“Between January and March 2010, approximately 600,000 unique IP addresses access the UCAS course code search function. During the same time period, almost 5 million unique IP addresses accessed the UCAS subject search function.” [link]
“New courses from 2012 will be given UCAS codes that should not be used for subject classification purposes. However, all courses will still be assigned up to three individual JACS3 codes based on the subject content of the course.
An analysis of unique IP address activity on the UCAS Course Search has shown that very few searches are conducted using the course code, compared to the subject search function. UCAS Courses Data Team will be working to improve the subject search and course keywords over the coming year to enable potential applicants to accurately find suitable courses.” [link]
Course code identifiers have an important role to play within a university administrations, for example in marshalling resources around a course, although they are not used by students. (On the other hand, students may have a familiarity with module codes.) Course codes identify courses that are the subject of quality assessment by the QAA. To a certain extent, a complete catalogue of course codes allows third parties to organise offerings based around UK higher education degrees in a comprehensive way and link in to the UCAS application procedure.
– the release of horizontal data across the UK HE sector by HEIs, such as course catalogue information;
– vertical scaffolding within an institution for elaboration by module codes, which in turn may be associated with module descriptions, reading lists, educational resources, etc.
– the development across HE of services supporting student choice – for example “compare the uni” type services
XCRI is JISC’s preferred way of doing this, and I think there has been some lobbying of HEFCE from various JISC projects, but I’m not sure how successful it’s been?
Also context of data burden on HEIs, reporting to Professional, Statutory and Regulatory Bodies – PSURBS.
Reconciliation with HESA Institution and campus identifiers, as well as the JISCMU API and Guardian Datablog Rosetta Stone spreadsheet
By hosting course code data, and using it as scaffolding within a Linked Data cloud around HE courses, a valuable platform service can be made available to HEIs as well as commercial operations designed to support student choice when it comes to selecting an appropriate course and university.
Opening up the data facilitates rapid innovation projects within HEIs, and makes it possible for innovators within an HEI to make progress on projects that span across course offerings even if they don’t have easy access to that data from their own institution.
CompareTheUni has had a holding page up for months – but will it ever launch? Uni&Books crowd sources module codes and associated reading links. Talis Aspire is a commercial reading list system that associates resources with module codes.
Guardian datablog picked up the post, and I still get traffic from there on a daily basis… [link ]
One demonstrator I built used a bookmarklet to annotate UCAS course pages with a link to a resource page showing what books had been borrowed by students on that course at Huddersfiled University. [Link ]
The course codes also provide hooks against which it may be possible to deploy mappings across skills frameworks, e.g. SFIA in IT world. The course codes will also have associated JACS subject code mappings and UCAS search terms, which in turn may provide weak links into other domains, such as the world of books using vocabularies such as the Library of Congress Subject headings and Dewey classification codes.
Marketing of services built on top of the data platform will need to be marketed to the target audience using appropriate channels. Specialist marketers such as Campus Group may be appropriate partners here.
For platform business – e.g. business model based around selling queries on linked/aggregated/mapped datasets. If you imagine a query returning results with several attributes, each result is a row and each attribute is a column, If you allow free access to x thousand query cells returned a day, and then charge for cells above that limit, you:
Encourage wider innovation around your platform; let people run narrow queries or broad queries. License on use of data for folk to use on their own datastores/augmented with their own triples.
Generate revenue that scales on a metered basis according to usage;
– offer additional analytics that get your tracking script in third party web pages, helping train your learning classifiers, which makes platform more valuable.
For a consumer facing application – eg a course choice site for potential appications is the easiest to imagine:
– Short term model would be advertising (e.g. course/uni ads), affiliate fees on booksales for first year books? Seond hand books market eg via Facebook marketplace?
– Medium term – affiliate for for prospectus application/fulfilment
Long term – affiliate fee for course registration