This blog has been written by Khadeja Raza, who completed a short-term work experience placement with London Higher’s Access HE division.
Over the past month, I have had the opportunity to complete a placement at London Higher, working on their latest research report: Hyper-Diversity Revisited. This report builds on previous research to examine trends in higher education (HE) participation, focusing on how London’s student demographics are evolving and what this means for the future.
My role involved supporting the team with data analysis and visualisation, helping to answer two key research questions: Will hyper-diversity in London HE continue to increase? And, what new trends might emerge? It was a fascinating experience that not only strengthened my technical skills, but also gave me a deeper understanding of how data-driven research informs policymaking and practice in education.
Contributing to the Report
From my first day in the office, I was welcomed into a collaborative environment and set quickly to work on three areas of analysis:
- Comparative Analysis: I examined the progression rates of the different ethnic sub-groups within the young population of diverse inner London boroughs such as Camden. This highlighted disparities and trends in HE participation across ethnic groups.
- Geospatial Analysis: Focusing on progression rates in Inner versus Outer London, showing regional differences’ influence on access to HE.
- Trend Analysis: Exploring how progression rates for students from different minority ethnic backgrounds have changed from 2016/17 to 2022/23, shedding light on long-term patterns and shifts in participation.
Each of these areas required me to apply data analytics techniques to uncover meaningful insights. Beyond just working with numbers and statistics, I had to consider the wider social and educational contexts that shape these trends – something that added depth to my understanding of the data.
Analysing the Data: Projections for HE Participation
Part of my work on this project involved analysing projections of higher education participation by ethnic background, using both past HE entry data and population growth forecasts. This allowed us to estimate how different student groups in London are expected to grow by 2035, both in absolute numbers and as a proportion of the total student population.
One of the most interesting findings was the relatively modest projected growth in HE participation among Black Caribbean students compared to other groups. While Indian and Chinese students already enter HE at the highest rates in London, meaning their participation may be reaching a natural plateau, Black Caribbean students have not yet reached such a ceiling.
This raises important questions about what more can be done to support progression for this group and whether existing outreach and widening participation initiatives are effective. This type of analysis is crucial in understanding how London’s student population is evolving and where targeted efforts can ensure equitable access.
Learning Beyond the Data
One of the most valuable aspects of this placement was seeing how research like this contributes to real-world discussion. I quickly realised that the numbers alone do not tell the whole story. Understanding the reasons behind the trends was just as important as running the analyses themselves. As I examined the data, I learned more about the various outreach and support programmes designed to directly improve HE access for underrepresented groups. It was eye-opening to see how universities, policymakers and organisations use research to develop initiatives and ensure they’re effective.
AccessHE brought a range of perspectives and expertise, and I appreciated the opportunity to contribute to their discussions. The team was always open to questions and feedback, making me feel like a valued part of the project. It also reinforced how interdisciplinary research requires both technical skills and an understanding of social issues.
‘Real-world’ research
Although my placement was only spread across 10 days, it gave a real insight into working in a professional research environment. The atmosphere at London Higher was welcoming, and I was encouraged to take ownership of my work whilst receiving guidance when needed.
I particularly enjoyed the balance between independent analysis and teamwork. While I had the space to conduct my own research, regular check-ins ensured that my work aligned with the report’s objectives. Another key learning experience was seeing how research findings were communicated. It’s one thing to conduct analysis, but another to present it in a clear and engaging way. Being involved in the data visualisation process helped me think more critically about how to translate complex information into accessible insights, especially as I knew my data would be presented at AccessHE’s annual conference to a professional audience who would want to understand at a glance what it meant for their day-to-day work
Reflections and Next Steps
This placement has been an invaluable opportunity to apply data analytics to a real-world research project. Working with AccessHE has reinforced the critical role of data-driven decision-making in education policy, particularly in addressing disparities in HE participation. Through comparative, geospatial, and trend analysis, I was able to explore complex datasets, identifying significant patterns and refine my approach to data visualisation and interpretation.
It’s allowed me to understand the importance of contextualising quantitative analysis within broader socioeconomic and institutional frameworks. While statistical modelling and data manipulation are essential, deriving actionable insights requires an understanding of the external variables influences the data. This project highlighted the intersection of data science and policy research, demonstrating how predictive and diagnostics analysis can be leveraged to inform strategic interventions and long-term planning.
I would like to extend my sincerest gratitude to the London Higher team for their support throughout my placement. Their welcoming and collaborative approach made this experience both valuable and enjoyable. I truly appreciate the opportunity to contribute to this important project and learn from such a knowledgeable team!
