Moreover, what are the key messages that can be ascertained from a rigorous critique of the very methodology of the STUG ? IT WILL BE DEMONSTRATED THAT A CRITICAL APPRAISAL OF THE STUG YIELDS A TWO-FOLD IMPROVEMENT FOR DURHAM UNIVERSITY: ACADEMIC ACHIEVEMENT AND INCREASED DIVERSITY BY ALL RELEVENT INDICATORS.
SCOPE & BREADTH OF DATA PRESENTED: Established in 1993 and both funded and supported by universities across the UK [APPENDIX: D] the Higher Education Statistics Agency houses a significant body of data pertaining to university demographics – indeed, HESA tracks performance indicators, finance, enrollment, student achievement at all levels, faculty demographics, and a wide range of other very useful information [see: APPENDIX: B-C; E - F]. For the STUG, the HESA is the source for a number of their key indicators in regard to how they compare one university in the UK against the next [APPENDIX C]. The following analysis is dependent upon both the various university guides such as the STUG, the Guardian annual survey and the Complete University Guide, but also the annual key indicators that are accumulated and presented at HESA. The details of the analysis will be comparative as far as including both the newspaper distillation of the HESA information ( and beyond the HESA too), with particular attention paid to the STUG, but also the HESA in its raw and more expansive form.
METHODOLOGY: There is both qualitative and quantitative methods employed in this analysis. First, the data stated in the previous section will be compared in terms of key performance indicators. In numerical or quantitative terms, significant improvements, changes or declines will be noted and presented. Particular focus will be paid to the indicators that are Durham specific, however, it is difficult to isolate Durham University when considering notable
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