Welcome to the Higher Cohort Study information page 

The Higher Cohort Study is ambitious research programme of the Observatory for Mathematical Education, that seeks to understand the choices students make in Year 12 and 13 about university; the reasons behind successful (and less successful) transitions to university; and how student progress through the undergraduate and postgraduate phase is shaped. 

Unlike primary and secondary education where the curriculum and assessment fit within a national framework, the higher education landscape is a much more complicated web with a variety of level 3 qualifications leading to multiple options for single and joint honours maths degrees.  The student experience of curriculum, pedagogy and assessment will very much depend on which institution they attend, with some departments focussing on world-leading mathematical research while others are dedicated to teaching and learning.  By analysing student participation and attainment alongside student attitudes to maths across the sector we will unpick the factors causing some students to excel while others fall behind. 

By becoming part of the Higher Cohort Study, you will be helping to ensure that the data that is collected, and the analyses undertaken, can generate the best possible insights about student experiences of learning mathematics at university in England. We would like every maths department in England to be involved. Our detailed work with universities will start in 2025/26, but before then there will be opportunities to: 

• Inform the Observatory team about developments, successes and challenges in university mathematics education.  
• Advise on the design of the research methods (e.g. survey questions) in the Higher Cohort Study. 
• Advise on the operational challenges related to the Higher Cohort Study.  
• Receive reports and comment on the analysis of the data from the Higher Cohort Study. 

In addition to HESA data and national surveys, a small number of institutions will be invited to become case studies. This will involve a small number of visits to the university each year by members of the Observatory team. These visits will include interviews with staff (e.g. Head of Department, Director of Teaching, course leads and lecturers of mathematics) and students and, where possible, the observation of teaching. The case studies will explore some aspects of mathematics teaching and learning in more depth than is possible in surveys, including the reasons why lecturers and leaders make the decisions that they do about mathematics education.  

Engaging in ground-breaking research can be highly rewarding, and sector leaders report that they are eagerly anticipating the publication of the Observatory’s annual reports as this will provide them with evidence about university mathematics education in England that will inform their thinking. In the meantime, if you have any questions then please to not hesitate to get in touch with the Observatory team.