per cent below the national level. Given that the demand from local employers and the Creative Economy as a whole in the UK lies predominantly in the need for an increase in a range of digital skills, this presents a particular local challenge of potential skills recruitment, and the retention of locally developed creative talent. Table 7 Creative Economy HE students in Lancashire by University, 2013/14 Broad code The Edge Lancaster Total % University Hill Uni University Provision of Central Lancashire Computer Sciences 575 430 490 1,495 16.90% Engineering & 5 0 0 5 0.05% technology* Architecture, building & 790 0 0 790 8.91% planning** Marketing 195 195 545 935 10.54% Mass communication & 940 495 155 1,590 17.93% documentation Creative arts & design 2,700 960 390 4,050 45.68% 5,205 2,080 1,580 8,865 * Only includes course related to ceramics & glasses (J300), polymers & textiles (J400), and materials technology nec (J500) – ** Does not include planning Source: HESA 2.4 Critical Issues Recruiting people who have appropriate digital skills was identified as being the principal problem, rather than sourcing people who have creative skills. There were felt to be different issues for digital companies as opposed to (creative) agencies. Skills gaps are more prevalent in the digital sub-sector than in the workforce as a whole, with 7 per cent of employees not fully proficient in their role (compared to 5 per cent in the economy as whole) at the UK level. This demonstrates a potential mismatch in of the scale and nature of provision which shows a significantly greater proportion of students studying to obtain Arts” rather than skills (over 40 per cent compared to less than 20 “Creative “Digital” per cent) at all levels. Within the 20 per cent, it is also noted that the predominant
per cent below the national level. Given that the demand from local employers and the Creative Economy as a whole in the UK lies predominantly in the need for an increase in a range of digital skills, this presents a particular local challenge of potential skills recruitment, and the retention of locally developed creative talent. Table 7 Creative Economy HE students in Lancashire by University, 2013/14 Broad code The University of Central Lancashire Edge Hill Uni Lancaster University Total % Provision Computer Sciences 575 430 490 1,495 16.90% Engineering & technology* 5 0 0 5 0.05% Architecture, building & planning** 790 0 0 790 8.91% Marketing 195 195 545 935 10.54% Mass communication & documentation 940 495 155 1,590 17.93% Creative arts & design 2,700 960 390 4,050 45.68% 5,205 2,080 1,580 8,865 * Only includes course related to – ceramics & glasses (J300), polymers & textiles (J400), and materials technology nec (J500) ** Does not include planning Source: HESA 2.4 Critical Issues Recruiting people who have appropriate digital skills was identified as being the principal problem, rather than sourcing people who have creative skills. There were felt to be different issues for digital companies as opposed to (creative) agencies. Skills gaps are more prevalent in the digital sub-sector than in the workforce as a whole, with 7 per cent of employees not fully proficient in their role (compared to 5 per cent in the economy as whole) at the UK level. This demonstrates a potential mismatch in of the scale and nature of provision which shows a significantly greater proportion of students studying to obtain “Creative Arts” rather than “Digital” skills (over 40 per cent compared to less than 20 per cent) at all levels. Within the 20 per cent, it is also noted that the predominant
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