Harnessing new technologies and the digital revolutionNovel computational approaches and the ability to link datasets across environments have the power to transform our understanding of the full spectrum of health determinants and to catalyse the adoption of new methods for evaluating the health impacts of individual-and population-level interventions. Innovative technologies, from sensors to wearable devices to artificial intelligence, will also present great opportunities to transform the delivery of health and social care, and to help us achieve the shift towards prevention and early intervention. However, we will need access to data generated by a wide range of individuals and public and private organisations if we are to capitalise on the digital revolution for health. It will also require us to collectively address issues associated with data access, ethics, trust, regulation and skills. We therefore call for ongoing efforts by research funders and key stakeholders to stimulate new research programmes and approaches, and to invest in the necessary transdisciplinary training, for the integration, manipulation and analysis of these data within appropriate ethical and regulatory frameworks. Developing transdisciplinary research capacityThe health of the public research leaders of 2040 are in education and training today. This means we must act now to develop a UK-wide transdisciplinary research capacity with a holistic understanding of the wide range of determinants of health, and the skills and approaches necessary to address them. We therefore describe how to reconfigure the current training pathways to provide the workforce we require for the future, through the development of joint modules for undergraduates and postgraduates between public and population health courses and other disciplines relevant to the health of the public. Aligning perspectives and approachesBetter alignment between public health and clinical practice is needed if we are to achieve the necessary shift to prevention. Our health and social care workforce must be equipped to understand the fundamental principles of 'health of the public' and the continuum of interventions from population to individual. We set out how to achieve this through changes to training and continuing professional development. Our recommendation on the establishment of regional hubs of engagement will catalyse more structured, long-term and effective connection between practitioners and researchers, and ensure that health and social care is based on best available evidence. We also set out how to support decisions on wider implementation of, or disinvestment in, interventions by recommending that all major policies and programmes which impact health and health equity should have independent effectiveness and economic evaluation built in from the start. Working with all sectors of societyThe full societal value of research for the health of the public will not be realised until it is translated into improved health and health equity. This will require iterative ...

This is the second in a series of higher education data releases from the Department for Education's new Longitudinal Education Outcomes dataset. It focuses on the employment and earnings outcomes of those graduating with an undergraduate degree in 2008/09 from an English higher education institution (HEI). It looks at outcomes one, three and five years after graduation. Data are split by subject studied and graduate characteristic (sex, ethnicity, age, home region and prior attainment at A level). Employment outcomes are also provided for each HEI. A further release is scheduled for spring 2017 covering outcomes by each subject for each institution. In order to gain user feedback, this release previews this type of information by looking at employment and earnings outcomes for 2008/09 law graduates. This publication also explores the impact of including self-assessment data for the 2014/15 tax year. Overall employment and further study outcomes 5 years after graduation vary little by subject studied (2008/09 graduates)'Biological sciences' and 'medicine & dentistry' had the highest proportion of graduates in 'further study, sustained employment or both' 1 five years after graduation (83.5 per cent and 83.3 per cent respectively). However, this is only 6.4 percentage points higher than those who studied a 'combined' degree. These figures include self-assessment data.1 Graduates are counted as being in sustained employment if they for work one day in five months out of six between October and March in the relevant tax year (See section 8: methodology for further details).