The Role of Institutional Researchers in Promoting Institutional Change & Improvement

1. The Role of Institutional Researchers in Promoting Institutional Change & Improvement Gary R. Pike Executive Director, Information Management & Institutional Research Indiana University Purdue University Indianapolis Professor, Higher Education & Student Affairs Indiana University

2. A Continuing Focus on Change

3. A Debt to Patrick Terenzini

4. Change is Inevitable Even if you are on the right track, you’ll get run over if you just sit there. Will Rogers

5. Issues Confronting Higher Education AIR MENA-AIR Strategic Planning Enrollment Management Access Success Quality Assurance & the OECD’s AHELO Initiative • Strategic Planning • Enrollment Management • Access • Success • Assessment, Testing, & Accountability

6. Future Trends • Higher education needs to be an engine for economic development … • Trained workforce; • Research to advance knowledge; & • Service to our countries and our communities. • Higher education needs to understand and respond to technological change.

7. S.W.O.T. Analysis http://epic2020.org/

8. Change IS Inevitable Even if you are on the right track, you’ll get run over if you just sit there. Will Rogers

9. Change can be Frightening

10. Why? • Change leads to uncertainty about the future. • During times of change, an incorrect response can make matters worse. • Change frequently means a loss of control.

11. Change and Institutional Researchers Institutional researchers can help navigate change: • Identify issues • Provide data • Turn data into information

12. Institutional Research Skills • Technical/Analytical Intelligence • Issues Intelligence • Contextual Intelligence Patrick T. Terenzini, 1993

13. Technical/Analytical Skills • Technical Knowledge • Knowledge of the institution’s data system (variable names, definitions, counting rules, etc.). • It is also knowing who to go to when you don’t know the answer. • Analytical skills • Knowledge of, and skill in, conducting social science and business research. • It is also knowing who to go to in order to supplement your skills.

14. Technical/Analytical Skills • Technology skills • Knowledge of and skill using new forms of technology. • The wisdom to know when not to use technology. • Communication skills • The ability to translate data into information.

15. Issue Intelligence • Knowledge of what issues are faced by higher education. • These issues can include budgeting, curriculum (re)design, enrollment forecasting, and resource allocation. • Knowledge of how higher education institutions function. • This requires a knowledge of governance, lines of authority, and formal and informal forms of power in an institution.

16. Issue Intelligence • Substantive knowledge of at least some areas of decision making. • Budgeting, enrollment management, student engagement/learning, etc. • Knowledge of who to ask about the things you don’t know.

17. Specialization … and Trade Wealth is built through specialization and trade. Adam Smith

18. Contextual Intelligence • Understanding our institutions. • It includes knowledge of an institution’s people, history, and politics. • Application of technical and issue intelligence in the context of our institutions. • What are the issues facing our institutions? • What methods are appropriate for our institutions?

19. Contextual Intelligence • Knowledge of our constituents. • Representatives, history, and interests of these external groups. • Knowledge and understanding of the global environment. • What are the issues being confronted by institutions in other countries? • How are they responding?

20. Intelligence Reconsidered

21. Functions of Institutional Research • Required Reporting – government agencies, accreditors, and significant external publics. • Decision Support – institutional leaders, mid-level managers, faculty, staff, and students. • Decision Identification– institutional leaders, mid-level managers, faculty, staff, and students.

22. Function & Intelligence

23. Required Reporting • Technical Knowledge and Skill • What information should be reported? • What are the data definitions? • Are there ambiguities in the data definitions? • What are the counting rules? • Where is the information located? • Do our data definitions match their data definitions? • Do our counting rules match their counting rules?

24. Decision Support • Technical Knowledge and Skill • What is the decision that needs to be made? • What kinds of information is needed? • Do we have data that can inform this decision? • Where are the data? • What are the limitations of the data? • How can I transform this data into information? • What is the best way to present the information?

25. Decision Support • Contextual Knowledge • How are decisions made at the institution? • What types of information do the decision makers use? • Do decision makers have preferences about how information is presented? • What is the chain of command/communication in the organization? • Does that influence the types of information provided? • Does that influence the method of presentation?

26. Bad Decision Prevention The problem ain’t what people know. It’s what people know that ain’t so that’s the problem. Will Rogers

27. Bad Decision Prevention • What do decision makers need to know that they do not now know? • Provide them the information they need to know. • What do decision makers believe they know that is just plain wrong? • Can you convince them they are wrong? • What information should you provide to convince them they are wrong? • Is there additional, correct, information you still need to provide?

28. Indecision Prevention Indecision may or may not be my problem. Jimmy Buffett

29. Indecision Prevention • Two major causes of indecision (and what to do about them). • Analytical Atrophy • Decision makers have too much information. • Frequently results in wanting to see the data analyzed in every possible way. • Provide enough data to make a decision, but not so much as to lead to atrophy. • Some people can’t make decisions. • That’s making a decision. • Find someone else to make the decision.

30. Don’t be Indecisive about Indecision

31. Decision Identification Trying to predict the future is like trying to drive down a country road at night with no lights while looking out the back window. Peter Drucker

32. Decision Identification The future is not a scenario written, which we only have to act out; it is a work which we have to create. Roger Garaudy

33. Decision Identification • Issue Intelligence • What are the issues confronting higher education globally? • What are the issues confronting higher education nationally? • What are the issues confronting higher education locally? • Which of these issues are likely to impact my institution, and how?

34. Decision Identification • Contextual Intelligence • Who is responsible for monitoring the external environment? • Who is responsible for interacting with the external environment? • What types of information will be useful to those interacting with the external environment?

35. Decision Identification • Technical Knowledge and Skills • Strategic thinking – The ability to generate insights on a continual basis to achieve competitive advantage” (Rich Horwath). • Knowledge • Tools • Approach

36. Decision Identification • Technical Knowledge Skills • SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats). • Five SWOT Killers: • The laundry list, • Generalities, • Special effects, • Mistaking Influence for control, & • Not quantifying opportunities and threats.

37. Contextual and Issue Intelligence are Critical If institutional researchers come to be viewed as competent technicians, but nothing else, they will not have a seat at the table when decisions are made. Pat Terenzini

38. Acquiring Intelligence • Reading (& attending conferences); • Observation of others; and • Our own mistakes.

39. Reading & Attending Conferences • AIR Resources • Professional File • IR Applications • New Directions for institutional Research • AIR conferences and papers • MENA-AIR Resources • Conference presentations and papers

40. Observing Others • Identifying successes to emulate. • Best practices presentations. • Effective campus leaders. • Identifying problems to avoid. • Ineffective practices presentations. • Ineffective campus leaders.

41. Our Mistakes Boy! If we learn from our mistakes, today should have made me pretty smart.

42. Some Final Thoughts If you want to be successful, it’s just this simple. • Know what you are doing. • Love what you are doing. • An believe in what you are doing.