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THE NATURE AND ROLE OF

INSTITU'l'IONAL RESEARCH - - - MF.MO 'l'O

A COLLEGE OR UNIVERSITY

A STATEMENT PREPARED FOR

TRE .ASSOCIATION FOR INSTITUTIONAL RE.SEARCH

by

Joe L. Saupe

James R. Montgomery

November 1970

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CONTENTS

PREFACE •••

Introduction.

What is Ins-ti. tutional Research?. •

llow "Pure" Can Ina ti tutional Research :Be?.

What Can Institutional Research Do For the Institution?.

1. Preparation of Operating Reports. • • • • • •

2. Preparation of A.nalYtic and Summaey: Reports •

,. Conducting Analrlical or Modeling Studies.

4. Design of Han~urement ln:f'omation System

5. Special Studies • • • • • • • • • • • • • •

6. Studies in Support of Educatio0

nal Development •

7. Related Staff Work ••••••

B. Responding to Question.ca.ires

Should Institutional Research Be .ldminiatrativet_y or Educationally Oriented? • • • • • • • • • • • • • • • • • • • • • . ·• • • •

Bow Should Institutional Research Relate to LonR:'-Ran,ge Planning?.

How Should Institutional Research Be Organized? ••••••••

What are Requirements· for Effective Institution'll ReNenrch?.

SBLBCTED REFBREliCES , • • • • • • • • • • • •

TBE ASSOCIATION FOR INSTITUTIONAL RESEARCH •

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Preface

A:i3 noted by the authors of this memorandwn, institutional reoearcl1 has a long history as a function in higher education but a very short history as an organized activity within individual institutions. SiAce its incep­tion in the spring of 1965, the Association for Inatit-~tional Reoearch has ma.de efforts through its fonnal activities and through ita numeTOus members to desc·ri be, define and explain the roles and fwictions of insti t-'1tional re­oearch to assist n~wl.y appointment officers· and newly formed offices rL-. spon.c;ible for thii; iDStitutional activity. Such appointments and formatJ.ons cont1rr.1e anQ J.f,quines received t'rom college and university ad!!!iniatrators tind faculty comi:i~tces have eetabliahed a clear need for a prepared state­ment on the natur1:1 and role of inatitutional research. The autho:s of this memorandum have addreosed themselves mainly to this audience, howver, I am confident that others will find it of' interest and use.

Since the a.uthoro are full-time institutional researchers, there is the possibility of bias in their view. 'l'hey have, however, attempted to avoid taking positions that might be considered to represent :narrow self-inte17st by a professional group seekiIJ8 self-enhancement and lnve attempted to dis­cuss the to'Dic in the context of tbu institution as a whole. On balance the benefits of- intimate experience probably outweigh the merits .:,f d.a:tac.~cnt that have been brought to discussions of institutional research by some less involved authorities.

While precise agreement on all points discussed in this publication mignt be difficult to obtain from practitioners, nevertheless Diembers of the Execu~ive Committee of the .Association for Institutional Research bave re­viewed it with ca.re and have expressed endorsement in general of the thrust of the paper. ·

Sidney SUslov, President Association tor Institutional Research

Berkeley, California

1Mem.o to a Newcomer to the Field of Institutional Research. Joe L. Saupo. The Association for In!lti tutional Research, July, 1967. 24 PP•

2!&2<:l!lO to a Newcomer to the Field of Institutional Research, Revised Edition, James K. Mcrishima and Jo~ L. Saupe. The Aaaociation for In.atitu­tional Rese-a.rch, forthcoming.

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THE HA'l'URE AND ROLE c,r

INSTI'IUTIO~ RESEARCH - - - KEMO '!'O

A COLLEGE OR t1U\'ERSI ';'Y

Introduct.i 011

C.:l:egcc und '.miversiti•..lu do not n'lw !l:.d ITl">b.ably nev(:!" rorre i>ecn opµ,~tr.tl with~ut quanti tativi: dAt~ and othe!' types of "}~1-0 11 ir,forwuti:)n; in !'act, in 1.959 Professor W. H. Cow.lf!y addressed billlSE!lf to tht: tc;,ic "~"°" w.c & Half Centuries of Institutton..~l 3-c~ea:-ch. n2 Further:nort:. publiul':.ed his­tories oi individual <:olleses and wu. versi ties contnin ret'erer:cc:i to surveys and oth~r bona fide institutional research activities during the nineteenth centur.{, nnd th'e""'uni.ted States Office or Education brt~n collectlr~ statis­tics on hisher cduca!ion in 1869. The functior.: l)! institutional reses.rct! is not new,

The ''imtitutionalizetion" cf institution.sl rP.sea.-ch has occ".UTec.. l!lore recently. Ot'gan:!.za.tional units for ir.stitutioral research wr:re e:Jtaulished in several major universities around 1920, but the t~!'tll "institutional re­search11 did not make a solid tint.cy intc the voc-sbulary of highe1•· education until the late 1950•s.3 During the past ten 01· fifteen ycurs the number of college.is and Ull:iversi tics adding ti tlc!l and ore-anizational units ror the institutional research f'ur.ctio!I. bas i.ncreased ;; ubstar.tially.

It is only poauible to speculate on the rtaoons fo1· tlds d•iveloprtent. It i.s easy and probably l..!lrgely ~ottect to suy that in.:Jti tutional growth in size and. complexity and all of the far.Jill&.r raoifications of thb grm,-th havu producfld a need for If.Ore and better info:!.'Dation for d~cision-1!:aki.ng !lnd plhllning. Also, the growth of thA higher educdion induntry has brou~~t an ir.creased need for public ac<:ountability by inc:i,tidual inst.:!.tution.q e.r.d i'crwalized institutional research has, in i.:.81.\Y' cases, been seen as an answer to this :ieed. In addition, as the values of sc·iencc und researct, i.n g•.:neral, and scientific management, .ln p11.rticular, have increa~ingly bHcome

1•fr.is 2tatem~r1t draws eJCtc!nsively on a t.-::.lk giv0n at a. 'Workshop on Iruiti t'J.tioru.il Resellrch, sponsored by the iiest rirgi:!i.a Co!l!m.i.sl:iion on Higher 3duc-.ation, Joe L. Suupe, "Some General Remar!w on the Nuture, Scope and .Fun~ticn of I11$titutional Regtiarch, 11 f'!ichi~,: ftate University, !!!imP.o~aphod, August, 1968.

2'11. H. Cowley, "Two arid a. B.a.lf Ce:ituries c ! Iraiti tutional Research, 11 in Coll1.:1«: $H'!.!' Stud : Lectures o:: Iru.tituticn..'lt Research, Rich!lrd G. A.>:t a:1d M.:l T. Spraeue Ed. • Sc~lde:-, Colo: The We!' t~rn Int'1!rstatc- Oommis:slon for Higher Education, 1960, pp. 1-16.

3It han been IU'S\led that the term lnstitutional research is an :.nar::cu.~tf: description of the work, much of whic:1 invol;r.:~ the assernhli:1g of figures, th.ctt bears this designatior.. Withc-ut cntttri.ng tr..is argument, the trad.itional term io u~:ecl in this statement.

embedded in our society, the infu.sion of thP.se values into the !!.lanagament and planning of higher education ir.sti tutions :bas been s natural development.

Whatever the reasons, many colleges and univeTsitieA t.ave in the past few yuors formalized institutional reoe~.rc:i acti vi tl.es; o tt..c rs are conteia­plating actions to do so now; still others will certainly do ~c in the next t'ew years. This mtimo is wr:i. tten as a reoo·:ll'Ce !or the indi vidt:a.lD who w:i.11 decide whether and how institutional research should be introduced. It con­tains discussions of questions that are typically posed as a college or uni­versity considers vhetber or not and how to formalize the institutional research :t'ur.ction.

What is In3ti tutional Research?

Though the more relevant question is 11What can institutional research do for cur institution?" a definition for institutional researeh is basic to this me~o and the question deserves a caTef'ul. answer.

One definition read:J:

Institutional re~earch involves the collection o! data or the making of studies u.~eful or nacessar,y in (a) understandilll! and inter­preting the institution; (b) .making intellirnt decision.N about cur­rent operations or plans for the future; (c iu:proving the cfficlency aru! ef:'ectivenees of the institution.4

This definition tends to encompass tho widely se-parate vielo's, both frcquer~tly cited, of John Dale Russell and Nevitt Sanford. The fol"lller stresses the need for an administratively oriented office to make "studiP.s needed ior the ie.'<i~ (If il!lportant decisions about policy and proc:cduret., 115 while the. latter has c:alled for studien by a reaearch orgar.ization free from administrative needs and devoted to "theoretically-oriented, long-terr- studies of students and intensive, probably also long-tarm studies of the inner workir~ of educational institutions. 116 The implications of the contrasting view of Dr. Russell, a dean of applied institutional research, and Dr. Sanford, a leading scnolar in higher educatiun, are extremely important to the opera­tion of an offico ,f institutional research.

Rourke Hnd Brvi>k.:: suggc&t that

••• institutional re~ee.rcn is A vari~gatcd form of organizational self-study designed to help colleges end universities gather an

4P.!ul L, Dressel, "The Nature of Institutional RP.search," Michi.;an State Univers~ty, :ti.meog~aphed, 1966,

;Jolm Dnle Ru:Jsell 1 11Dollar.J n."ld Cents: So:?:e F.l.u-d Fa::ts, 11 ~gr.e::­

Educatior.: Som~ 1;ewe-r DeveloPlCCnts, SILID\lel &skiJl (F..d.) • New York: McGruw-Hill, 1%5. pp. 284-303.

6N1?·.ri tt Sanford (Eel. ) , Thtt A:ner.1 can College. New Yori<.: .r oh.~ Wiley, 1962. ?P• 1027-26.

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expandir.g range of information about tbeil' own internal oparatiou.s and the effectiveness with which they are using their resources.?

. These views span the mnge of det"initions in the literature and pro­vide background for our own defir:i.tion which is that institutional research consists of data collection, analyses. reportir g, and related staff work d~simed to facilitate operations and decision-making within institutions of hiRher education. A few of the terms in this definition merit brief discussion.

Regarding data collection, tharP. al'e roany institutional rei:iearch affoT'ts !or which fre~h data must be collected. Questionnaires, interviews, tests, and other techniques are used. On the ether hand, financial, student en­rollment, and other types of data ara routinely collected in various offict!S of the institution as part of the operating process and need not be collected anew for institutional research. Often a funotton of institutional research i.s to organize erisiting raw data into forms es;,ecially useful for analysis and interpretation.

Analysis is a central 1\Jnction of institutional research. Data showing &nrollment, start counts, and financial coridi tions often exist in U1UUUUyzed compilations. The processing of such data into tables, charts, or graphs 1s a simple form of analysis which may give tho data new meaning. A more funda­nental form of analysis involvos stat!f!tical tr3atment, the l"alating of different types of data, and the specificat:.on ,>f' implications.

lleportD um1ally result from institutional ::":'eSearcll. Because insti tu­tional research is a staff .function, the report..1 present the facts and, hopcfull1, are U9ed in decision-making, a process controlled not only by facttl but aloo by other essential COl13ideration:i. These reporto, vhere pre­pared in the t:radition of thorough staff studie:1, should report the data and data analysis and include interpretations, conc:.usions, and per.hB.ps one or alterJBtive recommendation.

Increasingly, staff vo.rk other tban data tc.bulation, studies, and re­ports is being associated with mstitutional re:.;earch. Maey institutiotllll reaeal'Chers find themselves consul ting with faculty and other colllmi ttees of the institution, developing procedures tor institutional operation a.cd ttanagement, and writing position papers on iS9UflS of concern. Some partici­pate iD budgeting, legislative hearings, anc.. bof<Xd meetings, but one substan­t:1.al view is that the researcher should not be c·alled into political si tua­tiuns. To the degree that the institutional retearcher is considered an ex­pert on higher education, it is only natural fox· him to be called upon for staff' work other than rt!search. We believe he ::hould be such an expert and, with proper coµsideration of priorities on tis time, sbculd assist his colleg9 or ur.ivor:li ty in any way ht! can.

7~'ranci$ E. Rourke ar,d Glenn E. Brook.~, The Managerial Revolution in l:!ip:hcr Education. .Baltimore: John Hopkins Pross, 1966. p. 44.

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Vhile institutional research is a resource for decision-lll8king in many o.reas, it is not necessary to e:rpect that all institutional research will lead immediately to decisions or even be directly related to cUJ:Tent problO!t.'). At one extrem~, a decision on the illlmediate issue of •hetber or not to increase student fees and b;y how much may be based, in part, on data analysis or a specific study. At the other extreme, there may be general institutional concerns and research on such concerns a:ay not be expected to have iCCD1ediate impact. Research, for example, directed at understanding the institution, thtJ ca:npus climate thereof', the background characteristics of students,. the M tu.re of student programs as revealed in transcripts, ai.d other dimensions, might fall into a cat~go.ry without immediate Uflage but with important lo.ng­rw1 l.mplica tiOl"!S.

How 11P.Jre11 Can Institutional Research Be?

Much institutional research.is focused oo imrr.ediate problems and issues of the instituticn. A:J a result the field of institutional.res~~ ~s beeg criticized on the basis that it bas produced little o! lastin8 significance. The critics seem to con!use institutional research, as we view it, with the more basic research on higher education carried out in the centers for the atu.c:cy' of higher education and by scholars in higher education and related subject fields. Certainly the more fundamental research is essential and practicing institutional researchers would be proud to have the general re­searchers included with them-in a broader category of those committed to institutional research.9 But institutional research is specific and applied and the other i.s general and theoretical, institutional research should not be expected. to produce lmowledge of pervasive and lasting significance, . thoU8h on occasion it may.

Institutional research and the more basic research on higher education should, however, mutually benefit from close association. Since the probleics of individual institutions often parallel the basic proble~ and fur1damental issues of higher education, there should be an interaction between institu­tional research and general research on higher education. The latter should be expected to produce theories, methods, at:1d results useful to the for.ne~, and the former may produce findings and procedures with implications for ~he latter. Some institutional researchers iaay even be ~xpected to devote a portion of their energies to general research on higher education.

Ssee Lewis B. Mayhew, "Imperatives for Insti tutio:r.al Rcseare-°11, 11 ite~ea:ch on Academic Input. (Proceedings or the Sixtb .Annual Forum 0£ the As~ociati~n for Institutional Research}, Clarence H. Baeley (FA.). The A:;sociation for Institutional Research, 1966. pp. 1-9; Frederick de W • .Bolman, "U11.iversity Reform and Institutional Research, 11 The Challe and RP.s nsll of I~titu­tional Research (Proceedings of Ninth Annual Forw: , Camercra Pir.c:1t:r Ed. • The .Associaticn for Institutional Rc:.icarch, 1969, P'?• 13-20.

9Tht1 purposes of the Association £or lnstitutior11:1.l R-esea-rch,". • • to benefit, assist, and advance research leading to imp:·oved 1md~1·standing, planning, and operation of instit1Jtions of :dgher ecuc:ation" sugge:.t that the general researcheni qualify for memburship.

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Furthermore, there should be similarities :.n tha approaches of institutional ro::1earchers and of individuals entt,aged in theoretical research. Specifically, the institutional researcher should be as objective, detached, thorough, and systematic 8.3 any other researche:r·. His problems should be as r well de.fined, hio methods as appropriate, his aualyses as logical, and his conclusions as uninfluenced tr; pre-conceptions, au those of any scholar. In tht: process of his work he should develop or recefine a clear philo~ophy of higher education to serve as a catalyst for hiu efforts. The president in . quest of institutional reoearch assistance is s~eking objectivity and tn:th. Whil-:1 he may retllin the right to withhold inforuation when it is subject to . U'.isinterpretation or is likely ,:;o result in han: to the ins~i t-..:. tion, still ha needs to nave it.

What CAA llisti tutional Research Do For the~ I11t:1ti tution?

!1l!ltitutional research is a function of ind.itutionnl governance. It is carried on in institutions whether or not individuals or organizational units arc specifically assigned to institutional research. Even where such individuals or units exist, portions of the function are car?'ied on elt:1e­where. The college or university that is consideri.r.g the creation of a posi­tion or an office for institutional researcr. shculd. consider it in the f:ra:ne­wrk of the total tunction. It is even possible that thro~h new statements of responsibilities the portions of the function viewed as essential can be carried out in existing organizational uniw or t.'18.t more than one new unit .is needed.

The folloving eight-point outlinu of the function of institutional re­search includes remarks on how an organized institutional research office can operate. Hopefully, this listing will be of help as a college or uni.;ersi ty considers how -:o formalize the function in order to have more, bette?', and batter coordinated institutional research.

l. Prepa:ration of Operating Reports. Oper1ting reports include enrollment, student aid, housing, financial, per:1onnel count, and other types ot· data, presented in tabular form. Typically S'.1Ch reports are prepared with a ainimum of analysis by that office which has tne re:spc,rmibili ty for the particular phaue of institutional operation. Th.gse types of reports arc not tri·r.i.al; they are fundamental. A central proble~ with tham is often the matter of definition. Who is a student to the r·:!gistrar may not be the same ea who i~ e student for the budget-makur, and wh:> is a faculty member to the payroll office:- may not be the smoe as who is a t'acul ty a1ember for the Faculty Senate or fol" the teaching-load Dtudy.

In most collegca and universities there is ,s need for coorc!inalion of t.he basic operating report infomatinn. If such report$ are to be consis­tent and most meaningful, definitions and data c.1tegories need to be estab­lished, agreed upon, and USt!d. An institutional researcher might be asked t,., ur.dertclce this typo of coordin.'ltion. Though :,1e rnay not prepare any of these report11, he will need to have co:ople te fil,,s of tht.·m and to w1derstand them, for he will frequently refer to thelll and may be at,ked for ana.lyues and ir.terpretatiori:. which will :-equire the ~c of th•,:-c. The iMtl tutional re­searcher, if there is one, will he the individua: most centrally concerned .,;i th the adequacy and i-;ip;nificsnce of iJ"l.for.oot i 0:1 on the ins ti tut ion a~ 11

whole. tte ~r.ould have a major role! in dt•signi.ng the information system.

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2. Prt!t1arc~tion of Ar.alytic and Swmnal'Y P.eports. Pe1·iodic analyses of quantifiable aspects of the institution's opcratior. including pro~c interpre­taticns, but 111ainly tabular preser:.tatloos, ma:,· be called ar.n1:,·,:;ic reports. Class size a.'ld teachiJ18 load tnbulutions, unit co:it nn.'ilyses, and :space in­vento:cy data ana. uti!ization studieo arc illustrative. Another useful fem of u\l!Dlllary data ii:l the "fact book." The fact bock will contain sWC!t!arie~ from the operating reports and fro~ the analytic reports, just mcr.tioned, covering a period. of yeR.rs in e !'orm thut pP.:'mi ts ready rcff:'rence a:1d easy ar..mwl l.ipdating.

~<:aw.,t': fn<:t~ ~ ty, sp&ce, and o poratfr..g ccl!ers a::·c the ~ns t ~ri ti ca: ru!i.>urces of a cc·llet;e er ur.i•;c:-sit)•, spe:iel ani ueMi.tive attentic:1 need.s to be gi·.ren tho preparat;jcn of the ar.alytic r~po1·te describing their util.:.za­tion. Repc,rte o~ ~lass size and faculty effort, £or example, mu.st be me~n­ingi'u.1. to both faculty &.!'.d adu.inistration, and H ifl dif!icult to present infol":mltion which is cl;,arly understood. Interpretations of the data. .i!:l such reports must be mac.e with care. Though it lll9J' not be app1'Cpriate to compare individual dcpnrtme!1ts for a given year tn tems of statistical in­formation on class si?.es, teaching loadu, nnd unit co3ta, it is meaninef'ul to examine these types of indices for a single department over a period of years.

Typically, reports of this type contain :.nformation in considere.ble detail. At first g!a.nce much of the detail is of little immediate w~lue. Experience demonstnttes, howeve1·, t!lat the da-;ail is useful for refe:-ence purpoues, at least. \'hen it ~ecomcs desirable to take an intensive look at a specific academic area, the files of histor~cal detail are ill.dispensable. Furtbur, while no collega or univeroity presi:ier.t can afford the tin:H needeci to focus upon the ine,-itable detail, an insti~utional reaeerch officer can be expected to eXR!nine the data. to identify higr..lig..itts, trends, and exititing or potential problem a..-eas £or consideration by others. Brief ou:mna.ry analyses of reports for °b'JSy executives a.re importe.~t products of institutional r~­search. BecaUDe the infomation required to do those types of ar.aly~r:s co:ie from ~everal sources and because they are interrelated, it may be advantagcc'.13 to centralize these efforts in an office ror ~nstitutional resaarch.

?lot infrequently, a need fo?' ins ti tu tional research is sensed wi ti".ir: a college or university on the basis of a vaguely percei.vo<l absence of basic in.formation on the institution. A sound initi!ll response to thiR need is to commisaion the pre1iaration of the fsct book !:!entioned above. The s.sset:bl.:.I"~ of basic data or, a consistent trend basis by department or college 01: such factors as numbe:-s of faculty and other uWf, st-Jd.ent enrol2.ment, st'Jd.tmt credit hours, bwigets, expenditure~, dcg:-ees granted, clnss size, tcachir.g loads, and othel'3 can be a very helpful undertaking, and :r.ight demonstrate thet the institution is not as information poor as had been suupcctcd. As an initial charge to an ir.ntitutional resesrchcr, it has the added ber.eiit u! introducing him to the institution !l.Dd to the existing reposi to1'i.es of in­formation ther~in.

J. Conduct:u;g .Analytical 01· Modeling Studies. Many member6 of the audience for which this l!lelllO is written have "".le~n introduced ~ ti-.e idea,.: of simula.tion and mathematical modeling.<!~ pro:posed !"or use in !!l.anagemcnt and planning. By vie-.d.'1.g the college or university as a syoten: corr.po~ec. of quantifiable, ir.tcrfacir..g component~, it ho.a ·:,een pousiblP. to develop mathe­matically sophi.Rticated aodels of the opers.tion of an .::.nstit'~tior.. A n\l!Dber

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of c,1ll"'g!::J 11nd univ er si tie s may oe seeking ~his typ e of activity , pe::-!1.2p,; ln th~ context of n pro gram planning and budge ting :;ystec . One cri ti,:;.l :·n-::t fr.a t u,;l!d:; t o be rccog :ii1.P.d is tha t thi3 type of ana~ytical activity n,quir es e>:ten3ive ar.d consist,; nt ~J.!;toricr1l b01:e-li:ie data . It of ter. tekcs u con ­certed Uffo r t to ai;i;emble the data base.

I t is :,ot ncce:.;sal·:y to restr:..ct tills ::9.teeo::-1 or c1~<:t.:·.-l~i to t:'!e ::30;!"'.i::­t!.c:.~ted A.nd r.n!:lprehens:...•,e ar.alyseD ,~·r.ich o:1e :!'.,:ly .i.ni ";ia.l!.y b~ led to believe a?"e e:isential - An t:nrollm er,t projec,ti.on is ·= !\ ;aly~ical Cypc, :i: t:dy '>.'l:sed t:PO!l a t:oliel «h:ich speci!:.es categories o!' sturl(! ·H,!;, uses .:,.tt e:1:lar,ce and per-:.:i :J';r:n~c ::·etc~, and ~.:U!L·: ·1:1!"i(thl~~ . S·!-::h ~ ~Od-?l m..~y be cxt cr~1.::?C. to tb~ p!·fJj:J:;t ! ,:;r~ ')f ·::our!;:: <:n'.i.·01:\.T.P.::t~ tc cr.e or =.ori.: ·:·.:.t 'J..I·e ye.:-tl'P, U.!H:rl :t~ ar. a.id in CO!.:.!"~E:' schc:dnli tlS, al!d utilized in ~:h:;rt- 01· 1.0nf,-~'3llge estiG:ate:; of tn::­ulty needs . PlawilU& for rh ysic:1 l :· . .,.ci!:. i:ies ma.r draw upo:: 1·e.1 a ted !!:Ode ls or ht~.nly tl ~:i.1 ~1 t,..1.tlies.

4, Dr,r;ign of :-1an~gemen~ Ir.formation Sy:it em.;. 'fhe deper.denci~:; umor~ the three preci,ding types of ac t i vi t icH <lisc uese -! above come to a focus in tl:c dcvelo]JJlcnt of Ol!llK1gemellt i:uo rm.5.tl.O:::\ sy st0:!l ;. Coti .ege ll.."ld univ cn:ity decj $ion -L.-.aker.:; arP. increasingly lookin1, to u" ta anc!. il'..for:ra tio n for guid~<11ce, and the advent of CO!C.outers ha:; dirP.ctctl nttenti>n i:o institutio1111l da ta in a -:omprehens i ve way . What data should be ccll1.-cte..t? 'o'h:lt :1re the appropriate (:t,tei(Or jc!J «ml definitions? Ho-. should it be co '.lecteci , stored , a ntl retrieved? How cau the different typ e:; of <in.ta bi; :.nterr ala ";ed for specific purpo ses ? The de.<:igr. .~nd deve lcp rtcnt of systems for collec ·:ine , pr-ocessing , storing , r etri evir,c and u:;i ::g :,;·,:,agement iru'ormation arc ,.nterests o:' in s ti tutiotJal r?.~P.a~h for twc basic ~ea50D!!.

~'j r, ;t, the effor t required to spP.ci.f:,, poten-;ial uses of infot'Ulll.tio:i and the tyJ)f,s of informatio:i unu repnrts needed is a type of research and requires t,t_. <:01toetell'~lc,; ins ti tction:,l reaearch er::i !:lhoul<i have . Wr.ile the exis tence o, the ~omp<-ter h.<t!! focused attention upon the n-,ed for careful though t in t:i.; develop:ner,t of th e tnal'l!lt;err.ent informatio n sy,itcm , the ide a of timely and consis tent ill8l'lbger.11mt info=tion i s not liru.i.tcd to the situa ti o!l in which r, r.omput~! · is awu.lable. Any -::ollege or univers:. ty should r:ontinually give :.tte r,tion to the menI1er i :, 1o1hi.ch the data base f<,r managemant is developed a:~d used , even if the data are J:laintaim:d by man,ta l r ecords .

Second , thti tlcsig:, ,'\nd ope?"a tion of the ma:ru,geme!',t in.fon:a ti.on system ~~toultJ l;,; close ly related to th~ ins titutional I'(;Search fur.c1:ion , becau,;e in :.ts other activi t ie!l institutional research is a prir.cipal user of th e re­s·..:1tant data . The baeic d.ste to l!lake a sa l a ry study should 'oe available in o'..ldg&t 01' payroll records . For a study of cla!ls sizes , tr.a dats. :,hould be .waEab,.e iu registrntion record>i. The problem is that th e c:ata required to fl cod•Jc,,·, t he payroll a!ld the rln ta co ll ec t ed in th e .~rocess o:' regis tcring s tu­d'!ll t :• can."lo t be countetl upon to be in the form r 1,qcr.ired for the ins titutional :·..:zea1·ch ... naly se s . It i~ pl'edsely for th.i:; rea, ·on tbat the in dividuals «.~si~~~ i:istit:.:tional. re~e:;.rc:! resporu; i bili ties =-.i.s t undc?",.,t a."ld the nB ture uf tl, c uut(J cGl.!.ected c,l,;r;wh~l'e in th e ins ti tuti c:n line be in a posi tior, t o bflne,nc,e the natu.1·c of such data. Such influe nc-e can b.:::;t be f&l t in the d~Gign of tllP. wanagement inJ'r.nnation system .

5. Special Studi<: ~ , When =har.gc:.; of polic; · are in the o:fferine or

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).ssues of sl .g:iif ican ce P.:r.erge ar1d requi:-e dcl :tbel'atiui:, a speciill stw~y is needed . T.,e bre ,~ test variety of type~ of ins1:i tutions.l r.:?sca:-ch Hcti vi t ies are i::clut.l.t?d ir. thi:; catH;(Ory . Se veral groupi .::KS of one -ti a:e or infr.:quent :la ta co~J..;c, tio!'I e.:id atl..~lygi!! c! 'forts illu:i tr "-te t his ::entr11l f unction of in-s: ti h;.tionol research . Th1,re are sturu.cs of studP.r.ts : - - ~tud.ent ability, ,;t u­de!'lt ur <;n:rn1;.s cli:r.a tes or c'J.l t:..l!'e:-;, student fi:1ar.ce 1 !! tuder.t rctentio:1 , s+;u­c!.eut ut:.visi~~ . :.:t;'.tdet!t .-:ichieveu8nt , nh.1wti rP.2.ctio.:IB, o..nd oth~rs . ~ierc arc :stud.:.es of facul t•,: - :·a~1:J.tv recruit;:ent anc. rc:tention, tenure.: policies , fri:ige bcne ~ o:tc\u: tin,; e;tivi t5 r,s , fe.cul ty re::icarch acth·i ties , 1md ott.r:r.; , Sicil.s.r types o:· statlie.<: .:,.re ur:uerta.ken l'or non-faculty (;!onloyc es . Tl!:"!'~ ::re t-ne~iP.l studi n:--; nf tha cur:-icul '.J.!!i: - cv~~c prnlif1.?:1.:t:ion ann du?­!.ica !.icn , n~trre~ r-i.:qut t'l:':tt>nt:>. ::;t\ldF.nt pror:;1·~.m.ry, r;mdir .g p!':H.: ticf-1::::, nnd o thers . st,.;di t:•n of com.:!.i t tee struc tu.:-c!; a.nd o:: in~d=i tuti on..q!. deci siorr-maid.!'_,; processes arc in a category of stuciie,; o!' ed.!!li.1,istration . Studiea and evalc.:a tioru? of other program:,, such aa ho1101·s proer=, r csidt!ncc hall pro ­;.Tel!!S , student activities progr2a:s , tu:cl other" , form yet anothcr category for special stuc!ia2 . St udies of sit-1.ns , strikes, and drnnonstrations hav e com­Mnrlec!. attention in recen t years.

·!'his listill8 of special stuc!.ies i:i ooth i::icomplate a !u:l. impo!3ing. ln fac t, the problems facing highe r education ani i ncividual ccllcges end uni ­versities are appreciable in number and impor tance . Clearly , if an office of ins t itutional resear ch is established , r cs ponsibil.i ty for the conduct of many of these types of studies wi..11 be placed there. Some or t:1Bny may also be carried out el.qe wher tl . The institu tional researcher ms.y encourage e.nc. coop­erat e with o t her collP.ge and university offices , jndividual faculty members , faculty coau:li. ttees , !ind adva..-iced stut.l.ents , in d esi,;ning and curryine out :itudies of the:;e typell. Individual faculty members a:id graduate stud ent~. nre ofter. overlooked as a r esource for the conduct of institutio r~l studies.

6. Studie,i in Sunport of Educational DevelOI •mcnt. .9ecause of tr.eir im­portance, special note should be ta ken oi !ltudies of educatior.al developmen t. The;ie studies are designed to change and impr ·:>ve tile ac:'ldemic p?"ogra!J!S of the college or uni vcrsi ty . Tl1cse include studies of curriculwn, of student learning , and of expe::-imcntal i nstructional progr,i.ms.

Many collev,c!l and univcrsjties arc se eking ways to fucus attentio n spe-::i fically ond i:i tens ivd y on educu t ional d;,velo pmcnt. It i!l important to 'l'ecogu.ize thAt cu..--riculum and instMlction have become che:1.!lhed prc:rc~tiv es of the faculty; a:;d th.!'lt faculty initiative or, at lea!lt, COl'.!liderablc fac ­ul ty involvE<ment is es::<Hntial in e fforts to change thero . Resr,a rch for edu ­cational developtt,mt ,:iay ne:ctl to bG "actio n" research a t its bea t . O;;e tech­~ique th.9.t hHs been succe ss f'Ully c:~ployed is the u.se of discretionary fund grant::; to ctepartccnt>: anc!. faculty members for ra!:lc;l!·ch and developuental ef­fcrts on curricu lum and ins truction.

An inst.i tution.'ll reseercher can , througt s tudie s , .,den t ify p::-oblE:i!!Z ir. t.~c edu-::atiornil p".'Ogram and c,.~n arouse faculty interest in c1uc:h problems . In addi t ion , he and otht ,r.!; can provide consul ting and othe::- :iupporti~tg services to faculty efforts a~ cducutional development. Services need ed include assistanc e i n research design, in the use of :nP.ttie, in the psychology of learning , and i n ted ut.iques 01' evaluation . Since the overall vi tality of a college and university li .P.s in the instructicr.><1 -ed uca t ional urea , it is im­portant for all conc.,rned to find ,mys to iceep cri tical attention focused on this area.

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7. Related Staff Work • .As a me:nber of the institution's ataff, the in­stitutional rasearct":er is increasingly coi?lB Ct!llctl upo:i £or .staff work that b based 001."t' upon hie expertise than his char,:e to produce ir...t'ormo. tion and to lllldttrtnl<b t:tudie9. BecnU!l~ it car. be hopei that he i:3 kr.owledgoable of bigter "!ducation in 6er.erZtl and of h:i$ in.~ti t;,...i<;ion in purt~m.ilur, Ruch ass1gn­!i.<2!1t:1 ~ra not unreasone,.ble. '!':'"le cr..ly problem ;; s in de-'felopi:ig priori ties for r.i2 se·,~~l po't.:ntial r&Rponsibi1;ities, tutd, it vie·it of ti,e ::ccds, this could bs e. a:a.jor proble:n. Adm:i.nist:-.~tive a2i:1igt'.l!!ent~ wlticii are repetitive ir. r.a­ture - fc1· e:~.JbJ,lu, allocating space a.":ong cor:peti?lg clai::-~r.ts - may t:e ~Xt.C't!:nely helpful to an in.~titutic~, b~t m.~y r,dace the ti~e and energy of t:,,;, ~~!i.!'!" .i.n :r • .::"ti.tuti:.ma: ~s'='ar.:h to S\.IC:: ~ extl:!r.-:: t:~t sp::cbl st~ea ar..i cth~r assig:;ll!a~uts a.re ~;o tu:~~r {J-.):;~i =>lfr o:· nN i;+:rfon;ir.j 'lo':. ~h ..c1de::-1ire·o1e t;,:,:,t,.:.

The institutional reeea::.·che1• may be asked to cor.sul t with faculty and ad.7.inistrntive (:Our.,1ib; or co1wttcc!J ll"h.ich art conuidcriz:ie problc:w of and policies for t.he in.,ti tu.tion. He :113.y ser,e as staff tc such groups and, in aciditin:, to pro.,id.i.!'.g info~tion for their corsidcration, may be asked to p~par<: position pnpeNI fer ::i.l:~<m.c;~icr.. Dj sc\;;._,sions of s1.:ch topics as how to n:.-ccgnize ~xcellence in teachir.g, how to eva:w.te pro!)Osals for r.ew programs, or hew to begin movement towurd. a Dy:;;t~ o.!' prt.gram pla~ and budgetina Cll..'l of'ton be facilitat1.:d t,y rr.e.:L•1.<.1 of prepared statements designed to stimu­l~te reA~tioru:J and refir.e~ents.

Similarly, the office of institutional research can maintain n reference :i brarJ of news:atters, ~phlets, and reports ~n higher education fro:n :f'ed­er;.l ~eencicu wid otl~~l".J au a resource for the ::allege or university. The office -;;;,-iy c:ve:n provjd,. an abutracting servir.e for busy administrators who do not l:.avr: the tiir.e to even peruse the !l!&DY ani varied publicatio!lS on high~r edu:::~ tion w!.u.ch arri •;CJ at their of fie ea.

Hi: ~hould be !lble to represent the college or university at erlra-insti­tutione.l r::ce tin{.'3 and on inte~in.sti tutional co ·.mni ttees where the concern ia chiefly wl th irn-iti tutionnl information. While :!18.1\Y inati tutional researchers fe.-cl they !?houlc. stay removed from political pr,,cesses, maey are called upon to parti,:i.pate in board o.t' tn;.stees' meetil)8S, legi.slature hearings, and coordinating board activities for the purpose of preser-ting and interpreting iru~orc:ation and are com:fortable in doing so.

3. Rcuponcing to Q1.testionnairos. Macy colleges and universities may be considering the organization ot iI?Sti tutional l'lsearch largely because of the ;,rob!..ims ot' responding to the many requests for information from outside the institution. If the college or university is t., be represented. in an ecc\11'­ate anc conaistent fashion, it is almost impera~ive thnt questionnaires be car.trally coordinated. AB lU1 inf'ol'!llB.tion e~er-:; for the institution, it is ?"'..aoonable that the institutional researcher with appropriate asfdstance be assisned res:poneibili ty for coordinating the co1·1pletion of questionz,.aires irotu eoverrllllental agencies arui others. Usually, he is o:i.powercd to identify t!'.ol:lc which do i:ot merit response.

T'ne institutional research office also may be asked to provide or to wwi:Jt in providing the ofton extensive in:for:nation required to support re­search proposals and related requests for outsic:e funding end to ser.re as a focal point !or the assembling of the ins ti tutic>nal info:nnation required for reg:i.or:al. accrcditjng a:i:;ociatlon :;elf-studies.

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Very clt1arly, no oingle ioii vic!u."1.l or small staff car. be exoecttd to engage in all or the activities suggested~ the precotllr.ig eight. catescries. AssiEJ1llilents fore. new office of institutional rcs~urch can be selected on toe ba::iis of wost pres::.ing needs and "in relation to relatt1d acti11iti.eR underway or assigned elsewhe1·e and with }:nowledge of w:iat io being l.t'lf'; ur.done for the moment. A:J postponed needs become more urge:mt, priorities can sili!'t or the new or~niza.tion can expand. Even from tile begirudue, however, the it1Stitu­tional research staff should not be so burdened with specific assigrummt& tr.at its own initiative in idtmtifying and ellg"dgiJ\! in necdild inquiry i.a prohibited. The stru'f should be encoUTa'lged, within !rudgetary ll!!'i t~:, to sug~~t .cu-:d ini­tiate projects. Its vantage point l'.nd atU tUd<! ~1:.-0ula. ena::ile i 't ~o :;,;11::c tile need for an inqui..cy before this r.eed bacomP.s apparent tc oti!.ers.

Should Irwtitution!!.l Rc:1t:1:1rch "oe Ad!ninlstratively or r.ciuc!ltlotw.11•, Oriented?

In ir.a~..y colleges und universities instit~tiona! rc~cerch i~ limited to the development :>f administrative or manageme.:it l:u"ormaticn and the p-J.1"3uance of related special stud.ieK. Elsewhere, thH i::1Stitutional research effort is ai!lled at more purely edur.ationsl concerns in the El!'ea~ or Eitudent dP.velopment, curriculum, and instruction. Both oi' tht!sc focuses of effort are essential. Though they can be separated, they shouLd not be indei;end,mt. There is sub­stantial merit in the lllllrriage of them.

The aim of an educational study may be~ 1118JCimi.ze the uf£ectiveness of a courJe or a program, but the c.ea.ns of doill8 so realistically c:mnot be con­sidered independe:itly ot cost and related management concel"ns. The m~tt.rch fo1· quality or offcctb•<'l~t-DU cnn and often must bl:! a scat"ch for ~ffici ency the two arti not in(:or:ipatible. Similarly, hecause education is the reason the itwtitution exists, managemer.t dcciMion.q, for example, those involved in bud­get cllocc1tio11s, must be based in large measure on their potential effects on. the educational program. The management studie~ of institutional research should be carried oat from this perspective.

The position .ouggested here is that the two categories o:· institutional research are ul.ti:nately and, in some respects, immediately related and should not be conducted in isolation. The organization for institutio:ial research adopted by a college or university should be developed with 1:ecogni tion of tl'li.s interface between administrative and educaticr.al researc.h.

How Should Institutional Research Relate to Lor:e-RangA Planning?

Mariy colleges and universities first identify the need for better insti­tutional infozmation during the devolopcna-it of an organization for lone-range plannir,g. If it is not recognized!. priori, them it is recognized by the planning group t:1at there are serious limitations to the d6 ta bam~ available fer planning.

Long-range planr.ing and institutional reS&arch are not icic:ntical. fu::c­tions. Plan:ti.ng J

1 ocu.~es upon ElC)a.ls and purposes and th,: r:.ethc-<ia !o!" n:::hiev­ing them, and it typically requires co:nmittee work with philo~o?M,-:al and policy, along with quantitative considcrntiot!s. Institutional research collectu, analyzes, interpret:J, ond reports in!oru,a tion. l3asec upon this distinction, institutional research often is viewed 3.S s. :n.:uource !"or

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pl...'UU\ing. ,\!:long its sevenl activities it provHes the quantitative data base and ir.t~rpri~totioru: required in the plEMlng process. Hopefully, an r;st.."lbl.ishP.ci insti tutior.al ro~c-o.rch activity liill have available appreciable portions of the i:-J'oru.iation required at the timti e. planning effort is ini tinted.

On the utlier hund, to th~ degree that lone--range planning becomes qu:uititatlvely based and bocorues tied \r.'i.th a.."l o:p::1rational program planning and budgeti!lg :1yutcm, there may be m!?ri t in considering a combination or cl.O:H:: ~.ntogn.i.t:.on of the twv functions. Mott or all instito.1tional research l'l!'lO~ld he rc~..rard-looking, a?".d this includes th~ educn tlorwl development as well as the analytical ciodeting efforts desc:ribel above. Perhaps lo~range plarv,ing :iilould become the focal point for institut!..Jnal research efforts. lt !!!aY no-: oe too extrc.:i:e to sugge!lt that the influential. institutional re­search crgenizatiorw of the future will be those that are concerned with planning und con.'ltantly t1::st the probable effects of pending decisions.

!iow Should Insti. tutional Research Be Organized?

Thio memo, while retu:rring frequently- to th9 "institutional researcher," has focused on institutional. research aa a functlon vith a minimum of speci­fic implicatioll3 for organization. There are may organizational options avail.ch le. These range f'rom utiliz:illg ex:istiDg personnel in e:risti.og uni ts to the creation of an office of institutional research with a director and staff. Ir, larger institutions the creation of t-.ro or 1110re separate organi­zational units with distinctive institutiora.l re3earch respon:3ibilities may be r,1quire<!. Clearly, no prescription for s'.lcce!ls can be suggested here. Too much dcpendB upon the size, style, and :ioeds of the individual college or uni versi t'J.

Hov llllJCh will it cost? The ansver to this iuestion depends upon the or,gam.2.a.t:.on and the activities to be undertaken. The experienced college or university administrator realizes that, rithin limits, he can have vbat he wantu :if he is able to 'Pl1Y for it. Budgets f?r offices of institutional 1·c,:search range from a part-time ::lirector's salar.r to 8200,000 or more. If it is decided ~o open an office for institutional research as a new venture, the first financial consideration rill go to the $lary of the director of that office and this will depend upon the level ,r responsibilities to be assigned to him and the qualifications these responsibilities require. A very modest th.."'"IJSt may be PQssible for $10,000; ~alaries for tbe position now range to over 130,000.10 .

In organizlng for institutional re!learch, special consideration needs to b·e given to the activities to be undertaken. It should be evident that r.ot all o! the activities outlined on the preceding ::,ages can be undertaken in­tensively without a considerable expenditure. 'l'.1e danger is that one type of activity rray require such a proportion o! effort as to preclude other equally needed types. Similarly, the organi zati•>n should include some mecba.­nis1:1 £or a continuing review of the priori ties a1Digned different types of activities. In some cases reliance can be place-! on the director's judgel!lent

lOSalariet-1 in Higher F.ducation. 1969-70. \•fa.shington, D.C.: Research Division-National &lucation Association. Resear,!h Report l970-R6, 1970. p. 61.

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.or on that of his ili1I!led1ate superior. If the conduct of educational studies is a specific function, an advisory commi. ttee which l.ncludes i'acul t-.1, car. oc belp:t'ul in setting priorities.

Vha.t are Requirements for Effective Institutional Re~earch?

Some of these final points c,n effectivenu!.ls relate to th1-t c:li1113.te ir. which institutionsl research activity finds it~elf, and others hav~ to do with qualifications for the director, nsi.;uming su~h a position is wid~r con­sideration and whatever i:;., the titla for it. These consid.•;rot:ions ey be idealistic in pa:rt, but, it' they arc 'Ulll'calfot..:..c fc:: tilt.: lr.L::itit".£t:!.vn, thf:' i:.::-· plicationu or not achieving them need to be ?·13co~liz~d.

l. ~he adldnstrative officel'3 anc faculty of the institution ?:!'.JSt

understand the f".mction of iooti tutinna.l research ru1d value the use cf data in decision-GJaking. The itisti tutional climate mu.qt be reccpti V•:? to rcseat"ch on the institution. SUch a cli.nate does not always exist. Deci31on-llllki.ng by tradition a.lid intuition i:; so much a characteristic of some iM ti tutions and of the man.:ier of those responsible for them, ~hat institutional r1:1:1oo;rch comes close to being o. futile exerciDo. Occasionally, sound iDstitutiolUl researM and efforts at educati!ig it.s users can modify environments 01 .. this type •.

2. The institutional research officer needs to be an accepted riember of the adrrJ nistrati ve team and a person who is tn:sted and respected by the faculty. Not only is fac:ult".f cooperation needed in maey phas~o of inetitutionsl research, but faculty, us well a.s adminstrative, acccp~~te of its results and its implications is often even more critical. This is one reason faculty status for the institutional 1-esearcher may be desirable. An occasional teaching assignment can assist hi1:1 in m.ai?Jtai.ning the focul tj· pe~pectivc and has other values as well.

3. The institutional research officer must establish and maintain cooperative working relationship$ with the personnel of each of the several collage or wrlversity operating officco - admissions, registration, finance, business affairs, student a:ffairs, data processiJl8, and the others. Because of bis pervasive responsibilities he will need their trw.t, respect and sup­port. The creation of a new organizational unit q\ti.te naturally engenders concerns 0£ territorial im:peratives. Since t.."1.erc is a profus.ior. of tasks to be completed, the new organization usually is created to fill a void rother than to replace ex:istir.g functions, but existing staff f!!AY need to be assured that this fo the case.

4. The institutional research-officer needs to have accese to knowledge of cUITent problems and issue~ facing the institution. Without such .knowledge his ability to provide timely information on cont!"al issues will be diminished and to this ertent his potential effectiveness will be curtailed. Some method, preferably sho~t of aambership on al.i coll~ge or university CODllnittees, needs to be developed to facilitate this ac~ess.

5. ~he iMti tutional researcher should possess the ability to an­ticipate problems or issues before they occur. A completed study in the hand is wcrth two contemplated studies when a problem requiring immediate atten­tion arises. It is not WlCO!lllllon for a decision to be required before

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cxtcnsi'le research effort coo be ~O!llpleted. A w.1.se iI13titutior.ll.1 researcher cP.n s~ru-:& a p1"0 blem and begin ccllecting i nforma :ion re le var. t to it while it smolder.:s ar.d before it bu.rste into flnme.

I:. A :::-e-lated reqaircmont ii-; that the .~nstitutional rest1ar:·char keep ab:-~a:Jt of d,.:velopo:c1r1t.o nnd rr:search in nigher e,lucatior: Kenera.lly by atten­tion tr.> the relevant literature. Such a require1Jent applies to en in.di vidual in any professional field. It is certainly no sin to learn from the exper­icmcu of othors and to borrow ideas and tuchni.qu-;s that have proved success­!\11 e-l&ewhe~. B'J the sw.e tokE-:n, tho :nstitutim1al researc?-.er should be en­c.:vurug•.Jd to ::it.arr! tl-:ose pc,rtions of r.is expaticn,:cs that 2r!'! potentially us~ful to othern.

7. The requirement of objectivity and :ietnctunent chsracteriotic of all !;~il.-ntific ,:r.deavor has already bt:en :iention,~d, but it bt.>ars re-emphasis. These qUEtlitie:1 are the essence of ariy research !'esponsibili ty and are the i>a:Jia uf the widdy held view th.."'lt the institutional researcher sr.ould remain in a :1Ll:lff role, separate from policy d1-1t<Jrminat::.on end deciuion-malcing which often invol-le consideratioruJ extending beyond th,,sc provded by the results ar.d i::iplication:i or reaearcl1.

6. The institutional researcher noods to poa!'less skills in quanti­tative 111cthow.i o.nd reseat'ch methodology in addi t".on to a kr.owled8C of higher education and r.dministration. Evun the prepa1-at.:.on of an app1J.rentl.Y si1:1ple questior.r.aire requireu certo.ir. skills. Co~p9ton,.:y with statistics is essen­tial, but a. research statistician may not be nee,ied. Col!ll!!O::. sense, supple­mented by an analytical mind, plus basic qua."'l.titdive skills 3.re adequate for a broad range of institutional research. Soue competency and experi~nce w.i. th infol'llllltior. processing t5achinery i~ require<~ for wout i:-.stitutional ru­search positions. At a rninirou:n, the institution:.l researcher needs to understand th.: capabilities of the cowP'..tter and lie able to com..'"IU!',icate effec­t i•,ely wHh those who program and operate it. These quantitative skills need to be supplemented lrJ u thorough knowledge of hi,-,;her education which will provide an hintorical and philosophical basis fo)· operation.

9. Abili t.i.eu in effective oral and wr: tten cocmwti.cntion are major requirements for effective institutional researcb Ir.fu:ni.ation may 't:e sup­erbly collected and analyzad; but .if the info:ma1=ion azuJ it~ implications cannot be communicated wlth clarity and point, it may h<ave little or no i'llpact.

10. To be even more .epecifit:, skills :n tab\llur a::.a ~aphic prr::­sent.e.tion are important, and not everyone posscm::c~ ouch s~ills. ln consi­derlP.g candidates it may be helpful to review sst1ples of their prior work. ENen uftor one is selected, foc:dback on the aspel·ts of his products which have and have not communicated effectiv~ly shoult be helpful to all.

After iootitutional research is organized a: a collc1~e 'U universi'ty anrl in wha te,vt;1· form this organization takes, it sr.ot.J.d he subject tc c:er1?fu! and pP.riodic evalUP.tion. It ubould be orgimizt:d for clearly widcrstooc. reasons and purposes, snd 1 t:J performance car. be judged c n the hasi $ C',f them. If one or~uLtion does not work, another can be trit!d.

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With the right clioiate, c1·ganization, persorw£:l, resourct!s, s.nd 1'.u;k, iJ'l!3titutlonal research can contribute to the health, vitality, end forward move:nent of an,.v college or unive!"Sity.

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SELroTED REFERENCES

11Can In2titutional ReRearch Lead to a Science cf Institutions?" Henry s. Dyer, Educational Rscord, Vol. 47, Fall l9f6. pp. 452-466.

A perceptive statement by the former president of the Educational Testing Ser.ri.ce.

Cc:!e.p Self-Study: Lecture!; or. Institutional Research, Richard G. Axt and Eell T. Spra5lu~ {Eds.). 3oulder, Colo.: Tt.e Western Interstate Ccnmi.s~ion for Ki;Jhcr Fducation, 1960. J94 pp.

Bend1mnr.ii: lcctUl'6:J by four.teen recognized authorities from a pio!'leer formal workohop on institutional research.

ConfF:rencc on Institutional Research in Higher Education. DeKalb, Ill.: Northern Illinois ~niveroity. Research Bulletin No. 6, 1962. 171 pp.

Proceedings of an ent'ly con:fcrcr.ca on insti l:utional research.

Conference on ln.'lti tutional Reooarch in Higher 3ducation. DeKalb, Ill.: Northern Illinois l1ni versi ty. Research Bul.Lctin !lo. 11, 1963, 145 pp.

Proceedings of t'hc second Northern Illinois University Conference on Institutional Research.

A Guide to Research Design: Institutional Rese11rch Prot;tram for Higher Wucation. R. Linn et al. Princeton, N.J.: Educational Testing Service, 1965. --

A statement on institutional research focus,:d on studios of utuc!.ent:i.

Institutional Research in Georgia Collep:es, Ca:n(!ron Fincher. A thens, Ga. : I:lstitute for Higher Education, University c;f Georgia, 1965.

A general description of insti tu-;ional resehrch activities, including comments on structure and function.

Introductory Papers on Institutional Research, ~:. F. Schietinger (Ed.). Atlanta, Ga.: Southern Regional :Educational Board, 1968. 196 pp.

Edited papers from a 1967 wrkB~p on institutional research.

Lona::Range Planning in Higher Education, Owen A. Knorr (F.d.). Boulder, Colo.: The Western Interstate Commission on Higher Education, 1965. 126 pp.

Papers given at the Sixth Annual. Institute !'Jr College Self Study for College and University Administr.;.tors sponscred by the Commission and the Centur for the Stud¥ of Higher Education, University of California at Berkeley.

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The Managerial Revolution in Higher Education, F.tancis E. ?.oul'ke and GleM E. Brooks. Baltimore,· Md.: John Hopkins Press, 1966. 184 pp.

An excellent review of insti tutiona.l resugrch und cc~puter usage i!1

colleges end universities.

Memo to a Newcomer to the Field o: Ir!!ltitutictl:l~ Researcht Raviucd &.lition, James K. Morishiroa and Joe L. Saupe. 'i'he Association for Imititut::.onal Research, ___ t 1970. ____pp. (In proci.:$~).

.A. br.iHf ~tatP.n:ent nddrel:lseci !;o ,tut-stions typ:..oally ~.ii!:u.J hy newly­appointed insti tutior.a:!. reses:cb o.!·!'iccr:.;.

Proceedirp of the Forum of the Association !'or Institutional Research.

'l'itlee in this series appe.1.r on the last page of this publication.

Research Desi,med to Improve Institutions of Higher LearninR, A. J. Brumbaugh. Vashington, D.C.: .American Council on Higher Education, 1960. 47 PP•

A discussion of the need.for an organization of institutional research and the effects of such activity.

Research in Higher Education: Gu:..de to Institutional Decisions. Nev Yo1•k, N. Y. : College £ntrance Exam:.M tion Board, 1965. 66 pp.

Papers delivered at the Invitational Conference on Educational Research at Barvard University in 1964.

"A Survey or ·Institutional Research in American Junior Colleges," John E. Rouche and John a • .Boggs, Calii'ornia Journal of Educational Research. Vol. 20, No. 3, Mlcy' 1969. pp 107-116.

A brief description o! the current status of institutional research in junior colleges.

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THE J.SSOCIA'Z'ION FOR INSTITUTICNAL RESEARCH

The Aaoocintion wnfl eP.tabtishHd in 1965 11s ar. outgrowth of a series of anr.ual forumr. on ins ti tutioml research. Charter year cemberahip was 384 anci has grown to a currer.t ciea:bership of over 900.

Officers for 1970-71 are:

President:

Vice Presi.rltmt: {Prr::sident Elect)

St.~rf]tag: (Humber.ship Clu.,irman)

Trea!!urcr:

Sidney Su::low Director ~1· Ina ti tu tiot;al Research Ur.iver~itv of California at .Berkeley Berkeley, California, 94720

Thomas R. Mason Director ·li' Insti tutior.al Research Uni vcroi t f of Colorado Bnu lder, ~clorado, 60302

Richard P.. Perry Associate Executive Vice President for

Planning ar.d Institutional Research Uni verai t.1 of Toledo Toledo, O:u.o, 43606

~ilbuT A. Tincher Di~ector ~f Educational Survicea Auburn Unlvel"l:'lity Auburn, Alabama, 36830

Milton E. Carlson, Director Bu....-eau of Institutional Research Northern Illinois University DeKalb, Illinois, 60115

Mrs. Patricia Wright Office of Institutional Research Bldg. T-8, Room 210 Uni.versitJ of California - Berkeley Berkeley, Califonda, 94720

inquiries regarding :nembership l!hould be addressed to the secretary and t~cs~ regardi~.g publicatio~ to the editor.

T~e f.!;1;ociatio11 FJponsors n modest and in!ormal placement service for applkanto for institutional reflearch position:., and i'or colleges and uni­versities seeking Duch applications. lnquirie~. may be addressed to,

James K. Morishi::ia, Coordiuator AIR Pluce1·1ent Serri.ces Director uf Ins ti tutior.al Educational

Resca:..·ch Uni vorni t:: of Washineton Seattle, 'rlashingtun, 9Al05

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Publications of the .Association include the proceedings of the annual forums held under its sponsorship. The following titles are included in this series.

e Role of nstitutional Research in Planni , L. Joseph Lins (Ed.), 1963 Forum. Out of print

A Conceptual Fra!llevork for Institutional Research, Clarence H. Bagley (Ed.), 1964 J\nnual ForU!t. (0'.lt of ~!"int)

Clarence H. meley

Research on Academic Input, Clarence e:. Bagley (F.d.), 1966 Annual Porum.

The Irwtitutional Process and Institutional Research, Galen H. Drewry (Ed), 1967 Annual Forum.

Institutional Research and Academic outcomes, Csmeron Fincher (F.d.), 1968.

The Challenge and Response of Iru,titutional Research, Cameron Fincher (FA.), 1969 Annual Porum.

IDstitutional Research and Coamrunication in Hi her Education, Patricia Wright Ed. , 1970 .Annual Forum.

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