four types of institutional researchinstitutional research gregg thomson, executive director office...
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FOUR TYPES OF INSTITUTIONAL RESEARCH
Gregg Thomson, Executive Director Office of Student Research and Campus Surveys
University of California, Berkeley
CAIR 35th Annual Meeting November 17-19, 2010
San Diego
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ALookBack
• Beginnings….• SidSuslow:ADeclara8ononIns8tu8onalResearch,AIR,1972“Thequalityoftheins8tu8onalresearcherliesinhisabilitytodiscernwhichmethodologiesareappropriatetotheproblemwithwhichheisconcerned:adroitapplica8onofadvancedtoolsofmanagementsciencemaybegrosslyinappropriatewhenappliedtocertainproblemsofstudentbehavior,andsubtlepsychologicalanalysismaylackmeritwhenappliedtocertainproblemsofins8tu8onalgovernance.”
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DefiningCharacteris8csoftheIRRole
• TheDuali8esofIR(Volkwein,1999)– TheInternalVersustheExternal– AcademicVersusAdministra8veCultures– Ins8tu8onalVersusProfessionalRoles
• TheIrresolvableTensionofAuthen8cIR
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The Four Faces of IR and Level of Education Required (Volkwein, 1999, 2008)
Forma8veandInternal–
forImprovement
Summa8veandExternal—
forAccountability
Administra8veandIns8tu8onal
INFORMATIONAUTHORITY
[low]
SPINDOCTOR
[moderate]
AcademicandProfessional
POLICYANALYST[high]
SCHOLARANDRESEARCHER[veryhigh]
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AssessingVolkwein’sTypology
• Forma8ve/Internal/ImprovementVersusSumma8ve/External/Accountabilitytoorestric8ve
• Rethinkingthe2X2model,especiallyinlightofrecentdevelopmentsintheprac8ceofIR
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TheTransforma8onsofIR
• Technologicaltransforma8onandresultantprolifera8onofins8tu8onalandsurveydata– KnowledgeManagerasFi\hFaceofIR
• Accountability,repor8ngrequirements,andthewidespreaddisplayofins8tu8onaldata
• EmergenceofStudentAffairsandstudent‐focusedIRac8vity
• Growthofmethodologicallysophis8catedacademicresearch,especiallyonstudents
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TheOppositePolesofIR
ACADEMICRESEARCHER
ACCOUNTABILITYTECHNICIAN
ADMINISTRATIVEANDINSTITUTIONALROLE
ACADEMICANDPROFESSIONALROLE
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FourTypesofIns8tu8onalResearcher
ACADEMICRESEARCHER
PROGRAMEVALUATOR
ACCOUNTABILITYTECHNICIAN
CAMPUSAUTHORITY
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AUTHORITYAuthorita8veresource,interpreta8onofdataanditsinterconnec8ons,discovery,debunking,reac8vespinindefenseofins8tu8on
TECHNICIANVisualdisplayofdata,precision,“error‐free”,consistency,nosta8s8calcontrols;proac8vespininpublicrepresenta8on
RESEARCHERTes8ngofhypothesis,academicresearchdesign,rigoroussta8s8calcontrols,nospin,i.e.,researchethics
EVALUATORUnbiasedevalua8onofoutcomes,effects,rigoroussta8s8calcontrols,nospininpresenta8onofresults
ApproachesoftheFourTypes
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MARKET‐CENTEREDConcernedwithbroad,conceptualgoalsandpurposes(markets,posi8on,brand)oftheins8tu8on
ADMINISTRATIVEConcernedwithprac8calefficienciesandeffec8venessofprocesses
ACADEMICConcernedwithenhancementoflearningandadvancementofknowledge
STUDENT‐FOCUSEDConcernedfortheexperiencesofindividualstudentsorgroupsofstudents
Orienta8onstoEnrollmentManagement(Kalsbeek,2006,2007)
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CONCEPTUALTHEORIST[INTUITIVE/THINKING]Mul8plepossibili8esandparadigms;rela8onshipsofmanyvariables;challengesassump8ons;uncertainty;valuesinteresJngness
ANALYTICSCIENTIST[SENSING/THINKING]Driventowardcertainty;equatesknowledgewithprecision,accuracy,andreliability;single,self‐consistentparadigms
CONCEPTUALHUMANIST[INTUITIVE/FEELING]Inquirytobenefithumanityaswhole;problemsdefinedbyresearcher’sownvalues;aestheJcsoftheory
PARTICULARHUMANIST[SENSING/FEELING]Personalizesknowledge;inquirytobenefitindividuals;notinterestedintheories;casestudies;acJon‐oriented
Alterna8veModesofInquiry(Mitroff&Kilmann,1978)
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Educa8onandTraining
ACADEMIC
RESEARCHERCAMPUS
AUTHORITYACCOUNTABILITY
TECHNICIANPROGRAM
EVALUATOR
EDUCATIONALREQUIREMENT HIGH HIGH MODERATE HIGH
ISSUESINTELLIGENCE LOW HIGH HIGH LOW
CONTEXTUALINTELLIGENCE LOW HIGH MODERATE LOW
USEOFFORMALSTATISTICS
YES NOTUSUALLY NO YES
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RoleandApproachtoData
ACADEMIC
RESEARCHERCAMPUS
AUTHORITYACCOUNTABILITY
TECHNICIANPROGRAM
EVALUATOR
WHOYOUARE AUTHOR AUTHORITY ANONYMOUS EXPERT
REFERENCEGROUP
ACADEMICDISCIPLINE
INSTITUTIONADMIN‐
ISTRATIONAPPLIED
ACADEMIC
APROACHTODATA
MULTIVARIATECONTROLS
NEWCONNECTIONS
DISPLAYS,METRICS
MEASURINGEFFECTS
PURPOSENEW
KNOWLEDGEINSTITUTIONALAWARENESS
ACCOUNT‐ABILITY
EVIDENCE
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USESOFCAMPUSAUTHORITY
INTERNAL EXTERNAL
SUMMATIVE‐Genera8nginnova8vereportsandanalysis,o\eninsupportofaccountability
FORMATIVE–Exploringnewrela8onships;newunderstandinginsupportofintersubjec8vity
SUMMATIVE‐Fiercedefenseofins8tu8oninfaceofmisrepresenta8onorapack;“goto”resourceforsta8s8calandotherinforma8on
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USEOFPROGRAMEVALUATION
INTERNAL EXTERNAL
SUMMATIVE‐Evalua8onofexis8ngcampusprogramsandprac8ces
FORMATIVE–Founda8onforcampusassessmentac8vi8es(Bers,2008)
SUMMATIVE‐Evalua8onforexternalagencies
FORMATIVE–Consulta8onforgrantsandproposals
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Rela8onshipsAmongtheFourTypes
• Pluralis8c,mul8plesroles,ac8vi8es• Nega8veinfluence• Posi8veinfluence,strengthens
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GoodAcademicResearch:WhatisitGoodFor?
• Thebepertheresearch,thelessuseful?• Thetyrannyofmul8variateanalysis
• Bringingtheins8tu8onbackin
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AccountabilityandItsDiscontents
• Accountabilitycenterstage:GoodandbadnewsforIR
• Dilemmaofnocontrolsversusover‐control
• Highlyvisibleaccountabilitydatadoesnotnecessarilymeangreaterins8tu8onalself‐understanding(orevenaccountability)
• Makingaccountabilitymore(ac)countable
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CampusAuthorityasAuthen8cIR
• Nowthat’sinteres8ng!• Ins8tu8onalintelligenceandmemory
• Autonomyandtrust
• Fromauthoritytoauthor:Crea8ngnewknowledge
• Theenormouspoten8alofqualita8veins8tu8onalresearch
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TheNeglectofProgramEvalua8on
• Thechallengingoflookinginward• Beingtough‐mindedinanSFenvironment
• Getngseriousaboutprogramevalua8on
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SUPPORTFORPROGRAMEVALUATION
ACADEMICRESEARCH
PROGRAMEVALUATION
ACCOUNTABILITY
CAMPUSAUTHORITY
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UNBALANCEDINSTITUTIONALRESEARCH
ACADEMICRESEARCH
PROGRAMEVALUATION
ACCOUNTABILITY
CAMPUSAUTHORITY
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HEALTHYINSTITUTIONALRESEARCH
ACADEMICRESEARCH
PROGRAMEVALUATION
ACCOUNTABILITY
CAMPUSAUTHORITY
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SidSuslowoncemore:
• “Theremustbewithintheins8tu8onalresearchroleasufficientdegreeofindependencewhichpermutesittofullyexamineandcri8cizetheins8tu8on,includingitspurposesandvalues.…Itsuniquenessrestsinthecombina8onofitsroleasaposiJvecriJcconcernedwiththeenhancementandadvancementofhighereduca8onanditsroleasaresearcher,quan8fier,andassessorofquan8ta8veandqualita8veinforma8onabouttheins8tu8on….Anac8veins8tu8onalresearchrolealsorequiresthesustenanceofanefficacioussymmetrybetweenac8vi8esprescribedbyitsservicetotheins8tu8onandopportuni8esforexplora8oninareasresponsivetoitsowninsightsandinterests.Crea8vityisanac8veprocesswhichrequiresadegreeofautonomythatmustberealandsufficient….Withoutthisfundamentalingredient,thecomposi8onoftheins8tu8onalresearchrolelackspotency.”
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CONCLUDINGTHOUGHTS
• Bestof8mes,worstof8mes?• Authen8cins8tu8onalresearchandthelearningcommunity
• Comments,Ques8ons,Sugges8ons(please!)