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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
ALookBack
• Beginnings….• SidSuslow:ADeclara8ononIns8tu8onalResearch,AIR,1972“Thequalityoftheins8tu8onalresearcherliesinhisabilitytodiscernwhichmethodologiesareappropriatetotheproblemwithwhichheisconcerned:adroitapplica8onofadvancedtoolsofmanagementsciencemaybegrosslyinappropriatewhenappliedtocertainproblemsofstudentbehavior,andsubtlepsychologicalanalysismaylackmeritwhenappliedtocertainproblemsofins8tu8onalgovernance.”
DefiningCharacteris8csoftheIRRole
• TheDuali8esofIR(Volkwein,1999)– TheInternalVersustheExternal– AcademicVersusAdministra8veCultures– Ins8tu8onalVersusProfessionalRoles
• TheIrresolvableTensionofAuthen8cIR
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]
AssessingVolkwein’sTypology
• Forma8ve/Internal/ImprovementVersusSumma8ve/External/Accountabilitytoorestric8ve
• Rethinkingthe2X2model,especiallyinlightofrecentdevelopmentsintheprac8ceofIR
TheTransforma8onsofIR
• Technologicaltransforma8onandresultantprolifera8onofins8tu8onalandsurveydata– KnowledgeManagerasFi\hFaceofIR
• Accountability,repor8ngrequirements,andthewidespreaddisplayofins8tu8onaldata
• EmergenceofStudentAffairsandstudent‐focusedIRac8vity
• Growthofmethodologicallysophis8catedacademicresearch,especiallyonstudents
TheOppositePolesofIR
ACADEMICRESEARCHER
ACCOUNTABILITYTECHNICIAN
ADMINISTRATIVEANDINSTITUTIONALROLE
ACADEMICANDPROFESSIONALROLE
FourTypesofIns8tu8onalResearcher
ACADEMICRESEARCHER
PROGRAMEVALUATOR
ACCOUNTABILITYTECHNICIAN
CAMPUSAUTHORITY
AUTHORITYAuthorita8veresource,interpreta8onofdataanditsinterconnec8ons,discovery,debunking,reac8vespinindefenseofins8tu8on
TECHNICIANVisualdisplayofdata,precision,“error‐free”,consistency,nosta8s8calcontrols;proac8vespininpublicrepresenta8on
RESEARCHERTes8ngofhypothesis,academicresearchdesign,rigoroussta8s8calcontrols,nospin,i.e.,researchethics
EVALUATORUnbiasedevalua8onofoutcomes,effects,rigoroussta8s8calcontrols,nospininpresenta8onofresults
ApproachesoftheFourTypes
MARKET‐CENTEREDConcernedwithbroad,conceptualgoalsandpurposes(markets,posi8on,brand)oftheins8tu8on
ADMINISTRATIVEConcernedwithprac8calefficienciesandeffec8venessofprocesses
ACADEMICConcernedwithenhancementoflearningandadvancementofknowledge
STUDENT‐FOCUSEDConcernedfortheexperiencesofindividualstudentsorgroupsofstudents
Orienta8onstoEnrollmentManagement(Kalsbeek,2006,2007)
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)
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
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
USESOFCAMPUSAUTHORITY
INTERNAL EXTERNAL
SUMMATIVE‐Genera8nginnova8vereportsandanalysis,o\eninsupportofaccountability
FORMATIVE–Exploringnewrela8onships;newunderstandinginsupportofintersubjec8vity
SUMMATIVE‐Fiercedefenseofins8tu8oninfaceofmisrepresenta8onorapack;“goto”resourceforsta8s8calandotherinforma8on
USEOFPROGRAMEVALUATION
INTERNAL EXTERNAL
SUMMATIVE‐Evalua8onofexis8ngcampusprogramsandprac8ces
FORMATIVE–Founda8onforcampusassessmentac8vi8es(Bers,2008)
SUMMATIVE‐Evalua8onforexternalagencies
FORMATIVE–Consulta8onforgrantsandproposals
Rela8onshipsAmongtheFourTypes
• Pluralis8c,mul8plesroles,ac8vi8es• Nega8veinfluence• Posi8veinfluence,strengthens
GoodAcademicResearch:WhatisitGoodFor?
• Thebepertheresearch,thelessuseful?• Thetyrannyofmul8variateanalysis
• Bringingtheins8tu8onbackin
AccountabilityandItsDiscontents
• Accountabilitycenterstage:GoodandbadnewsforIR
• Dilemmaofnocontrolsversusover‐control
• Highlyvisibleaccountabilitydatadoesnotnecessarilymeangreaterins8tu8onalself‐understanding(orevenaccountability)
• Makingaccountabilitymore(ac)countable
CampusAuthorityasAuthen8cIR
• Nowthat’sinteres8ng!• Ins8tu8onalintelligenceandmemory
• Autonomyandtrust
• Fromauthoritytoauthor:Crea8ngnewknowledge
• Theenormouspoten8alofqualita8veins8tu8onalresearch
TheNeglectofProgramEvalua8on
• Thechallengingoflookinginward• Beingtough‐mindedinanSFenvironment
• Getngseriousaboutprogramevalua8on
SidSuslowoncemore:
• “Theremustbewithintheins8tu8onalresearchroleasufficientdegreeofindependencewhichpermutesittofullyexamineandcri8cizetheins8tu8on,includingitspurposesandvalues.…Itsuniquenessrestsinthecombina8onofitsroleasaposiJvecriJcconcernedwiththeenhancementandadvancementofhighereduca8onanditsroleasaresearcher,quan8fier,andassessorofquan8ta8veandqualita8veinforma8onabouttheins8tu8on….Anac8veins8tu8onalresearchrolealsorequiresthesustenanceofanefficacioussymmetrybetweenac8vi8esprescribedbyitsservicetotheins8tu8onandopportuni8esforexplora8oninareasresponsivetoitsowninsightsandinterests.Crea8vityisanac8veprocesswhichrequiresadegreeofautonomythatmustberealandsufficient….Withoutthisfundamentalingredient,thecomposi8onoftheins8tu8onalresearchrolelackspotency.”
CONCLUDINGTHOUGHTS
• Bestof8mes,worstof8mes?• Authen8cins8tu8onalresearchandthelearningcommunity
• Comments,Ques8ons,Sugges8ons(please!)