Evaluation utilization by leaders in student affairs units

Abstract

While strong evidence exists that the use of data in decision-making is critical for quality improvement and effective student outcomes at the university, institutions of higher education are not using the data from assessments to inform their decision-making processes. The disconnect between what current research describes as the effective use of assessment and actual practice requires investigation to determine how leaders use assessments and significant practices and structures that promote and inhibit the use of data in the decision making and organizational learning. An evaluation utilization theoretical framework was used to explore the different ways that data was used within the departments. This study used a multi-institutional case study of six departmental leaders at three universities in the Mid-Atlantic region through observations, interviews and focus groups to explore what fosters or inhibits the use of data for local level practitioners and how these practitioners are using the data that is gathered to facilitate organizational change and learning within their departments. An individual and then cross case analysis was conducted to explore the findings. It was discovered that strong departmental, divisional and institutional structures (shared mission, operational systems and culture) were instrumental in promoting the use of data by practitioners. It was also discovered that local level practitioners were using data in their decision-making, but there could be opportunities to engage these practitioners in using data more comprehensively to drive organizational learning and change.%%%%Ph.D., Educational Leadership Development and Learning Technologies – Drexel University, 2011