Abstract
Purpose This paper explores the roles of institutional research (IR) units in higher education, examining both internal and external responsibilities and demands. The purpose of this paper is to encourage a broader strategic discussion of the missions and capacities of such academic institutional entities. Design/methodology/approach The methodology employed begins with a review of relevant literature, followed by critical observations of an experienced reflective practitioner. Beginning with the premise that academic institutions are central, the paper discusses the external environment of institutions and the requirements placed on their internal IR operations. A core question is presented: research for whom? Both traditional and alternative organizational models are discussed in this light. The paper then explores ways in which data needs might be aligned in order to provide accountable, useful and transparent information to all stakeholders, internal and external. Findings Findings show that the linking of internal information needs with those of external actors is key to effective operations; that IR units should seek to be a bridge between their institution and its environment so that effective information can be provided to all who need it. The paper is not designed as a detailed operational roadmap, but rather to highlight issues for examination within the context of specific institutional and agency situations. Originality/value Its originality stems from the focus on such linkages and the call for organizational leaders to recognize the full value of IR both within and across organizational boundaries.
Highlights
This paper explores the roles of institutional research (IR) units in higher education, examining both internal and external responsibilities and demands
This will be done from the perspective of a reflective practitioner with extensive institutional and accreditation experience internationally who wishes today’s information tools had been available in the past
Rigorous internal processes for meritocratic decisions (Bloom and Rosovsky, 2011). Such elite institutions do not engage in these sorts of activities because they are required to do so by governments or by external accrediting bodies. They do so because they understand that defining quality or excellence for themselves and having the information and processes for constant assessment is the key to maintaining their own standards and staying competitive with other like-minded institutions
Summary
It must be recognized that institutions are the true locus of higher education, the place where higher education occurs. These external bodies, whether autonomous, independent accreditors or government agencies, typically define many of the roles for IR operations within academic institutions They require various forms of data such as student enrollments, degrees awarded and student demographic information. Such elite institutions do not engage in these sorts of activities because they are required to do so by governments or by external accrediting bodies Rather, they do so because they understand that defining quality or excellence for themselves and having the information and processes for constant assessment is the key to maintaining their own standards and staying competitive with other like-minded institutions. Such a statement suggests movement toward a model of IR that provides useful information for all stakeholders and does so in a timely fashion (AIR, 2016)
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