Titlebook: Building Capacity in Institutional Research and Decision Support in Higher Education; Karen L. Webber Book 2018 Springer International Pub

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The Need for and Value of Scholarship in Institutional Research institutional research emerged were directed and staffed by scholars originating from primarily psychology and the social sciences. Advances in applied statistics and information technologies through the latter half of the twentieth Century shaped the scholarly development of institutional research

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The Need for and Value of Data Governancemakes it more difficult to manage these assets. Formal data governance programs are on the rise as a method to foster data-driven decisions and reduce risk. Data governance controls the data asset life cycle by focusing on governing the data itself rather than on managing the data processing technol

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Let Me Paint You a Picture: Utilizing Visualizations to Make Data More Accessibleformat is a rapidly expanding field in Institutional Research. Several institutions are moving away from the production of static fact books, and utilizing current technologies to provide high quality, interactive and easily- explorable data visualizations for their consumers. The increased ability

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Uses and Misuses of Datal and external). New technologies have increasingly allowed more powerful analytics and deeper dives into data. But the increasing pressures and new technologies have brought significant questions on how data is used and its relevance. This chapter examines how data is used within higher education a

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The Finance Conundrum for Higher Education with conceptual lenses, research summaries, and data sources to help navigate these challenges. Our goal is to widen the higher education finance conversation beyond price and into other fundamental areas related to the underlying cost of delivering higher education, including a review of how taxpa

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A Focus on IR and Decision Support in the UK, Ireland, Germany, and The Netherlandseaders is informed by data collection; certainly teaching and learning is evidence-based rather than what academics think ‘ought to be the case’; services and facilities are changed on the basis of evidence; even (at least in theory) staff and student satisfaction is taken into account during improv

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