The challenges for establishing and sustaining a high performing institutional research function are numerous and complex. Due to the varying sizes and financial resources of colleges there is not a one size fits all structural solution. Frequent turnover in IR staff can also be problematic. Perhaps, a set of key skills can be identified that need to be present and coordinated under one leader regardless of that leader’s title.
Here are six skill categories essential to institutional research.
The ability to reliably extract and/or correlate data keeping in mind that some reports may be automated and some may be ad hoc. Someone needs to be able to look at the data and determine if something seems off.
The ability to summarize data identifying key findings and making data visual in ways that are appealing and easy to read. Leadership typically does not have the time to read lengthy reports. The most important findings should be outlined in text format, numerically, and graphically for a variety of audiences.
The ability to put data in context is essential. Otherwise a number is just a number. For example:
Trends – What direction is performance going and what direction is desirable? Keep in mind that some desired levels of performance are within a range, i.e. not over a certain level and not below a certain level. A minimum of three data points are necessary for a trend, five data points are better.
Levels – What level of performance is the college aiming for? This might be based on continuous improvement initiatives or external requirements. For example, the college may have a goal that at least 76% of all credit students will receive a grade of A, B, or C in credit courses.
Comparisons – How are similar colleges performing in this area and what is best practice? Be certain to consider college size, urban/suburban/rural, etc…
Integration – When segmenting data, are there differences in performance? Examples might include class schedule modality and student demographics. Identifying these differences may help inform improvement plans.
The ability to present data to multiple stakeholders including:
Discussing findings with confidence but not arrogance.
Fielding questions about the data.
Accepting feedback regarding how the data presentation might improve.
Accepting critique without being defensive.
The ability to connect findings to key strategic and operational plans leading to continuous improvement actions. In other words, why are these findings important and what actions may be taken as a result.
The ability to serve as the organization’s internal consultant, coaching college personnel in how to ask good questions, how to measure and analyze performance, etc…
It is difficult to separate the functions of Institutional Research and Institutional Effectiveness because they are so inextricably tied together. To operate optimally, they should report to the same supervisor.
