Institutional research is more relevant today than ever before as growing pressures for improved student learning and increased institutional accountability motivate higher education to effectively use ever-expanding data and information resources. As the most current and comprehensive volume on the topic, the Handbook describes the fundamental knowledge, techniques, and strategies that define institutional research. The book contains an overview of the profession and its history, examines how institutional research supports executive and academic leadership and governance, and discusses the varied ways data from federal, state, and campus sources are used by research professionals. With contributions from leading experts in the field, this important resource reviews the analytic tools, techniques, and methodologies used by institutional researchers in their professional practice and covers a wide range of topics such as: conducting institutional research; statistical applications; comparative analyses; quality control systems; measuring student, faculty, and staff opinions; and management activities designed to improve organizational effectiveness.

The Handbook of Institutional Research

Education & Teaching

Howard, Richard D.

McLaughlin, Gerald W.

Knight, William E.

Higher & Continuing Education

Jossey-Bass Inc Pub

Recognizing the potential strength of decision support researchthat utilizes both qualitative and quantitative information canprovide to campus decision makers, this issue of New Directions forInstitutional Research establishes methods for integration ofnumeric data and its contextual application. With theoretical andpractical examples, contributors explore the techniques andrealities of creating, communicating, and using balanced decisionsupport information. Chapters discuss the critical role ofmeasurement in building institutional quality; examples ofconceptual and theoretical frameworks and their application for thecreation of evaluation information; and methods of communicatingdata and information in relation to its decision support function.Providing an example of effective practice in integratedqualitative and quantitative applications, University of Wisconsin- Green Bay Chancellor Mark L. Perkins discusses the roleappropriately balanced qualitative and quantitative information hasplayed in his own institutional decision making. For professionalsinvolved in decision support research across the academy, thisthorough examination of the qualitative and quantitative paradigmsis a much-needed addition to the literature of the field.  This is the 112th issue of the quarterly journalNew Directions forInstitutional Research.

Balancing Qual Quant Information 112

Schools & Teaching

Jossey-Bass

Institutional research is more relevant today than ever before as growing pressures for improved student learning and increased institutional accountability motivate higher education to effectively use ever-expanding data and information resources. As the most current and comprehensive volume on the topic, the Handbook describes the fundamental knowledge, techniques, and strategies that define institutional research. The book contains an overview of the profession and its history, examines how institutional research supports executive and academic leadership and governance, and discusses the varied ways data from federal, state, and campus sources are used by research professionals. With contributions from leading experts in the field, this important resource reviews the analytic tools, techniques, and methodologies used by institutional researchers in their professional practice and covers a wide range of topics such as: conducting institutional research; statistical applications; comparative analyses; quality control systems; measuring student, faculty, and staff opinions; and management activities designed to improve organizational effectiveness.

Over the past five to ten years the growing demand nationally for a "new breed" of educational leaders has resulted in new and restructured Educational Leadership programs. The students in many of these programs are part-time with substantial full-time job responsibilities in a leadership position. The traditional doctoral program design and student experience has not? indeed cannot? meet the needs of this population. Frequently the result is a frustrated student who leaves without completing the degree. This frustration is often born of an inability on the part of the institution and academic program to create a flexible set of learning experiences that meet both the student's professional goals and the institution's goals for academic excellence. The purpose of Full-Time Leaders/Part-Time Learners is to present a design for doctoral programs that recognizes the unique needs of the full-time leader/part-time learner with multiple priorities of a demanding leadership position and the equally demanding expectations of a doctoral program. Will be of interest to higher education faculty who serve doctoral students in leadership preparation programs.

Full-Time Leaders/Part-Time Learners: Doctoral Programs for Administrators with Multiple Priorities

Business & Money

Baker, Larry J.

Erickson, Joanne L.

Borland Jr., Kenneth W.

Job Hunting & Careers

R&L Education

Book by McLaughlin, Gerald W., Howard, Richard D., Balklin, Lore A.

People, Processes, & Managing Data: No. 11

Balklin, Lore A.

Economics

Assn for Institutional Research

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