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Gagliardi, Jonathan S.; Johnson, Gina – New Directions for Institutional Research, 2020
Colleges have access to more data than ever before, and to unlock its full potential, the right culture, processes, and technologies are needed. Given the pressures now facing campuses, the demand for evidence-based approaches to strategy have intensified. As a result, more attention has been placed on the importance of the relationship between…
Descriptors: College Presidents, Institutional Research, Data Use, Decision Making
Peters, C. Ellen; Benitez, Michael, Jr. – New Directions for Institutional Research, 2017
A participatory framework in conducting research and implementing decisions can engage multiple constituents throughout a college community. At a small college, it is especially relevant, because nonmajority groups are especially vulnerable because of a smaller critical mass.
Descriptors: Small Colleges, Community Involvement, Research Utilization, Theory Practice Relationship
Bers, Trudy – New Directions for Institutional Research, 2012
Surveys and benchmarks continue to grow in importance for community colleges in response to several factors. One is the press for accountability, that is, for colleges to report the outcomes of their programs and services to demonstrate their quality and prudent use of resources, primarily to external constituents and governing boards at the state…
Descriptors: Benchmarking, Community Colleges, Accountability, Surveys
Harris, Michael S.; Roth, John H. – New Directions for Institutional Research, 2008
The U.S. Supreme Court's decisions in 2003 in the affirmative action cases of "Gratz v. Bollinger" (2003) and "Grutter v. Bollinger" (2003), sometimes referred to as the "Michigan cases," provided the first indication of the role that race-conscious admission policies will play in higher education in the new century since the Court's decision…
Descriptors: Higher Education, Affirmative Action, Court Litigation, Research Utilization
Blaich, Charles F.; Wise, Kathleen S. – New Directions for Institutional Research, 2010
Most assessment arguments are about measurement. When is it better to use direct versus indirect measures of student learning? Is one standardized test of critical thinking better than another? Is applying rubrics to student work better than using standardized tests? How valid are self-reported measures of learning? Although these arguments are…
Descriptors: Standardized Tests, Academic Achievement, Program Effectiveness, Liberal Arts

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