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Co-published with and In this era of “Big Data,” institutions of higher education are challenged to make the most of the information they have to improve student learning outcomes, close equity gaps, keep costs down, and address the economic needs of the communities they serve at the local, regional, and national levels. This book helps readers understand and respond to this “analytics revolution,” examining the evolving dynamics of the institutional research (IR) function, and the many audiences that institutional researchers need to serve.Internally, there is a growing need among senior leaders, administrators, faculty, advisors, and staff for decision analytics that help craft better resource strategies and bring greater efficiencies and return-on-investment for students and families. Externally, state legislators, the federal government, and philanthropies demand more forecasting and more evidence than ever before. These demands require new and creative responses, as they are added to previous demands, rather than replacing them, nor do they come with additional resources to produce the analysis to make data into actionable improvements. Thus the IR function must become that of teacher, ensuring that data and analyses are accurate, timely, accessible, and compelling, whether produced by an IR office or some other source. Despite formidable challenges, IR functions have begun to leverage big data and unlock the power of predictive tools and techniques, contributing to improved student outcomes.

First-year seminars are nearly ubiquitous fixtures in American higher education, and research has documented their positive effect on student persistence. Only limited research, however, has attempted to isolate the impact of various aspects of first-year seminars on persistence, especially on a cross-institutional basis. We use a survey of almost 20,000 first-year students at 45 four-year institutions combined with institutional-level data to understand how aspects of first-year seminars affect early intentions to persist. Because survey respondents are grouped within dissimilar institutions, we use a multilevel modeling approach to model intent to persist.

Public opinion poll data dating from 1973 suggest a trustworthy and honest professoriate engaged in important work through college teaching, research, and service, but the same surveys show hesitation in granting full academic freedom to teachers holding controversial ideas. The impact of events, such as publication of critical reports, on college faculty image can be determined through longitudinal measures. (Author/MSE)

A new vision for institutional research is urgently needed if colleges and universities are to achieve their institutional missions, goals, and purposes. The authors advocate for a move away from the traditional service model of institutional research to an institutional research function via a federated network model or matrix network model. When capacity is gained by having many hands involved, new opportunities are possible. A broader range of decision makers are supported by the institutional research function, and a student-focused paradigm emerges without degrading required reporting and basic management support. To this end, the Association for Institutional Research, with funding from the Bill & Melinda Gates Foundation, created a \"Statement of Aspirational Practice for Institutional Research\". This statement focuses on student success as a core element of an effective decision-support system of management. The \"Statement of Aspirational Practice for Institutional Research\" makes student success a core element of an effective decision-support system of management. The authors encourage readers to re-enact the pilot testing of the Statement of Aspirational Practice for Institutional Research in their own institutions, districts, or systems.