The Handbook of Institutional Research -- Copyright -- Contents -- Tables, Figures, and Exhibits -- List of Tables -- List of Figures -- List of Exhibits -- Appendices -- Preface -- Overview and Organization of the Handbook -- Handbook Development -- Summary -- References -- Acknowledgments -- About the Editors -- List of Contributors -- The Association for Institutional Research -- Part 1: The History, Theory, and Practice of Institutional Research -- 1: The History of Institutional Research -- Early Beginnings of the Profession -- College Self-Study -- Surveys -- Research Committees/Bureaus -- Advocacy for Establishment of Institutional Research Offices -- Practitioners Begin to Organize -- National Institutional Research Forums -- The Association for Institutional Research -- Establishment of AIR Affiliated Regional, State, and Special Interest Groups -- Establishment of AIR Affiliated International Groups -- Alternative Views of IR: Research, Administrative Support, or Self-Study? -- Interpreting and Providing Examples of IR to IR Practitioners -- Interpreting IR to the Broader Higher Education Community -- Adding Perspective: Some Key Sources -- Concluding Note -- References -- 2: The Structure and Functions of Institutional Research Offices -- The Organizational Characteristics of Institutional Research -- The Evolution of IR -- An Institutional Research Ecology -- Measuring the Maturity of Institutional Research -- Hierarchy of IR Tasks -- The Characteristics of a Mature Profession: Does IR Enjoy These? -- The Faces of Institutional Research -- References -- 3: Practicing Institutional Research -- Standards of Professional Practice and Codes of Ethics in Institutional Research -- Standards of Professional Practice -- Codes of Ethics -- Description, Synthesis, and Assessment of Skills Needed in Institutional Research.

Technical and Analytical Intelligence -- Issues Intelligence -- Contextual Intelligence -- An Assessment of the Profession's Skills and Intelligences -- Acquiring Skills for Effective Institutional Research -- Skills' Relation to Institution Types and IR Office Locations -- Conclusion -- References -- 4: The Role of Institutional Research in International Universities -- World-Class Universities -- Universities Outside the United States -- Regional Cooperation to Improve Higher Education -- U.S. Institutions Functioning Abroad -- International Universities Based on the U.S. Model -- Conclusion -- References -- 5: Out of the Box and Out of the Office: Institutional Research for Changing Times -- Context for Innovation and Leadership -- Individual Context -- Navigating the Terrain -- Organizational Skills -- Cultural Skills -- Interpersonal Skills and Leadership -- Bringing It Together -- Assessment -- Strategic Planning -- Accreditation -- Curriculum Development -- Synthesis -- References -- 6: Institutional Research and Collaborative Organizational Learning -- The Uses and Limits of IR as a Decision-Support Activity -- Defining OL and Understanding a Collaborative Approach -- Concepts to Facilitate Collaborative Organizational Learning -- Argyris and Schön's Single- and Double-Loop Learning -- Huber's Taxonomy for Organizational Learning -- Situated Learning and Communities of Practice -- IR as Collaborative Organizational Learning: Implications for Future Work -- Implications for IR Products, Processes, and Services -- Implications for the Skills and Dispositions Useful to IR -- Shifting the Tenets of Institutional Research -- Notes -- References -- 7: Developing Institutional Adaptability Using Change Management Processes -- The Expanding Role of IR Units: The New Frontier of Managing Change -- Context of Change Management: Motivation and Theory.

Motivation: Philosophy, Social-Ecological Systems, and the Pressures of Change -- Change Process Theories, Models, and Types -- The Range of Change Types: From Simple to Complex -- Change Management Process Steps and Mitigation of Its Barriers -- Exciting Change by Encouraging Doubt: Placing Data in High-Use Areas -- Implementing Change: Selecting the Mode of Change -- Barriers to Change: How IR/A Units Can Mitigate Their Impact -- Applying Theory to Practice: Case Study of an Operating Change Management Process -- IR/A Role in Building Institutional Resiliency and Adaptive Capacity -- The CSI Change Management Process -- Adaptive Management: Evoking Change by Creating Platforms for Provoking Doubt -- Monitoring the Continuity of Change Mitigates Change Barriers -- Institutionalizing Change Management: Strengthening Institutional Resiliency -- Continuously Developing Value for Change Management Processes -- Evidence of System Impact on Academic Culture -- Evidence of Change Activity and Success: An Index That Monitors Change Characteristics -- Conclusion -- Notes -- References -- Part 2: Supporting Campus Leadership and Management -- 8: Supporting Institutional Governance -- Supporting the President/CEO -- Special Relationship -- Presidential Realities -- Types of Executive Requests -- Shared Governance -- What Is Shared and with Whom? -- IR Support of Shared Governance -- Conclusion -- References -- 9: Supporting the Provost and Academic Vice President -- Context for Supporting the Provost -- The Importance of IR in Supporting Academic Institutional Effectiveness -- Keys to Providing Timely and Distilled Information to the Provost -- Relevance to the Mission of the Institution -- Framework for Academic Support -- The Balancing Act of Complex Interactions -- Efficiency Versus Effectiveness -- Transactional and Transformational Leadership Activities.

Academic Support: Teaching and Research -- IR Support of Teaching -- IR Support of Research -- Conclusion -- References -- 10: Examining Faculty Recruitment, Retention, Promotion, and Retirement -- Evaluating Faculty Recruitment -- Data from Academic Units -- Data from Recruited Faculty Members -- Analyzing Faculty Retention -- Data from Academic Units -- Data from Faculty Members -- Analyzing Promotion and Tenure Decisions -- Projecting Retirements -- Projecting Number of Hires, Salary Outlays, and Faculty Mix -- Assessing Faculty Job Satisfaction -- Strengths and Weaknesses -- Differences in Satisfaction Levels Across Subpopulations -- Correlates of Satisfaction -- References -- 11: Institutional Planning and Resource Management -- Institutional Research, Planning, and Budgeting -- Conceptions of Strategic Management -- Multiple Institutions, Multiple Contexts -- Setting Priorities, Making Choices -- From Planning to Action -- Strategic Review of Academic Programs -- Action Strategy, Responsibility, and Impact -- A Role for Institutional Research -- The Review and Recommendation Process -- College and University Budgeting -- Planning and Resource Allocation: Lessons of Experience -- It's Still a People Problem -- Institutions Can't Be All Things to All People -- Across-the-Board Cuts Lead to Mediocrity -- Create Strong Resource Allocation Tools Before They Are Needed -- Planning to Plan -- Import-Export Model: The Orienting Role of the Environment -- Never Waste a Crisis -- Benchmarking Budget Allocations -- Focusing on a Limited Number of Goals -- Integrated Planning -- Useful Techniques -- Implications and Conclusion -- Connecting Planning, Assessment, Improvement, and Resource Allocation -- Participative Processes and the Soft Side of Strategic Management -- Plan Implementation -- Strategic Management and Transformative Change -- References.

12: Building Cost Models -- The Basics: Types of Cost Models and Types of Cost -- Focus on Cost Accounting Procedures to Determine Instructional Costs -- Factors and Drivers in Cost Models -- Cost Models for Technology -- Building One Type of Instructional Cost Model -- References -- 13: Managing College Enrollments -- A Common Theme -- Research Within the Educational Pipeline -- Recruiting Students -- Admitting Students -- Awarding Financial Aid -- Predicting Enrollment and Tuition Revenue -- Placing Students -- Measuring Student Enrollment -- Retaining and Graduating Students -- Beyond Graduation -- Varying Types of Enrollment Management -- Differences by Institutional Type -- Differences by Student Type -- New Forms of Educational Delivery -- Organizing for Enrollment Management -- Targeting Resources for Maximum Effect -- Ubiquitous Data -- Ethical Issues -- College Rankings and Accountability Metrics -- The Future of Enrollment Management -- References -- 14: Refocusing Student Success: Toward a Comprehensive Model -- The Federal Role in Shaping Current Metrics of Student Success -- Limitations of the Traditional Graduation Rate Measure in Today's Environment -- Progress in Data System Development Facilitating Improved Graduation Rate Measures -- Promising Initiatives to Expand or Improve on Existing Graduation Rate Measures -- Emerging Applications of Improved Data Systems and Metrics for Measuring Student Success -- Expanding and Refocusing What Constitutes Student Success -- University of Alaska Anchorage (UAA) Model Overview -- Model Design, Assumptions, and Decision Rules -- Data Design and Operational Methodology -- Model Design or Implementation Challenges -- Model Findings -- Model Status To Date -- Beyond UAA and the Future -- References -- Appendix 14.1: UAA Decision Rules for Student Status Determination.

15: Academic Space Management and the Role of Institutional Research.