Structural Difficulties in the Use of Academic and Student Affairs Data in Institutional Research Studies

Abstract

　 This paper adopts three perspectives in a discussion of the structural difficulties and potential of institutional research (IR) studies using academic and student affairs data. The first is that of a theoretical framework for higher education systems, focusing on the dilemma of research and practice derived from the positioning of IR. The second, that of whether IR is or is not “real” research, relates to the conditions governing the establishment of research through discussions regarding ethical approval (Institutional Review Board) and the handling of informed consent for quality improvement research (QIR) in the medical area. The third, applicable in the case of a process whereby IR is separated from “research” and brought closer to “practice,” involves the risk of thereby diminishing the quality and neutrality of IR-generated evidence. By raising these points, I identify the lack of discussion and policy development in the areas of research ethics and implementation procedures, such as ethical approval and the handling of informed consent, constituting a basis for the conduct of IR studies using academic and student affairs data in higher education. I also point out that the issues of resolving these structural problems and ensuring the credibility of IR-generated evidence have been largely left to the IR personnel directly involved. It follows from the above discussions that individuals (IR personnel, researchers), higher education institutions, and academic associations should clarify their policies, while at the same time, acknowledging their differences, in recognition of the need for conditions governing IR studies and, through repeated discussions and dialogue, build a common recognition of a framework that enables the realization of IR studies using academic and student affairs data in higher education.