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And As an Impetus to Organize and Synthesize Data That Suppore the Existence of These Insitutions

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And As an Impetus to Organize and Synthesize Data That Suppore the Existence of These Insitutions DOCUMENT RESUME ED 115 116 HE 007 101 AUTHOR Burghardt, B. Vivian TITLE Personal and Institutional Data of Institutional Research Activities and Products at Predominantly Black Institutions. PUB DATE May 74 NOTE 22p.; Paper presented at the Annual Forum of the Association for Institutional Research (May, 1974) EDRS PRICE MF-$0.76 HC-$1.58 Plus Postage DESCRIPTORS Data Analysis; *Data Processing; Decisionmaking; Educational Accountability; *Higher Education; Information Systems; *Institutional Research; Management Development; *Negro Colleges ABSTRACT Recent trends indicate the increasing concern regarding the broad issue of accountability at institutions of higher education. Because of this, colleges and universities are being forced more and more to base their decisions on hard fact instead of intuition. The institutional research function is instrumental in assisting in this kind of data collection and analysis. To determine the extent to which predominantly Black colleges were fulfilling this function, a questionnaire was devised to solicit info,:mation regarding institutional activities and products at the predominantly Black colleges. An assessment of the institutional research activities and products at these colleges suggest that the growing complexities of management and the societal pressures for a greater degree of accountability in the last two decades serves as a mandate and as an impetus to organize and synthesize data that suppore the existence of these insitutions. This trend is in keeping with the national and local questions raised as to the quality and legitimacy of higher education in general. (Author/KE) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** PERSONAL AND INSTITUTIONAL DATA OF INSTITUTIONAL RESEARCH ACTIVTTIES AND PRODUCTS AT PREDOMINANTLY BLACK INSTITUTIONS B. Vivian Burghardt, Director institutional. Research and Evaluation Bowie State College Bowie; Maryland 20715 (301) z62-3350 Paper presented at the Annual Forum of the Association for Institutional Research, May 1974. U S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPPF- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY 2 160 L ABSTRACT Recent trends indicate the increasing concern regarding the broad issue of accountability at institutions of higher education. Because of this, colleges and universities are being forced more and more to base their decisions on hard fact instead of intuition. The institutional research function is instrumental in assisting in this kind of ddta collection and analysis. To determine the extent to which predominantly Black colleges were fulfilling this function, this study was undertaken. The study not only assesses and summarizes the insti- tutional research activities and products at the predomi- nantly Black colleges, but suggests pertinent implications based on the Findings. 3 161 PERSONAL AND INSTITUTIONALDATA OF INSTITUTIONAL RESEARCH ACTIVITIES ANDPRODUCTS AT PREDOMINANTLY BLACK INSTITUTIONS B. Vivian Burghardt, Bowie StateCollege Introduction In a 1970 study, William Garnorlsuggested that. insti- tutional researchas an integral function in the adminis- tration of colleges anduniversities is in its earlystages of development and that onlyscattered examples of what is currently referred toas "institutional research"were in existence in any formalizedand structured fashion priorto World War II. In the last nineteenyears, however, institutional research has evolved ata rapidly increasing rate as a formalized function at collegesand universities. Rourke and Brooks2 report that onlyfifteen institutions had offices for institutional research in1955, but by 1964 therewere 115 such offices. This study reveals, however,that by 1973 there were approximately1,000. This data was based on the review of the titles of 994members of the Association of Institutional Research in its1973-'74 Directory. Of the 994 AIR members, thirty-eightof these members representedtwenty- 1W. H. Garner,A Systematic Approach to theEstablishment of an Office of InstitutionalResearch in a Small University: An Exploratory Study. Ann Arbor, Michigan: Michigan State University Microfilms, 1970. 2Francis F. Rourkeand Glenn E. Rrooks, TheManagerial Revolution in Higher Education. Baltimore, Maryland: John Hopkins Press, 1966,p.30. 162 4 163 eight predominantly Blackcolleges. The growing complexity ofgoverning institutions of higher education has contributedin large measure to the riso of institutionalresearch. Moro and more, colloqo and university administrationsare being forced to base their decisionson hard fact instead of intuition. The system of administration--basedon the collegial authority of administrators, faculty,and to a growing extent, stu- dents--requirPd that empiricalfacts and information be available as a data basefor effective decision-making. The institutional researchfunction is instrumental in assisting in this kind ofdata collection and analysis. To determine the extentto which the predominantly Black colleges were fulfilling this function,this study was initiated. Methodology A questionnaire was devisedto solicit information regarding institutional activitiesand products at the predominantly Black colleges. This instrument was designed specifically tocover the following areas: (1) certain demographicinformation;(2) operational status of institutional researchoffices;(3) professional and supportive staffs;(4) budgets and primarysources of funding; (5,) types and numbers of studies;(6) initiative for studios; and (7) thedegree Of support exercised in interpreting the results ofthese studies. t) 164 The questionnaire witha cover letter to the respective presidents was mailed in November1973 to 111 predominantly Black colleges and universities. The questionnaires were mailed to the prouidentH withthe request that these he forwarded to the institutionalresearch offices and in the absence of such offices, to thecampus office responsible for generating such information. Finally, it was requested further that the completedquestionnaires be returned within a period of four weeks. No follow-up requests were sent. At the end of a six-week period,of the 111 contacts made, there were sixty-oneresponses (55.0%). Of these sixty-one responses, only fifty-eightor 52.3% were in usable form. It is this 52.3% response which providesthe basis for tihe findings of this study.3 Results of the Analysis The fifty-eight responses representedfifty-eight different schools and provided thefollowing demographic information: (1) type of control--public, 29(50.0%) and private, 29 (50.0%);(2) type of institution--junior/community college, 12 (20.7%), university,14 (24.1%), four-year college, 31 (53.4%), and six-yearcollege, 1 (1.7%);(3) enrollment-- 3Theresponses from the twelve junior/community colleges (20.7%) will be incorporated inthe study, but there will be no attempt to compare these two-year colleges withthe four- year colleges for the followingreason: only four of the twelve schools had established institutional.research with two of these having full-timediTectors, and tho other two, part-time directors. 165 less than 1,000, 17 (29.3%), 1,000to 1,999, 16 (27.6%), 2,000 to 4,999, 19(32.8%), and 5,000 to 10,000, 6(10.3%). Of the fifty-eight schoolspolled, thirty-seven or 63.8% had full-time institutionalresearch offices; ix or 10.3% had part-time offices. The fifteen schools with no offices constituted 25.8%of the total number of schools responding. The forty-three predominantlyBlack schools reporting institutional research officeshad the following charac- teristics: 1. These offices have been operational fromone to eighteen years with anaverage of 4.67 years. 2. Thirty-seven of the institutionsreported having sixty-six full-time professionalsand twelve offices reported fifteen part-timeprofessionals. The range for full-time professionalswas zero to eight with a 1.57average; the range for part- time professionalswas zero to two with a 0.36 average. 3. The full-time supportive staffs hada range of zero to four with an average of 0.95persons; the part-time supportive staff,a range of zero t_o tour wtth an overage of 0.96persons. 4. Thirty-five or 81.4% reported full-timedirectors, and the remaining eight (18.6%)part-time directors. 5. The greatest majority of institutionalresearch directors (twenty-sixor 60.5%) reported directly to the President or Chancellor followedby eleven or 25.6% who reported directly to the Vice President or Vice Chancellor. Five (11.6%) reported directly to the Academic Dean, and onlyone (2.3%) to the Development Officer. 6. Of the forty-three schools reporting,thirty-six (83.7%) had line item budgets. Only seven or 16.3% had no specific allocated budget. 7 166 7. The primary source of funding
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