Abstract In June 2019, Minnesota State set a critical goal: By 2030, eliminate the educational equity gaps at each of the 30 colleges and 7 universities that comprise the system. To achieve the goal of Equity 2030, and empower actors at every level of Minnesota State, system and campus leaders need to fully embrace data democratization. Without access to data that can guide discovery of equity gaps within the context of their own work, faculty and staff lack critical information. When educators use data to guide inquiry and action, they can check any assumptions or biases they may have as well as understand if a change they are making is effective in closing the gap or addressing the need. Data security and ethical and responsible use must be emphasized, but data democratization calls for intentional examination of institutional policies to ensure people have the information they need to identify, implement, and evaluate changes in their approaches to create more equitable outcomes. To advance the work of Equity 2030, Minnesota State is working to review policies and practices around data sharing, specifically with faculty and staff, as well as working to create resources and training to support ethical and appropriate use of data to support student success. This article will establish the current state of efforts at the system office level, including an upcoming multi‐year transition to a new system‐wide enterprise resource planning platform and complications arising from the centralized collection and maintenance of institution‐level data within the system office, as well as outline the strategic and tactical approach to democratizing data while maintaining security and confidentiality.

Abstract This article describes how a large Institutional Research and Decision Support (IRDS) office engaged in efforts to promote culturally responsive and inclusive institutional research (IR) practices that take into account the increasingly diverse student, faculty, and staff populations we serve. We describe how we developed a diversity, equity and inclusion (D.E.I.) strategic plan that addressed the following: (a) ensuring our Mission Statement reflects our commitment to diversity; (b) applying an equity lens to our work; (c) supporting campus‐wide D.E.I. efforts while helping the campus live out a commitment to D.E.I.; (d) implementing internal office practices to support the recruitment and retention of a diverse team; and (e) ensuring IR professionals have access to and opportunities to learn about current trends in equity and inclusion. Our approach was guided by Kendi's conceptualization of antiracism, and we examine how we have opportunities to make antiracist decisions in various aspects of our work, including how we frame IR, analyze and label data, and interpret results given local contexts and structural inequities.

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Abstract While many campuses have access to and publish equity‐focused data, it can be difficult to share that data with the campus community in a way that engages multiple offices. This article outlines the Equity Liaison Initiative at the University of Wisconsin–La Crosse, which engages individuals from most offices on campus with equity‐focused data to affect change in their individual departments. We provide an overview of the development of the Equity Liaison Initiative, some lessons we learned through the process, discuss potential directions for the program and identify future challenges we expect to encounter.

This article explores how the global Coronavirus (COVID‐19) pandemic impacted United States higher education over the course of the first year from Spring 2020–Spring 2021. Utilizing a case study methodology, blending proprietary, closely held, public use, and archival data, we find that political and institutional factors shaped the decision to return to in‐person instruction or remain online in fall 2020, which in turn, influenced the enrollment and financial health of institutions in that semester and beyond. Although nearly every institution of higher education was impacted, we find that those most adversely impacted are 2‐year public and 4‐year private baccalaureate institutions. Despite considerable challenges resulting from COVID‐19, we highlight several practices of how systems and institutions are innovating and how this work can be replicated to positively impact higher education for years to come.

New Directions for Institutional ResearchVolume 2020, Issue 187-188 p. 5-6 INTRODUCTION Introduction James D. Breslin, Corresponding Author James D. Breslin jbreslin@bellarmine.edu 2001 Newburg Rd., Louisville, KY, 40205 Correspondence James D. Breslin, 2001 Newburg Rd., Louisville, KY 40205. Email: jbreslin@bellarmine.eduSearch for more papers by this author James D. Breslin, Corresponding Author James D. Breslin jbreslin@bellarmine.edu 2001 Newburg Rd., Louisville, KY, 40205 Correspondence James D. Breslin, 2001 Newburg Rd., Louisville, KY 40205. Email: jbreslin@bellarmine.eduSearch for more papers by this author First published: 01 November 2021 https://doi.org/10.1002/ir.20343Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume2020, Issue187-188Special Issue: Leading Through and Learning from COVID-19Fall/Winter 2020Pages 5-6 RelatedInformation

Abstract Information Technology (IT) and Institutional Research (IR) units working together with planning, a focus on collaboration, and a willingness to create partnerships can help accelerate their institution's efforts to improve the data landscape. This chapter includes an overview of the challenges facing these two functional areas, the benefits of a new way of operating together, and the steps leaders from both IR and IT can take to work together to build new relationships across units and their staff. This work derives from a focus on values, beliefs, and actions. Taken together, these strategies, if implemented with care, can establish a solid foundation to support the need to expand, improve, and mature IR's role in the data landscape.

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Abstract Ethical issues are structurally present in the design and choice of data; the interaction between problem, model, and intervention; and the scientism that supports data analytics’ claims to authority. In this chapter, I argue against three social assumptions behind common implementations of learning analytics: data realism, technological neutrality, and scientism. Recognizing the need to create a mindset of conscious ethical awareness for learning analytics, I challenge institutional researchers to consider learning analytics through three critical lenses: a professional ethics lens, a responsibility lens, and an equity lens.

Abstract Nonresponse is an increasing problem in sample surveys and student surveys are no exception. When nonrespondents differ from respondents in meaningful ways, respondents may not be representative of the population. Hence, analyses of survey data may be biased and not generalizable to the population. In this chapter we provide an overview of nonresponse bias and discuss how to assess the potential for bias in survey results and steps that can be taken to address bias during and after data collection. An example bias analysis is provided.