Developing Institutional Research Professionals as Educators to Drive Student Success

Abstract

This paper reconceptualizes the role of Institutional Research (IR) as a collaborative educational resource within higher education, advocating for a transformation beyond traditional data reporting toward a more inclusive and student-centered approach. As higher education institutions grapple with increasing demands for accountability and diversity, IR professionals must transition from analysts to educators, facilitating data literacy and guiding stakeholders in strategic decision-making. By positioning IR professionals as educators, we argue for an expanded definition of student success that encompasses nuances of the college student experience, equity, and overall well-being. This approach acknowledges the diverse experiences of students, particularly those from historically underrepresented groups, and promotes data-informed practices that foster inclusivity and community across campuses. By focusing on data literacy and ethical data governance, IR professionals can empower faculty, administrators, and students alike to utilize data for meaningful, equitable outcomes. This paper underscores the need for graduate-level training in IR-focused competencies, ensuring a new generation of IR professionals are equipped to advance student success and institutional resilience in a rapidly evolving educational landscape.