This chapter examines the critical junction between ‘data-driven' decision-making and ensuring equity-centeredness in the dynamic landscape of higher education today. Leveraging data provides tangible information to transform the organization through vital systemic ways. Using ‘data-driven' decision-making coupled with equity will ensure the organization understands if it is doing the right things for students and allows employees to work more collaboratively with one another. Leaders can help inspire and connect their organization and navigate the unknown.
TopIntroduction And Background
In the dynamic landscape of higher education, the pursuit of excellence and equity has never been more critical. As institutions navigate the uncharted waters of the 21st century, a complex tapestry of factors converges to shape their trajectory. Among these factors, the intertwined concepts of “cultures of evidence,” the “higher education accountability movement,” leadership for continuous improvement, and equity-centered assessment stand at the forefront.
The following exploration delves into the rich tapestry of literature surrounding these themes, unveiling a narrative that weaves through the heart of modern academia. “Cultures of evidence” illuminate the growing importance of data-driven decision-making, emphasizing the need for rigorous, transparent assessment and evaluation in shaping higher education practices. Supporting “cultures of evidence” requires a shift in leadership mindset and a long-term strategy. The “higher education accountability movement” underscores the demand for transparency, quality assurance, and accountability, a force that has driven institutions to reflect on their mission and outcomes.
Leadership emerges as a linchpin in this narrative, for effective leaders must skillfully navigate the intersection of data, accountability, and the pursuit of equity. Their roles are central in fostering “cultures of evidence,” guiding institutions through a transformative journey, and ensuring that assessments are not only robust but also imbued with a sense of fairness along with using sources of information for equitable change. Having effective leadership can help organizations transform challenges into opportunities. This chapter seeks to unravel the intricate connections between these elements, providing insights into the evolving landscape of higher education and the enduring quest for excellence and equity in a rapidly changing world. The rise of a ‘data-driven’ culture in higher education has propelled the use of data for decision-making. When leaders have access to data to center equity within decision-making, they can foster collaboration, challenge ambiguity and work to make real time changes within their organizations.
The main objective of this chapter is to provide educational leaders a 5-step, iterative framework to integrate equity into data-driven decision-making that best uses data to drive policy, programmatic, and systemic changes that are often inequitable. Leaders who have regular access to data and other sources of information need help navigating decisions in the constantly in flux higher education environment. This new framework provides a process focused on the leadership skills and traits to cultivate an equity centered and ‘data-driven’ decision-making culture.
Data-Driven Decision-Making in Education Today
The convergence of equity and 'data-driven' decision-making has roots in elementary and secondary education, where it has been a predominant theme for years, driven by the accountability movement (Datnow, 2017; Using Data to Improve Schools, n.d.). Conversely, the higher education accountability movement has been slower to progress, resulting in a stagnant adoption of 'data-driven' decision-making. A key driver of the accountability movement in higher education is the demand to demonstrate a return on investment. With rising student enrollment and costs, state governments emphasize institutional efficiency and effectiveness data (Huisman & Currie, 2004). While this has led to an influx of assessment data, its utilization has been inconsistent across various institutions (Dowd, 2005). Measuring student progress, assessing program and instructional effectiveness, highlighting trends, and sharing institutional impact with the community are among the advantages (Using Data to Improve Schools, n.d.).
Leaders play a critical role in shaping the implementation of a data culture. Leaders must continuously challenge their assumptions and address systemic inequities, prioritizing student growth and success to drive 'data-driven' decisions (Datnow, 2017; Dowd, 2005; Park, Daly, & Guerra, 2012). A 'data-driven' decision-making lens can be manifested within organizations through interactions with data, reflection, and the development of actions centered on student success and continuous improvement (Datnow, 2017). There are unique intersections of leadership at divisional and department levels within higher education that contribute to the assessment process and the utilization of data (Strine‐Patterson, 2022). Effective data practices require strong leadership capable of using data for improvement purposes.