Data: The Key That Unlocks Student Success (Another Personal Perspective from across The Pond)

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Autor/in	Henry, Philip
Titel	Data: The Key That Unlocks Student Success (Another Personal Perspective from across The Pond)
Quelle	In: College and University, 94 (2019) 4, S.55-66 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	Academic Achievement; Administrator Attitudes; Educational Experience; College Students; Higher Education; Governance; Computer Software; Corporations; Registrars (School); Data Analysis; Data Interpretation; School Holding Power; Debt (Financial); Educational Finance; Intervention; Correlation; Sustainability; Educational Practices; Well Being; Educational Change; Foreign Countries; Student Records; Graduation Rate; Educational Benefits; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Bildungserfahrung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Unternehmen; Registrars; Registrar; Registrierung; Auswertung; Data evaluation; Datenauswertung; Bildungsfonds; Korrelation; Nachhaltigkeit; Bildungspraxis; Well-being; Wellness; Wohlbefinden; Bildungsreform; Ausland; Schülerakte; Bildungsertrag; Großbritannien
Abstract	Phillip Henry is a semi-retired former U.K. Registrar and Secretary with almost 40 years' experience in higher education. He has been active in staff development in the United Kingdom (Association of University Administrators, Academic Registrars Council, and Association of Heads of University Administration), in the United States (AACRAO and a number of state and regional associations including Ohio ACRAO and SACRAO), and in Canada in the Association of Registrars of Universities and Colleges in Canada (ARUCC). His passion is student success and ensuring that students get the very best experience possible at their institutions. He advises universities on student success and support, institutional governance and compliance, and transnational education. Henry also provides advice to software companies on how best to develop their products to meet the requirements of institutions, staff, and students. In an earlier article Henry wrote for this journal, entitled "Data Tales from a Small Island", he highlighted one critical requirement of a registrar: to be able to understand and use key data at both the operational and strategic levels. He writes that his aim then was to highlight the "invaluable and, sadly, unsung contribution registrars can and do make to their institutions". In the current commentary, speaking from over 40 years in higher education across a wide range of institutions in the United Kingdom and overseas Henry reinforces that encouragement on the effective use of data as a strategic tool to enhance student outcomes and support student well-being. He notes key drivers for change in institutions making more effective use of student related data to deliver real benefits include: (1) The growing debate over student debt and perceptions of value for money; (2) student retention; and (3) the growth of 21st century software that can access even remote data sources and process and report on them in almost real time. Henry closes the article by emphasizing the transformational impact of using student-related data to inform timely and specific interventions. The successful implementation of these technologies enables institutions to acquire wisdom and genuine insight into the relationships between them and their students. He believes that this, is crucial to creating a framework for long-term institutional sustainability in a volatile higher education environment focused increasingly on the needs and aspirations of students. [To see "Data Tales from a Small Island", see EJ1113453.] (ERIC).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01