Date Approved

8-29-2012

Date Posted

4-24-2013

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department or School

Leadership and Counseling

Committee Member

David Anderson, Ph.D., Chair

Committee Member

Gary Marx, Ed.D.

Committee Member

Stephanie Newell, Ph.D.

Committee Member

Eboni Zamani-Gallaher, Ph.D.

Abstract

Establishing institutional effectiveness has beleaguered U.S. higher education institutions for thirty years. One key element of institutional effectiveness is the ability of an organization to use data for effective decision-making. This study provides new insight into this critical component of institutional effectiveness by examining the transformation of data through several stages until it embeds into the institutional culture. A model of the environmental and institutional elements that result in transformation is proposed and tested. Data were gathered through a survey instrument administered to Institutional Research professionals at comprehensive regional universities and community colleges in the United States. The survey amassed data on the concepts of institutional context, the transformation processes itself, and external factors associated with effective decision-making on the topic of on-line learning. Multiple Regression and Structural Equation Modeling statistics provided the analytical platform for the research. The result offers a model that is composed of the theorized factors that directly and indirectly impact new cultural knowledge in higher educational institutions.

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