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[F%mŤ>D@];=rH\aF`M9e;(㭍.6?dnH+" 9MA@ tMp5y!+_H,A@DYME6!4A@`Ip%i!)\dH@DYME6!4A@`Ip%i!)\dH@DYME6!4A@`Ip%i!)\dH@DYME6!4A@`I(c:oN#IENDB`q (  v  Zhttp://thoughthorizon.com/archives/000277.phpZhttp://thoughthorizon.com/archives/000277.phpz(warnetr@umsystem.edu6mailto:warnetr@umsystem.edu .schmidtkek@missouri.edu<mailto:schmidtkek@missouri.eduz (gettymk@missouri.edu6mailto:gettymk@missouri.edu`/ 0DArialno Linotyptt- 0"DPalatino Linotypet- 0@ .  @n?" dd@  @@``  @'Z     /Xb$l4UHzohb$~fO[Z /gh 0AAyU@83ʚ;ʚ;g4BdBd|N 0ppp@ <4dddd@w 0t\- 80___PPT10 ?  %O  =/Peer Group Analysis: For Administrators Only?00Association of Institutional Research Forum San Diego, California May 29  June 1, 2005 YYWhy study peer group analysis?WAccountability Resource Allocation External/internal requests Organizational learning? WXLiterature ReviewModern comparative analysis developed in 1980s utilizing statistical analysis (Terenzini) Used primarily for financial purposes Expanded to use a wide range of performance indicators Graduation rates, employment rates, retention, salaries, enrollments, and faculty productivity 8Z_ZZ`O  4Literature Review (cont d)Three different types of peer groups Aspirational, peer, predetermined Peer analysis is subject to a number of limitations Descriptive data insufficient Varying definitions of variables Can limit institutional creativity Meaningful use of peer group analysisT%Z"Z4ZZ%"4% Research QuestionsWhat do we want comparative data to tell us? Do peer analyses drive institutional change processes, in particular, organizational learning? Why or why not?  MethodologyLarge Midwestern public Doctoral Extensive institution Qualitative Case Study Approach N = 10 upper, middle, and lower administrators Grounded theory (Theoretical FrameworksXPolitical (Bolman & Deal) Competition for resources Coalitions with differing missions &?? H  Learning organization Double-loop learning (Argyris & Schn) Defensive reasoning (Argyris) Phenomena ! Data ! Information ! Knowledge (Bagshaw) R{# * + ,6L:Argyris Double loop learning 2Bagshaw s Plant Structure    FindingsInstitutional Context Comparative reports required by upper administration for resource allocation Original allocation model abandoned Reporting requirement retained Reporting adapted based on divisional needs&  "Findings (cont d)[Three Overarching Themes Broad view of institutional data Use of data Organizational change&CC  Broad View of Institutional DatadAdministrators emphasize comparative data Mid-level administrators view comparative data as nested de  Use of DatavContribution of department to campus Resource allocation Internal goal setting and evaluation Desired uses Challenges  Organizational Change<Fiscal outweighs performance Internal competition Leadership ConclusionsInformation used from peer group analysis Level of teaching, research, and service Support for greater resource allocations Effectiveness and productivity Double-loop learning Defensive learning b*q(*q(Implications for IRXSaupe (1990) Objective, systematic, and thorough  the wisdom, integrity, and courage possessed by those who share the responsibilities of governance used to make decisions* ZZ  ~Volkwein (1999) Internal vs external duality Bagshaw (1999) Learning inhibited institution Phenomena ! Data ! Information ! Knowledge  Shape the intellectual expectations of the leadership xZZZZZ)Y 6Discussion and Questions Contact informationTara R. Warne (573) 884-6674 warnetr@umsystem.edu Kathy Schmidtke (573) 884-2241 schmidtkek@missouri.edu Kathleen Leonard-Getty (573) 882-4078 gettymk@missouri.edu Z$ZZ'ZZ%ZZ$'&  01  0Qh  0   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴` ff>>\`Y{fff>?" dd@ yU~?" dd@yU  " @ ` n?" dd@   @@``PR   @ ` ` p>>  L0 l(  l l <z #" `>   T Click to edit Master title style! !0 l 68} #" `>  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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WXLiterature ReviewModern comparative analysis developed in 1980s utilizing statistical analysis (Terenzini) Used primarily for financial purposes Expanded to use a wide range of performance indicators Graduation rates, employment rates, retention, salaries, enrollments, and faculty productivity 8Z_ZZ`O  4Literature Review (cont d)Three different types of peer groups Aspirational, peer, predetermined Peer analysis is subject to a number of limitations Descriptive data insufficient Varying definitions of variables Can limit institutional creativity Meaningful use of peer group analysisT%Z"Z4ZZ%"4% Research QuestionsWhat do we want comparative data to tell us? Do peer analyses drive institutional change processes, in particular, organizational learning? Why or why not?  MethodologyLarge Midwestern public Doctoral Extensive institution Qualitative Case Study Approach N = 10 upper, middle, and lower administrators Grounded theory (Theoretical FrameworksXPolitical (Bolman & Deal) Competition for resources Coalitions with differing missions &?? H  Learning organization Double-loop learning (Argyris & Schn) Defensive reasoning (Argyris) Phenomena ! Data ! Information ! Knowledge (Bagshaw) R{# * + ,6L:Argyris Double loop learning 2Bagshaw s Plant Structure    FindingsInstitutional Context Comparative reports required by upper administration for resource allocation Original allocation model abandoned Reporting requirement retained Reporting adapted based on divisional needs&  "Findings (cont d)[Three Overarching Themes Broad view of institutional data Use of data Organizational change&CC  Broad View of Institutional DatadAdministrators emphasize comparative data Mid-level administrators view comparative data as nested de  Use of DatavContribution of department to campus Resource allocation Internal goal setting and evaluation Desired uses Challenges  Organizational Change<Fiscal outweighs performance Internal competition Leadership ConclusionsInformation used from peer group analysis Level of teaching, research, and service Support for greater resource allocations Effectiveness and productivity Double-loop learning Defensive learning b*q(*q(Implications for IRXSaupe (1990) Objective, systematic, and thorough  the wisdom, integrity, and courage possessed by those who share the responsibilities of governance used to make decisions* ZZ  ~Volkwein (1999) Internal vs external duality Bagshaw (1999) Learning inhibited institution Phenomena ! Data ! Information ! Knowledge  Shape the intellectual expectations of the leadership xZZZZZ)Y 6Discussion and Questions Contact informationTara R. Warne (573) 884-6674 warnetr@umsystem.edu Kathy Schmidtke (573) 884-2241 schmidtkek@missouri.edu Kathleen Leonard-Getty (573) 882-4078 gettymk@missouri.edu Z$ZZ'ZZ%ZZ$'&  01  0Qh  0 0 L0    !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~;Root EntrydO)T@PicturesCurrent User/SummaryInformation((U      !"#$%'()*+,-./012345P:K<=>?@ABCDEFGHIJ&LOSQRWUVXYMZ[\PowerPoint Document(DocumentSummaryInformation8MsoDataStoreKBFE01CMIGRW==2 r@umsystem.edu .schmidtkek@missouri.edu<mailto:schmidtkek@missouri.eduz (gettymk@missouri.edu6mailto:gettymk@missouri.edu`/ 0DArialno LinotypTT-ܖ 0ܖ"DPalatino LinotypeT-ܖ 0ܖ@ .  @n?" dd@  @@``  @'Z     /Xb$l4UHzohb$~fO[Z /gh 0AAyU@83ʚ;ʚ;g4BdBd|N 0ppp@ <4dddd w 0T\- 80___PPT10 ?  %O  =/Peer Group Analysis: For Administrators Only?00Association of Institutional Research Forum San Diego, California May 29  June 1, 2005 YYWhy study peer group analysis?WAccountability Resource Allocation External/internal requests Organizational learning? 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