Date Available
12-13-2024
Year of Publication
2024
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational Policy Studies and Eval
Advisor
Dr. Kayla Johnson
Co-Director of Graduate Studies
N/A
Abstract
This study investigates how higher education institutions in the Appalachian region collect, assess, and utilize data to inform diversity, equity, and inclusion (DEI) initiatives and broader institutional transformations. It focuses on understanding how data influences policy reforms, operational practices, and cultural shifts within these institutions. Through a mixed-methods approach—comprising surveys, semi-structured interviews, and focus groups—the study examines the perspectives of key stakeholders, including DEI administrators, non-DEI administrators, and executive-level leaders.
The research identifies how institutional roles and positionality shape stakeholders' engagement with data and their ability to implement DEI-informed strategies. Key findings highlight discrepancies in data access, interpretation, and application, as well as systemic challenges such as data fragmentation and siloed decision-making. These insights provide actionable recommendations for institutions to improve data governance, align practices with DEI goals, and foster more inclusive cultures. By addressing these dynamics, the research contributes to enhancing data-driven decision-making processes in higher education.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.478
Recommended Citation
Berkley, Terri, "Data in Higher Education: Exploring the Collection, Interpretation, and Utilization of Information for Institutional Decision-Making around Diversity, Equity, and Inclusion" (2024). Theses and Dissertations--Educational Policy Studies and Evaluation. 105.
https://uknowledge.uky.edu/epe_etds/105
