INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES: Facilitating Organizational Learning and Change

Alicia C. Dowd; Lindsey Malcom; Jonathan Nakamoto; Estela Mara Bensimon

doi:10.4324/9781003443582-13

INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES: Facilitating Organizational Learning and Change

Alicia C. Dowd, Lindsey Malcom, Jonathan Nakamoto, Estela Mara Bensimon

Education Policy Studies

Research output: Chapter in Book/Report/Conference proceeding › Chapter

6 Citations (SciVal)

Abstract

“Langley, we have a problem.” That was the headline of a New York Times article in the summer of 2006 lamenting the Central Intelligence Agency’s (CIA’s) loss of capacity for generating the strategic intelligence necessary for informed policy making (Weiner, 2006). Carl W. Ford, Jr., a former assistant secretary of state for intelligence and research, was quoted as saying, “Why spend $40 billion a year to store data on hard discs that analysts can’t get to? We probably use 5 percent of the data we collect on a daily basis.” The article pointed out that the CIA’s inability to generate knowledge from mountains of data stemmed from “an inability to ask the right questions” and a tendency toward “instant analysis” in the information age.

Original language	English (US)
Title of host publication	Confronting Equity Issues on Campus
Subtitle of host publication	Implementing the Equity Scorecard in Theory and Practice
Publisher	Taylor and Francis
Pages	191-215
Number of pages	25
ISBN (Electronic)	9781000973525
ISBN (Print)	9781579227074
DOIs	https://doi.org/10.4324/9781003443582-13
State	Published - Jan 1 2023

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.4324/9781003443582-13

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abstract = "“Langley, we have a problem.” That was the headline of a New York Times article in the summer of 2006 lamenting the Central Intelligence Agency{\textquoteright}s (CIA{\textquoteright}s) loss of capacity for generating the strategic intelligence necessary for informed policy making (Weiner, 2006). Carl W. Ford, Jr., a former assistant secretary of state for intelligence and research, was quoted as saying, “Why spend $40 billion a year to store data on hard discs that analysts can{\textquoteright}t get to? We probably use 5 percent of the data we collect on a daily basis.” The article pointed out that the CIA{\textquoteright}s inability to generate knowledge from mountains of data stemmed from “an inability to ask the right questions” and a tendency toward “instant analysis” in the information age.",

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INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES: Facilitating Organizational Learning and Change. / Dowd, Alicia C.; Malcom, Lindsey; Nakamoto, Jonathan et al.
Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Taylor and Francis, 2023. p. 191-215.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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T1 - INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES

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AU - Dowd, Alicia C.

AU - Malcom, Lindsey

AU - Nakamoto, Jonathan

AU - Bensimon, Estela Mara

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INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES: Facilitating Organizational Learning and Change

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All Science Journal Classification (ASJC) codes

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