Colleges have access to so much data.
So why is accessing insight and information so difficult?
In this article we briefly explore four obstructions that we believe prevent colleges accessing insight and information from data, and offer our own resolutions to the issues to help positively impact students, staff, and financial resilience.
Colleges today are inundated with an overwhelming amount of data. Some of it is internally generated, offering insights into institutional performance, while a wealth of externally available data provides a broader view of sector-wide trends. In addition, anecdotal data from interactions with other institutions and sector bodies further enriches the information landscape. However, despite this abundance of data, many colleges struggle to transform it into actionable insights. The issue lies not in the volume of data, but in the processes of data production, analysis, and interpretation.
Critical information such as funding allocation details, Ofsted inspection reports, and student outcomes, along with achievement and retention data, are readily accessible on government websites. Moreover, colleges are mandated to submit extensive data, much of which is publicly available, such as the College Finance Record, which contains over 400 fields of financial data.
Yet, despite this accessibility, four key obstacles hinder colleges from leveraging data effectively to generate meaningful insights.
Analysis paralysis
The phrase "can't see the wood for the trees" aptly captures the difficulty colleges face in extracting key insights from their vast data resources. The sheer volume of data often makes it challenging to quickly generate meaningful insights, especially when balanced against other competing priorities. In many cases, data analysis isn't a formal responsibility within a staff member's role, but rather an additional task, often assigned to a senior staff member. This responsibility is sometimes handled in personal time, leading to rushed analyses that may simply replicate previous work due to time constraints. The overwhelming amount of data can result in only partial analyses, with important connections being overlooked. Consequently, the time required for a thorough review is often unavailable, leaving some colleges to make decisions with incomplete information or rely on intuition rather than data-driven insights.
- Our resolution
Colleges should establish a focused set of key performance indicators (KPIs) directly aligned with their strategic goals. By prioritising the maintenance and regular updating of this core data set, colleges can streamline their efforts and reduce the distractions that come with managing larger, more complex datasets. Additionally, these selected KPIs should not only serve as reference points but also actively drive relevant workstreams, ensuring that the data informs purposeful action and justifies the investment of time and resources
Data credibility
Relying on credible data is essential for generating trustworthy analyses that informs decision-making. The accuracy and reliability of data directly impacts how well the resulting information is received and accepted. However, when data is compiled by multiple individuals who may have differing interpretations of guidelines, it can lead to misleading outcomes. Without a method for additional validation, doubts about data credibility can dilute the effectiveness of communication and compromise the integrity of insights. This uncertainty necessitates caution, which can lead to decision-making paralysis. Furthermore, if actions are taken based on questionable data, there is a risk that the resulting messaging may be skewed and unreliable. An easier option for colleges to avoid this challenge is to disengage with a wider team and therefore limit the potential volume of objections or to withdraw completely from utilising external data.
- Our resolution
Colleges should avoid treating certain metrics as "absolute" truths. It's important to recognise that data doesn’t always need to be numerically precise but should instead be directionally accurate. Moreover, the credibility of data isn’t necessarily tied to the breadth of sector-wide coverage. A smaller, more focused dataset can still maintain high integrity, and reducing data volume doesn’t inherently diminish its reliability. To enhance the credibility of data, colleges should collaborate and adopt a standardised approach for recording and reporting data. Based on our 25 years of experience working with colleges, we’ve found that when a cohort exceeds 15 institutions, when using aggregated comparisons, the value of additional data becomes increasingly diluted.
Lack of objectivity
One of the key challenges for colleges is maintaining objectivity in data analysis. Without careful consideration, it's easy to create an echo chamber or unintentionally dilute the impact of key messages. It's crucial that assumptions are rigorously challenged when the data calls for it, ensuring that insights are credible. At the same time, when the evidence supports existing views, the validity of that evidence shouldn't be questioned simply because it aligns with personal opinions. Regardless of the amount of data, insights generated internally can be vulnerable to criticism for lacking objectivity, making it harder to apply those insights effectively. Colleges are then left in a non-productive position of maintaining the status quo or dealing with the unnecessary distraction of an internal debate regarding the validity of the messages.
- Our resolution
Colleges should rely on independent voices to communicate key messages. When insights are validated by an external person or a trusted organisation, they tend to be more impactful and can accelerate decision-making. Operational teams are often more receptive of difficult messages when delivered by someone outside of the institution. Furthermore, objective communication strengthens engagement with a broader range of stakeholders and provides valuable support and strengthening of communication for college leaders. Incorporating an external perspective reduces the risk of leaders being swayed by strong internal opinions and minimises the influence of unconscious bias
Not the right data
Even with an abundance of data, colleges may not always have the right information needed to address their most pressing questions. For instance, if a college establishes it has higher pay costs compared to others, it may struggle to identify the root cause or find solutions without the appropriate level of data and a consistent, reliable method of categorisation. The insights derived can be superficial, lacking the detail necessary for effective action. Additionally, factors like a college's geographic location, organisational structure, curriculum profile, or student demographics may require more tailored metrics, highlighting the need for flexibility in data collection and reporting. Often, once intriguing information is uncovered, further data is needed to fully understand the insights that support key decisions, and this is not readily available. This renders the obtained data as a little blunt, and although somewhat informative, it fails to provide the necessary output to add value.
- Our resolution
Colleges should concentrate on activities that have a significant impact on student outcomes and institutional performance, and then determine the level of data detail required to effectively assess these areas. By pinpointing the most accessible and impactful levers for change, colleges can focus their efforts and establish a clear framework for deeper data analysis. Forming collaborative partnerships with other colleges can also facilitate access to more detailed, credible, and comparable data. Working together allows colleges to tap into a broader pool of expertise and fosters innovative solutions to common challenges.
Find out why our partner colleges enjoy the best value-for-money method of accessing the detailed and credible insight their leaders need to inform strategic decisions:
