In this article, we’ll look at the best practices for onboarding your new University Institutional Researcher. We’ll look at the employee onboarding process/steps you can add to your own reusable University Institutional Researcher checklist.
Need help with onboarding new Education team members? See the templates and resources we recommend for successful onboarding experiences.
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Are you looking for help setting up a staff orientation process so that when your new University Institutional Researcher starts their role, they can learn about their responsibilities and your company as quickly as possible? Whether you’re keen to use buddy onboarding, want to automate your Education onboarding experience or just need an onboarding checklist for your new University Institutional Researcher, you’re in the right place. We’ve put together a sample University Institutional Researcher onboarding checklist below and have created onboarding templates & resources to help.
1. Introduction to the department: The new University Institutional Researcher should be introduced to the department and its structure. This includes meeting with the department head or supervisor, understanding the roles and responsibilities of team members, and getting an overview of the department’s goals and objectives. The department head or supervisor performs this task.
2. Familiarization with institutional data: The new researcher should be provided with access to relevant institutional data sources, such as student enrollment records, graduation rates, and faculty demographics. They should be given a tour of the data systems and shown how to navigate and retrieve data. A data specialist or senior researcher typically assists with this task.
3. Understanding reporting requirements: The researcher needs to be familiarized with the reporting requirements of the university, including federal and state regulations, accreditation standards, and internal reporting needs. They should be provided with documentation or training materials that outline these requirements. The department head or a senior researcher is responsible for explaining these requirements.
4. Training on data analysis tools: The new researcher should receive training on the data analysis tools commonly used in the department, such as statistical software (e.g., SPSS, SAS) and data visualization tools (e.g., Tableau, Excel). This training can be conducted by a senior researcher or a designated training specialist.
5. Introduction to research projects: The new researcher should be introduced to ongoing research projects within the department. They should be provided with an overview of the projects, their objectives, and the methodologies being used. This introduction can be done by the project leads or senior researchers involved in the projects.
6. Collaboration with other departments: The researcher should be introduced to key stakeholders in other departments who collaborate with the institutional research team. This includes meeting with representatives from academic affairs, admissions, financial aid, and other relevant departments. The department head or a senior researcher can facilitate these introductions.
7. Review of institutional policies: The new researcher should be familiarized with the university’s policies and procedures related to data privacy, confidentiality, and ethical research practices. They should be provided with documentation or training materials that outline these policies. The department head or a designated compliance officer typically handles this task.
8. Shadowing experienced researchers: The new researcher should have the opportunity to shadow experienced researchers to observe their work processes, methodologies, and best practices. This allows them to learn from their colleagues and gain practical insights into the role. Senior researchers or project leads can facilitate this shadowing experience.
9. Introduction to institutional research literature: The researcher should be encouraged to explore the existing literature in the field of institutional research. They should be provided with recommended readings, journals, and conferences to stay updated on the latest research and trends. Senior researchers or the department head can guide them in this aspect.
10. Performance expectations and goal setting: The new researcher should have a clear understanding of the department’s performance expectations and how their individual goals align with the overall objectives of the department. This includes discussing key performance indicators, evaluation processes, and professional development opportunities. The department head or supervisor is responsible for setting performance expectations and discussing goals with the new researcher.
11. Introduction to institutional stakeholders: The researcher should be introduced to key institutional stakeholders, such as the university president, provost, deans, and other administrators. This allows them to understand the organizational structure and build relationships with individuals who may require research support. The department head or a senior researcher can facilitate these introductions.
12. Ongoing professional development: The new researcher should be informed about professional development opportunities, such as conferences, workshops, and webinars, that can enhance their skills and knowledge in the field of institutional research. The department head or a designated professional development coordinator can provide guidance on these opportunities.
13. Documentation and record-keeping: The researcher should be trained on the department’s documentation and record-keeping practices. This includes understanding how to maintain data integrity, organize research files, and document research methodologies. A senior researcher or a designated documentation specialist can provide training on these practices.
14. Communication and collaboration tools: The new researcher should be introduced to the communication and collaboration tools used within the department, such as email systems, project management software, and shared document repositories. They should be shown how to effectively use these tools to facilitate communication and collaboration with team members. A designated IT specialist or a senior researcher can assist with this task.
15. Introduction to institutional research committees: The researcher should be informed about any institutional research committees or working groups that they may be required to participate in. This includes understanding the purpose of these committees, their meeting schedules, and the role of the researcher within them. The department head or a senior researcher can provide this information.
16. Review of data security protocols: The new researcher should be trained on the university’s data security protocols and procedures to ensure the protection of sensitive information. This includes understanding data encryption, secure file transfer methods, and data storage guidelines. The department head or a designated data security officer can provide this training.
17. Performance review and feedback process: The researcher should be informed about the department’s performance review process and how feedback is provided. They should understand the frequency of performance reviews, the criteria used for evaluation, and the channels for receiving feedback. The department head or supervisor is responsible for explaining this process.
18. Introduction to institutional research conferences and associations: The new researcher should be made aware of relevant institutional research conferences and professional associations that they can participate in. This includes understanding the benefits of attending conferences, presenting research findings, and networking with other researchers in the field. Senior researchers or the department head can provide guidance on these opportunities.
19. Introduction to institutional research software and tools: The researcher should be introduced to any specialized software or tools used in the field of institutional research, such as survey software, data warehousing systems, or predictive analytics tools. They should receive training on how to effectively use these tools to support their research activities. A designated software specialist or a senior researcher can provide this training.
20. Mentoring and support system: The new researcher should be assigned a mentor or a buddy within the department who can provide guidance, answer questions, and offer support during the onboarding process. This mentor can be a senior researcher or an experienced team member who can help the new researcher navigate their role and the department’s culture.
Overall, these onboarding tasks aim to provide the new University Institutional Researcher with a comprehensive understanding of their role, the department’s objectives, and the tools and resources available to them. By completing these tasks, the researcher can effectively contribute to the institution’s data-driven decision-making processes and support the achievement of its strategic goals
From reading through the items in the example University Institutional Researcher checklist above, you’ll now have an idea of how you can apply best practices to getting your new University Institutional Researcher up to speed and working well in your Education team. Scroll up to see the link to our onboarding templates & resources or get in touch to discuss getting help setting up your systems and processes in this area.
