https://iaiai.org/journals/index.php/IJIRM <p align="justify"><strong>International Journal of Institutional Research and Management (IJIRM)</strong> is a peer-reviewed/refereed international journal that is dedicated to the theory and practice in Institutional Research on higher education and research management. IJIRM strives to cover all aspects of working out new technologies and theories, and also case study for evidence-based institutional management, big data in universities, research administration, educational technology, and multidisciplinary topics on institutional research.</p> International Institute of Applied Informatics en-US International Journal of Institutional Research and Management 2432-3675 https://iaiai.org/journals/index.php/IJIRM/article/view/868 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Digital transformation, known as DX, is gaining a lot of attention in a variety of organizations, and higher education institutions are experiencing such rapid changes. IR sections in them, therefore, have to support and evaluate their trials for such rapid changes. Although a popular approach to evaluating trials is to use data about them, in the case of trials aiming for disruptive changes, it is important to evaluate them beforehand since such a trial can be too costly and its impact can be serious damage to institutions. However, it is intrinsically difficult to deal with such changes since we need not have enough data beforehand. This paper is devoted to developing a framework, which can be used to evaluate such disruptive changes. The main idea for the framework is that our daily behaviors are defined as a theory from the perspective of information dissemination. Using the proposed framework, we derive some findings deductively, which are not obvious from existing approaches. Thus we can conclude that the proposed framework is fruitful. These findings include that in- formation dissemination is derived to create disruptive changes, although our basic notions do not include being disruptive. We can also show that dissemination can cause a succes- sive cascade and the proposed model can explain the reason why resistance to new changes occurs. These findings can not be obtained from existing defitions for disruptive changes, such as DX. The main contribution of this paper is to show a deductive approach, which is not popular in IR, is effective in evaluating such disruptive changes.</p> </div> </div> </div> Daisuke Ikeda Kun Qian Kengo Nawata Copyright (c) 2025 International Journal of Institutional Research and Management 2025-03-24 2025-03-24 9 1 10.52731/ijirm.v9.i1.868 https://iaiai.org/journals/index.php/IJIRM/article/view/882 <p>We conducted a series of studies from 2021 to 2024 to investigate the needs and effectiveness of institutional research (IR) training courses in Japanese higher education. <br>Initial investigations through web questionnaires (n=189) in 2021 and individual surveys in 2022 revealed a need for step-by-step training sessions based on participants' abilities. <br>Based on these findings, we implemented training courses in 2023 (n=20) and 2024 (n=29) to examine essential IR training requirements and participants' self-perceptions of their skills. <br>The 2024 course incorporated improvements including broader participant eligibility and more detailed attribute data collection. <br>This paper presents comprehensive results from these training courses, analyzing how participants' self-perception of IR skills changed through the sessions, with particular attention to differences between faculty and staff members, as well as variations based on years of IR experience. <br>Our findings suggest that role-specific training approaches may be more effective, as faculty and staff showed different patterns in skill self-assessment and learning preferences.</p> Tetsuya Oishi Takashi Nishide Copyright (c) 2025 International Journal of Institutional Research and Management 2025-02-18 2025-02-18 9 1 10.52731/ijirm.v9.i1.882