Proposing a New Field: Institutional Research (IR) Philosophy based on Eduinformatics:  Bridging the Gap Between Practice and Theory in IR

Kunihiko Takamatsu; Kunisaki Tion; Kenya Bannaka; Katsuhiko Murakami; Takafumi Kirimura; Ryosuke Kozaki; Sayaka Matsumoto; Aoi Kishida; Hibiki Ito; Yasuhiro Kozaki; Shotaro Imai; Yasuo Nakata; Masao Mori

doi:10.52731/lir.v004.218

Authors

Kunihiko Takamatsu Tokyo Institute of Technology
Kunisaki Tion Fukui Prefectural University, Fukui, Japan
Kenya Bannaka Kobe Tokiwa University
Katsuhiko Murakami University of Tokyo https://orcid.org/0000-0002-1923-4259
Takafumi Kirimura Hirosaki University, Aomori, Japan
Ryosuke Kozaki International Pacific University, Okayama, Japan https://orcid.org/0000-0001-8428-9371
Sayaka Matsumoto Tokyo Institute of Technology, Tokyo, Japan https://orcid.org/0000-0002-4556-0744
Aoi Kishida Kobe City Nishi-Kobe Medical Center, Kobe, Japan https://orcid.org/0000-0002-8637-5684
Hibiki Ito University of Helsinki, Helsinki, Finland https://orcid.org/0000-0002-1558-8818
Yasuhiro Kozaki Osaka Kyoiku University, Osaka, Japan
Shotaro Imai Tokyo Institute of Technology, Tokyo, Japan https://orcid.org/0000-0002-6317-3051
Yasuo Nakata Kobe Tokiwa University https://orcid.org/0000-0002-6257-5542
Masao Mori Tokyo Institute of Technology, Tokyo, Japan https://orcid.org/0000-0002-2883-8943

DOI:

https://doi.org/10.52731/lir.v004.218

Keywords:

Institutional Research (IR), IR Philosophy, Society 5.0, Eduinformatics

Abstract

Amid the transition from Society 4.0 to Society 5.0, the role of Institutional Research (IR) in higher education is evolving. We have proposed an interdisciplinary field named “Eduinformatics,” which integrates education and informatics, offering fresh insights into data-driven educational strategies. In this study, we further introduce “IR Philosophy” as a novel approach to bridge the gap between the theoretical and practical aspects of IR. By examining the current state of IR in Japanese universities, we emphasize the significance of technical skills and the importance of understanding the broader educational context, termed “contextual knowledge.” Our findings suggest that while technical proficiency is crucial, a profound understanding of the broader educational context, referred to as “issue knowledge,” is equally vital. Furthermore, as we move into the era of Society 5.0, our research underscores the need for a more integrated approach to IR, emphasizing its pivotal role in shaping the future of education.

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Proposing a New Field: Institutional Research (IR) Philosophy based on Eduinformatics

Bridging the Gap Between Practice and Theory in IR

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