ABSTRACT
This chapter invites the educators to become consciously aware of how they think and to use that awareness to consider how their thinking influences the questions they ask, as they both specify the types of data they choose to collect and the ways they analyze those data. It suggests a four-part process in which leaders both individually and collectively engage. It begins with an awareness of the influencing factors that contribute to the data culture at an institution including higher education news sources, think-tanks, policy makers, accrediting bodies, service providers, peers, and internal stakeholders including other leaders, faculty, and boards. Changing context, literally or figuratively, can lead to new energy to combat fatigue and a fresh perspective. One challenge with current thinking as it pertains to external stakeholders, whether examined willfully or not, includes the need to comply with government and accreditation bodies' requirements.
