Robert M. Gonyea, George D. Kuh

Abstract: The chapter authors of this volume demonstrate that student engagement has taken root in the lexicon of institutional researchers and is being used widely in their work. In this chapter, we detail the major themes set out in the previous seven chapters, tying them together using the framework of organizational intelligence (Wilensky, 1969).

In his article about the nature of institutional research, Terenzini (1993) invoked the concept of organizational intelligence, arguing that institutional researchers must be competent in three tiers of intelligence: technical and analytical intelligence, issues intelligence, and contextual intelligence. The framework is interdependent and hierarchical, in that becoming competent in a higher tier necessarily demands competence at the lower levels. That is, before an institutional researcher can possess the knowledge and skills demanded of intelligence issues at tier 2, he or she must first gain conceptual and performance-related intelligences in the technical and analytical aspects of the work represented by tier 1. Here we briefly review the three tiers of organizational intelligence that Terenzini (1993) described and follow each with a discussion about how the current arc of student engagement contains important content and process elements to master within each tier.

总 结：

1、这本书的作者想证明学生的规则承诺已经深深扎根在机构人员的字典中，并被广泛应用于他们的工作。在本章中,用前七章详细描述了主题的提出,使机构人员一起使用组织智慧的框架(Wilensky,1969)。

2、在文章中，对制度的性质研究,Terenzini(1993)调用组织智力的概念,认为机构研究人员必须情报主管在三层:技术和分析情报,情报问题,智力和上下文。框架是相互依赖和层次,成为胜任更高层次必然要求能力处于较低水平。也就是说,之前一个机构的研究员可以拥有的知识和技能要求二级智力的问题,他或她必须首先获得概念和绩效技术的智能和分析方面的工作由一级表示。这里我们简要回顾一下三层组织的情报,Terenzini(1993)描述和讨论如何遵循每个学生参与的内容包含对每个层重要内容和过程元素的掌握。

来源：NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 141, Spring 2009, DOI: 10.1002/ir.290, p107-113. 7p.