As we had mentioned before, five years ago only a handful elite schools recognized how to utilize data science and analytics to help them in the data-driven (not-data informed) decision making process.  Even higher ed institutions in the US did not know or were only aware recently that professionals with these skills are badly needed to navigate future sea of competition and uncertainties.  As results, there are huge gaps between the demand of IRI/Education Analytics professionals, and those are available in the market.  To be an Education Analytics or IRI professional, one has to have different skill sets from the analytical tools, competitive concepts, ERP or databases, coding skills, managerial accounting, strategic management, marketing research, math programming, applied statistics and others which the Association has shared in the following IRI figure.  With all due respect, it is difficult to find someone with EdD alone is able to manage the IRI Unit who has all these ingredients, except he or she also has unique business, economics, mathematics, databases and IT expertise, skills and higher ed experience at the same time.  After five years, today, we learned how the IRI concept have been confirmed.  There are also clear evidences that many higher education institutions have moved away from the “Old Data-informed way” concept to the IRI mindset.  For example, more colleges or universities, in particular the upper level institutions have changed its IR Department to something analytics or decision science added to it.  The Old mindset has led many colleges going bankrupt, at least going under or stagnant or even declining retention or graduation rate.  So why keep adopting the outdated concept?