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本稿では、まず教学IR 担当者が扱う指標(Indicator)を、対象と汎用性を軸として分類した。対象の観点から、指標は教育質保証・国際化・エンロールメントマネジメントの三種に大別された。一方、汎用性は測定値と指標の対応関係と、指標の定義を行う主体の影響を受けていることを述べた。続いて、教学IR 担当者が扱っている指標の使われ方、指標が果たしている役割、課題を検討し、とりわけ指標の共有方法や提示方法について考察した。第一に、授業単位の教育質保証に用いられる指標のうち修了率を例に、算出や解釈の際の課題を通して、指標の使用が質保証の目的の精緻化や現状認識を迫るものであることを明らかにした。第二に、指標を関係者間で用いるための四段階の活動を提案し、その中でも指標の共有について共有範囲別に具体的な方法を検討した。, This paper categorizes various indicators used by institutional researchers and provides insight into the roles and issues related to indicator usage in education. In a first section, indicators are classified into three general groups based on their objectives: quality assurance, internationalization, and enrollment management. In addition, the paper explains that the corresponding relation between indicators and metrics affects versatility, as do the different entities defining the format of indicators. In its second section, this paper presents some reminders for good practice when using operating indicators, such as the development of an online fact book system and better distribution of indicators amongst board members, faculties, administrative staff, and institutional researchers. Retention rate in class is illustrated as an example of an area in which it is difficult to use indicators; this is because the indicator's calculation needs to identify concrete aims in order to be effective. Four steps to leverage indicators are thus suggested, followed by three action points to share indicators depending on their scopes.