Transcript Slide 1

Perspectives from two UK institutions
Stephen Town
University of York, UK
LibQUAL+ Exchange
Florence, 2009
Outline
• LibQUAL+ and culture
• LibQUAL+ at Cranfield
• LibQUAL+ at York
Key issues for engagement & action
• Basic assumptions
– Don’t ask questions you don’t want to know the answer to
– Don’t waste time seeking data on things you aren’t going to
fix
• Minimum cultural requirements
–
–
–
–
–
Willingness to listen
Ability to understand the data
Permission to act
Structure for action
Methodology for action
Cranfield University
Context and culture
• DCMT Library part of a contract for
education between University & UK MoD
• Quality paramount
• Management & leadership education
• Formal quality initiative since 1993
• Performance culture (and skills)
• Supportive leadership and culture
Further analysis conducted at Cranfield
• Campus library results
– Results notebook recreated for each campus library
•
•
•
•
•
•
•
Results by discipline
Comparisons between PhD and Masters students
Exploring specific issues
Detailed analysis of comments (time consuming++)
Longitudinal analysis
Internal benchmarking
External benchmarking
– SCONUL & ARL average
– Peer-to-peer
Overall CU Results 2007
Two Campus Results from CU, 2007
DCMT Results 2007
Superiority
Mean
Desired
Rank
ID
Question Text
IC-1
Making electronic resources accessible from my home or office
-0.79
3
IC-4
The electronic information resources I need
-0.73
1
IC-2
A library Web site enabling me to locate information on my
own
-0.72
5
IC-8
Print and/or electronic journal collections I require for my work
-0.62
2
IC-6
Easy-to-use access tools that allow me to find things on my
own
-0.58
5
IC-3
The printed library materials I need for my work
-0.56
6
LP-1
Library space that inspires study and learning
-0.56
16
LP-2
Quiet space for individual work
-0.54
18
IC-5
Modern equipment that lets me easily access needed
information
-0.50
7
LP-4
A haven for study, learning, or research
-0.39
15
IC-7
Making information easily accessible for independent use
-0.32
4
AS-5
Library staff who have the knowledge to answer user questions
-0.09
10
AS-9
Dependability in handling users' service problems
-0.06
11
DCMT Results 2007
Superiority
Mean
Desired
Rank
ID
Question Text
LP-3
A comfortable and inviting location
0.00
14
AS-1
Library staff who instill confidence in users
0.04
12
LP-5
Space for group learning and group study
0.07
19
AS-7
Library staff who understand the needs of their users
0.09
11
AS-4
Readiness to respond to users' enquiries
0.18
1
AS-8
Willingness to help users
0.22
9
AS-6
Library staff who deal with users in a caring fashion
0.38
13
AS-3
Library staff who are consistently courteous
0.40
8
AS-2
Giving users individual attention
0.41
17
Computer Science
Business &
Management
Making electronic resources accessible from my home or office
Making electronic resources accessible from my home or office
9
8
7
6
5
4
3
2
1
0
Overall 2005
Overall 2006
Undergraduates
2005
Undergraduates
2006
Postgraduate 2005
Postgraduate
2006
Academic Staff
2005
Academic Staff
2006
Library Staff 2005 Library Staff 2006
Staff 2005
Staff 2006
Comments 2006
•
•
•
•
205 Comments received overall
Results grouped by topic
Topics standardised year-on-year
Catalogued by:
–
–
–
–
–
Dimension
Discipline
User group (Undergrad / Postgrad etc.)
Sex
Age
Comment Analysis
Overall commentary analysis
60
50
40
Positive
30
Negative
General
20
10
0
Affect of Service
Information Control
Library as Place
General
Highlighting Issues
The only element that needs some work is the
ability to interrogate library resources from remote
desktops.
Postgraduate
Computing & Information
Technology
DCMT Library
31 - 45
Male
Full-time
Academic Staff
Electrical Engineering
DCMT Library
The new web page of the library (electronic access 31 - 45
Male
to various journals) is not as good or as easy to
use as before.
Does not apply / NA
Year-on-Year Change
Overall
0.30
0.20
0.10
Superiorty Mean
0.00
-0.10
-0.20
-0.30
-0.40
-0.50
-0.60
-0.70
-0.80
Affect of Service
Information Control
Library as Place
Overall
Superiority Mean 2006
-0.03
-0.70
-0.35
-0.35
Superiority Mean 2007
0.17
-0.60
-0.29
-0.21
Difference (06 - 07)
0.20
0.10
0.06
0.14
Changes over the years
Affect of Service
Information Control
Library as Place
8.00
8.00
8.00
7.50
7.50
7.50
7.00
7.00
7.00
6.50
6.50
6.50
6.00
6.00
6.00
5.50
5.50
5.50
5.00
5.00
5.00
4.50
4.50
4.50
4.00
4.00
DCMT
2007
4.00
DCMT
2007
DCMT
2003
DCMT
2005
DCMT
2006
DCMT
2003
DCMT
2005
DCMT
2006
Minimum Mean
Desired Mean
Perceived Mean
DCMT
2003
DCMT
2005
DCMT
2006
DCMT
2007
Internal Benchmarking
Dimension Summary
0.4
0.2
0
-0.2
-0.4
-0.6
-0.8
-1
-1.2
-1.4
Affect of Service
Information Control
Library as Place
Overall
KNL Superiority Mean
0.1
-0.89
-0.74
-0.46
DCMT Superiority Mean
0.17
-0.6
-0.29
-0.21
MIRC Superiority Mean
0.03
-0.53
-0.57
-0.32
Silsoe Superiority Mean
-0.06
-1.29
-0.68
-0.66
External Benchmarking
Dimension Summary
0
-0.2
Superiority Mean
-0.4
-0.6
-0.8
-1
-1.2
-1.4
-1.6
Affect of Service
Information Control
Library as Place
Overall
DCMT Superiority Mean
-0.07
-0.83
-0.33
-0.41
UK Superiority Mean
-0.91
-1.32
-1.49
-1.20
US Superiority Mean
-0.73
-1.37
-1.17
-1.09
Peer-to-Peer Benchmarking
D im e ns io n S um m a ry
8.50
8.00
7.50
7.00
6.50
6.00
5.50
5.00
4.50
4.00
Affect of
Service
Affect of
Service
Information
Control
Information
Control
Library as
Place
Library as
Place
Overall
Overall
DCM T
Library 2
DCM T
Library 2
DCM T
Library 2
DCM T
Library 2
Actions: Electronic Developments
Information skills training
• Information Literacy outcomes received the lowest score in the 2003
survey
Action:
• New Information Literacy project to provide software based tutorial
to help students with IL, specifically to aid our distance learners
Access to electronic resources
• Our Web site and providing electronic access to resources were seen
as major opportunities for improvement
Action:
• Developing a new library Web site, replacing 6 static html pages with
a portal.
New Web Site
From:
To:
Results of Actions – Information Literacy
Question
Mean
+/-
2003 2005
The library helps me stay abreast of developments 5.98
in my field(s) of interest.
6.04 +0.06
The library aids my advancement in my academic
discipline.
6.65
6.68 +0.03
The library enables me to be more efficient in my
academic pursuits.
6.65
6.76 +0.11
The library helps me distinguish between
trustworthy and untrustworthy information.
5.22
5.67 +0.45
The library provides me with the information skills 5.72
I need in my work or study.
5.95 +0.23
Results of Actions –
Access to electronic resources
Question
Superiority
+/-
2003 2005
Easy-to-use access tools that allow me to find
things on my own
-1.36 -0.93 +0.43
Making electronic resources accessible from my
home or office
-1.34 -1.26 +0.08
A library Web site enabling me to locate
information on my own
-1.11 -1.13 -0.02
University of York
Context and culture
• Large traditional Library
• Broad and flat University structure
• Progressive and excellent institution, but
cautious
• SCONUL survey every two years
• Strong project management, but
bureaucratic, hierarchic style with concerns
about change
Summary of results
•
•
•
•
•
990 responses (20% response rate)
560 = UG
253 = PG
110 = academic staff
Largest % from History, English, Language
and Linguistics and Politics.
Radar Graph: University of York
Zones of Tolerance
Benchmarking
• York is generally lowest or 2nd lowest across
all aspects against seven chosen comparators
(3 UK; 4 US)
• Lowest in the group on information literacy
• Results for academic staff are the worst in
the group
Comparisons with 2004 results
• Most significant improvements on:
– Space for group study and group learning
– Readiness to respond to user enquiries
– Giving users individual attention
• Most significant decline on:
– Quiet space
– Haven for study and learning
– Printed library materials
• Slight improvements on information literacy
outcomes and general satisfaction
Undergraduate radar graph
Postgraduate radar graph
Academic radar graph
Comparison across user groups
LibQUAL+2008: Library As Place
9.00
Academic staff
Postgraduates
Undergraduates
Library staff
8.50
8.00
7.50
7.00
6.50
6.00
5.50
5.00
4.50
4.00
LP -1
LP -2
LP -3
LP -4
LP -5
LP -1 LP -2
LP -3
LP -4
LP -5
LP -1 LP -2
LP -3
LP -4
LP -5
LP -1
LP -2
LP -3
LP -4
LP -5
Electronics – radar graph
Electronics – zones of tolerance
History – radar graph
History – zones of tolerance
Politics – radar graph
Politics – zones of tolerance
Comments on Information Control
• “The libcat website is difficult to find usable information.
Frequently it returns results that are blatantly incorrect, and
others that don't match the title I'm searching for.” (Computer
Science)
• “Access to online journals is difficult, needing to go through
Athens and various portals to gain access, and not all journal
resources are available. Making this available to off-campus
users would be beneficial. (Considering my course length is 5
years, and I only have easy access to the library in my first
year being on campus. While I've been off-campus for the
majority of my course it makes using the library difficult. Most
journals require access from the campus network, and this is
problematic).” (Computer Science)
Comments on Library as Place
• “It’s often noisy and its an uninspiring location that
doesn’t make me want to remain in the Library to
study” (Medieval Studies)
• “There are areas of the library that are far too
noisy. Often, it is only a few selfish students that
cause the problem. Generally the RBL is
reasonable. However there is a problem when
groups of students work together on one table. I am
aware that there are facilities for group study.
However this seems to be ignored by students”
(Law)
Overview – all users
• Areas of greatest weakness:
–
–
–
–
–
–
Printed library materials
Electronic information resources
Print and/or electronic journals
Library space that inspires study and learning
Quiet space
Haven for study, learning or research
• Areas of greatest strength:
–
–
Courteous staff
Readiness to respond to user enquiries.
• Undergraduates are generally happier with the service than
postgraduates and academics.
Action plan
• Information content provision
–
–
–
–
–
Information Needs capital: key texts, backfiles
DLPs, academic liaison & marketing of resources
Process review
Opening hours
Web site & virtual library
• Library as Place
–
–
Open zone & zoning
Longer term: refurbishment & CS building
• Service
–
–
–
Greater consistency
Culture development
Leadership and management training & development
University of York
LibQUAL+
2008 to 2009 trends
• Superiority mean scores
improved across all but one of the
22 core and 5 local questions
• The other item remained
constant
• Discipline adequacy scores
improved in all but six cases
• Information control overall
adequacy score moved from
negative to positive
• Substantial improvements in
convenient service hours and
online course support items (the
latter also out of the red)
Engaging stakeholders
Conclusions
• Communication
• Comprehensive approach to stakeholder interests
– engage all levels and external agents in actions
• Competent programme, project and change
management methods
• Cultural development mechanisms
– Measures & direction
– Values coherence
– Boundary reduction
J. Stephen Town
Director of Information
& University Librarian
University of York, UK
[email protected]