Library Conference AVCC services convergence with teaching and learning support: the impact of the Nelson reforms CAUL – Sep 2004 Library services convergence with teaching and learning support: the impact of the Nelson reforms Lynne Benton A/VP-US & University Librarian
What is convergence? • Convergence” in terms of organisational structure or degrees of “collaboration”
‘Drivers’ to convergence May be: • Internal – • eg: Uo. N restructure “one University, one services division” External – to help position the University to meet challenges presented by eg: Gov’t HE reforms (HE Support Act 2003) and based on the policy paper: Backing Australia’s Future (BAF), or AUQA • Evolutionary – eg: delivery of information, styles of study
The H. E. reforms are: • • • Demanding more transparency Demanding more accountability Demanding “excellence” Increasing student expectations Increasing need for universities to adopt better business principles
Backing Australia’s Future (BAF) includes: • • • CILTHE L&T Performance fund AAUT awards Full fee paying students Student administration changes Collaboration and Structural Reform programme (CASR)
L&TPF will reward for excellence in T&L based on multiple indicators, potentially including: • • • Student or course experience • • • themed approaches aligned with National Priorities eg-teaching and nursing graduate skills assessment, destination survey or models like the US National Survey of Student Engagement (level of academic challenge, educational experience, student-faculty interaction, active leaning, supportive campus environment) performance indicators including internationalization, teaching resources, support services, etc mix of qualitative and quantitative data
Services included in supporting these indicators include: • • • Information literacy programs as part of core skills and graduate outcomes E-repositories Learning management system interface with e-reserve, Turnitin, library management system Physical learning spaces Call centres Offshore and remote support International support Library as multipurpose support service and opening hours Etc
Conclusion • Increasingly university libraries, just like their institutions, are more accountable in terms of measuring the value they provide: value in the context of support to teaching and learning and research. • No organisational structure guarantees best practice service delivery. How closely aligned the Library is with teaching and learning support in an organisational sense (converged/collaborative) depends upon the institution’s decision to formalize/optimise facilitation of communication opportunities.
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