Perspectives from two UK institutions Stephen Town University

Perspectives from two UK institutions Stephen Town University of York, UK Lib. QUAL+ Exchange Florence, 2009

Outline • Lib. QUAL+ and culture • Lib. QUAL+ at Cranfield • Lib. QUAL+ 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 Mo. D • 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 Ph. D 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

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

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

Changes over the years

Internal Benchmarking

External Benchmarking

Peer-to-Peer Benchmarking

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 in my field(s) of interest. 5. 98 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 I need in my work or study. 5. 72 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 2 nd 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

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 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 Lib. QUAL+ 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 jst 504@york. ac. uk