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 IDQuestion Text Superiority Mean Desired Rank IC-1Making electronic resources accessible from my home or office IC-4The electronic information resources I need IC-2A library Web site enabling me to locate information on my own IC-8Print and/or electronic journal collections I require for my work IC-6Easy-to-use access tools that allow me to find things on my own IC-3The printed library materials I need for my work LP-1Library space that inspires study and learning LP-2Quiet space for individual work IC-5Modern equipment that lets me easily access needed information LP-4A haven for study, learning, or research IC-7Making information easily accessible for independent use AS-5Library staff who have the knowledge to answer user questions AS-9Dependability in handling users' service problems

DCMT Results 2007 IDQuestion Text Superiority Mean Desired Rank LP-3A comfortable and inviting location AS-1Library staff who instill confidence in users LP-5Space for group learning and group study AS-7Library staff who understand the needs of their users AS-4Readiness to respond to users' enquiries AS-8Willingness to help users AS-6Library staff who deal with users in a caring fashion AS-3Library staff who are consistently courteous AS-2Giving users individual attention

Computer Science Business & Management

Making electronic resources accessible from my home or office

Comments 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 Male Full-time The new web page of the library (electronic access to various journals) is not as good or as easy to use as before. Academic Staff Electrical Engineering DCMT Library Male 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 QuestionMean+/ The library helps me stay abreast of developments in my field(s) of interest The library aids my advancement in my academic discipline The library enables me to be more efficient in my academic pursuits The library helps me distinguish between trustworthy and untrustworthy information The library provides me with the information skills I need in my work or study

Results of Actions – Access to electronic resources QuestionSuperiority+/ Easy-to-use access tools that allow me to find things on my own Making electronic resources accessible from my home or office A library Web site enabling me to locate information on my own

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 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 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