Going Beyond The Numbers How We Are Benefiting From Our Experience With LibQUAL+® The Richard Stockton College of New Jersey Carolyn Gutierrez Associate Professor in the Library David Lechner Assistant Professor in the Library Jianrong Wang Associate Professor in the Library

Lessons learned from the Faculty Resource Network Seminar, NYU Summer 2008 Library Assessment: Measuring and Documenting the Library’s Contributions to Academic Success Conveners: Steve Hiller Director of Assessment & Planning, University of Washington Libraries Jim Self Director of M.I.S., University of Virginia Library Laying the Groundwork for Assessment

To … Market library’s services Improve programs and services Integrate library into institutional mission Make decisions Comply with mandates Implement strategic planning Respond to users’ needs Why Assess?

Library Use Summary (2008)

Originated in business Uses a customer model Entire organization buys into idea Integrated into all library programs On-going, not sporadic Lateral, not top-down Culture of Assessment

Convince colleagues of value Establish assessment committee Centralize existing data Use existing data as springboard Build assessment into all library activities Employ measurement toolkit Report results to stakeholders Create overall library assessment plan Establishing a Culture of Assessment

LibQUAL+® Balanced Score Card Focus Group Random Interview Observation Pre- & Post-Testing Student Assignment Analysis Types of Assessment

Entrenchment Fear Lack of statistical knowledge Negativity Territorialism Work overload Potential Challenges

“In the rapidly changing information environment, libraries have to demonstrate that their services have relevance, value and impact for stakeholders and customers. To deliver effective and high quality services, libraries have to assess their performance from the customer point of view.” Lakos & Phipps (2004), 345. Change the Organizational Culture

The Overall Population Total College Members 7993 (100.0%)8169 (100.0%) Undergraduates 6579 (82.3%)6437 (78.8%) Graduate Students 423 (5.3%)576 (7.1%) Faculty 410 (5.1%)455 (5.6%) Staff 554 (6.9%)673 (8.2%) Library Staff 27 (0.3%)28 (0.3%)

The Respondent Population Total Respondents 457 (100.0%)411 (100.0%) Undergraduates 345 (75.5%)239 (58.2%) Graduate Students 16 (3.5%)42 (10.2%) Faculty 61 (13.4%)82 (20.0%) Staff 24 (5.7%)38 (9.3%) Library Staff 9 (2.0%)10 (2.4%)

LibQUAL+® Response Categories Minimum Acceptable Level of Service (what it has to be at bare minimum) Perceived Level of Service (what it is) Desired Level of Service (what it ought to be)

Radar Charts of LibQUAL+® Results

Some Initial Observations The reaction to the 2005 study was largely on the part of library administration. One initial reaction was creation of a graduate student lounge/study area. Along with growth, there was a change in the composition of the graduate student population (new programs). After 2008, the librarians got involved …

The Three Dimensions in LibQUAL+® Affect of Service [AS-1] Employees who instill confidence in users [AS-2] Giving users individual attention [AS-3] Employees who are consistently courteous [AS-4] Readiness to respond to users’ questions [AS-5] Employees who have the knowledge to answer user questions [AS-6] Employees who deal with users in a caring fashion [AS-7] Employees who understand the needs of their users [AS-8] Willingness to help users [AS-9] Dependability in handling users’ service problems Information Control [IC-1] Making electronic resources accessible from my home or office [IC-2] A library Web site enabling me to locate information on my own [IC-3] The printed library materials I need for my work [IC-4] The electronic information resources I need [IC-5] Modern equipment that lets me easily access needed information [IC-6] Easy-to-use access tools that allow me to find things on my own [IC-7] Making information easily accessible for independent use [IC-8] Print and/or electronic journal collections I require for my work Library as Place [LP-1] Library space that inspires study and learning [LP-2] Quiet space for individual activities [LP-3] A comfortable and inviting location [LP-4] A getaway for study, learning or research [LP-5] Community space for group learning and group study

Stockton Library Dimensions Summary, 2008 Range of Minimum to Desired Range of Minimum to Perceived (“Adequacy Gap”) Affect of Information Library as Overall Service Control Place

Library as Place (LP) Questions related to this dimension [LP-1] Library space that inspires study and learning [LP-2] Quiet space for individual activities [LP-3] A comfortable and inviting location [LP-4] A getaway for study, learning or research [LP-5] Community space for group learning and group study Reasons for choosing this area first Easier to work on Certain areas have less constraints Possible faster results on non-budgetary issues

Library As Place

LP-1. Library Space that Inspires Study and Learning (2008) N=239 N=39 N=72 N=35 Total N:

LP-2. Quiet Space for Individual Activities (2008) N=239 N=38 N=63 N=34

LP-3. A Comfortable and Inviting Location (2008) N=236 N=40 N=78 N=38

LP-4. A Getaway for Study, Learning or Research (2008) N=238 N=39 N=71 N=36

LP-5. Community Space for Group Learning and Group Study (2008) N=225 N=35 N=63 N=31

Findings A comparison of the two surveys revealed: Overall, the minimum expectations of all groups, except the faculty, increased in Undergraduate students and college staff rated this area of service higher in 2008 than they did in Although the library took actions to improve services in this area, due to higher expectations, students’ ratings were still low. Graduate students still indicated that overall, the library had failed to meet their minimum expectations. The college staff thought that services in Questions 2-4 were significantly improved in 2008.

Spotlight Area A comfortable and inviting location Opportunities for Improvement Quiet space Space inspires study & learning A getaway for study, learning or research Community space for group learning/study Factors Noise Poor lighting Shortage of seating or comfortable seating Poor physical layout Needs more group study rooms & a bigger lounge Findings from the 2008 Data

Actions Taken Investigation of physical space — Completed Quiet study space Lighting & electric outlets Seating Furniture Physical layout Study rooms Signage/way-finding Artwork/beautification Literature review — Preliminary review completed Focus groups — In process

Recommendations Educating library staff on user awareness, especially noise Reducing number of large tables to discourage group noise Removing unnecessary carrels from reference areas Establishing reserve system for study rooms Investing in better lighting fixtures & adding table lamps Providing electrical outlets in study carrels Working with Art Division to display student exhibits in library Investing in comfortable & inviting lounge chairs Creating better & more accurate signage Vigorously reclaiming library space

What We Learned from the Survey … Finding ways to share data and analysis Undertaking collectively an analysis of the data Grappling with the meaning of various statistics Devising follow up studies such as focus groups Drawing conclusions and making recommendations Compiling and presenting the findings to the library and college administration

Further Challenges … How does the library keep pace with users’ increasing expectations? What role does library space play in students’ learning? How can libraries fend off encroachment by other college programs/entities? How does the library respond to changes in the desire for printed versus electronic resources? How does the library meet users’ needs with more limited resources?

References Association of Research Libraries / Texas A&M University. (2005). LibQUAL+® 2005 survey: Richard Stockton College of New Jersey. Association of Research Libraries / Texas A&M University. (2008). LibQUAL+® 2008 survey: Richard Stockton College of New Jersey. Hiller, S. & Self, J. (2008). Library assessment: Measuring and documenting the library’s contribution to academic success. Faculty Resource Network Seminar, New York University. Lakos, A. & Phipps, S. (2004). Creating a culture of assessment: A catalyst for organizational change. portal: Libraries and the Academy, 4, Self, J. (2007). LibQUAL+®: Finding the right numbers. 7 th Northumbria Conference, Stellenbosh, South Africa.