1. The resources academics recommend – and what students are really using
First results from the Sage Pedagogical Survey
Kiren Shoman and Annika Bennett

2. The Survey – Motivation and reasons for commissioning it

3. Methodology
Online surveys with a very positive response rate:
79 librarians 108 students 399 academics
from 113 UK institutions
Focus on five disciplines: Business/Management Education Nursing Psychology Sociology
Three non-Russell Group UK universities studied in depth (at least one Russell Group one to follow)
Interviews with academics
Interviews with librarians
Student focus groups.
Synthesis of other recent published material.

4. Changes of pedagogical approach
Greater emphasis on quality of teaching
Greater emphasis on innovative teaching
Academics encouraged to use more technological ‘solutions’
Widespread adoption of ‘flipped learning’
More recognition of matching academic achievement to vocational need.

5. Some of the key questions

6. Are students’ and lecturers’ use of resources changing?
Most frequently mentioned changes:
flipped classroom
a new focus on technology-enhanced learning
‘students as researchers’
concern over existing teaching standards
student expectations
Considerable efforts are being made by academics and librarians to promote a wide range of resources.
There is often a discrepancy between the resources students are encouraged to use and those they actually use.

7. How are pedagogical tools represented in Resource Lists?
A whole variety of resources is represented in resource lists
Most of the librarians (82%) responded that they did use a reading list software solution
The role of the Library is key in this area.
Generally, Russell Group universities tend to give shorter reading lists and encourage students more to do their own research

8. There is recognised value in textbooks and students still like print
Is there evidence of increased concern regarding costs of resources for students?
The majority of participants think that students should not pay for their materials
Focus group students would be willing to buy some books, but mainly for revision and if absolutely necessary.
There is recognised value in textbooks and students still like print

9. Is there evidence of increased concern regarding costs of resources for students?
“In my first year, I spent £150 on books, and then ended up not really using them!” [Psychology, student focus group A]
“In the first year, I was told to buy 3 books. They cost £150 and I didn’t use any of them.” [Psychology, student focus group B]
“I find that students are not so much concerned about cost, rather than about usefulness. I would hate them spend money on books they eventually don’t need...” [Education academic, Russell Group]
“I have to say, I sometimes really can’t make sense of the pricing publishers apply. Some titles are £80 and more! Students are financially squeezed more than ever, so I would rather tell my students to steal a book than to make them purchase it new.” [Sociology academic]

10. How might publishers engage with students to encourage stronger access and use of their publications?
Distancing between publishers and academics in the purposes and objectives they have for resource provision
Retail prices
Increased use of Journals content – purchase through library
Misunderstandings about Open Access
Questioning of the relevance of material in textbooks to what is actually being taught

11. How might publishers engage with students to encourage stronger access and use of their publications?
Distancing between publishers and academics in the purposes and objectives they have for resource provision
Retail prices
Increased use of Journals content – purchase through library
Misunderstandings about Open Access
Questioning of the relevance of material in textbooks to what is actually being taught
All of these frictions impact greatly on booksellers

12. What other influences are occurring in HE that impact resource use?
By far the most often mentioned:
the introduction/increase of student tuition fees
TEF / subject-level TEF
Change in student numbers and demographics
Brexit
Student Expectations!

13. Challenges for Academia
No more money in system / perception that universities wealthier (£9250)
Environmental factors
“Squeezed middle”
Russell Group: teaching perceived as being less valued

14. Some findings about resources
Declining emphasis on textbooks
Librarians recommend digital - academics prefer print textbooks
More use of journal articles [TEF: “research-led teaching”]
Use of wide range of other resources
Few universities expect students to pay for resources now
Limited support for “institution pays”
Students prefer print

15. Message from students: Keep printing books!!
Good News
Message from students: Keep printing books!!
“I think together [publishers] have achieved a high standard and in terms of what they produce, they meet the needs.” [Nursing librarian]
Some Russell Group academics believe that the book trade can help them collaborating and exchanging best practise with other universities

16. …and the booksellers? – 10 thoughts
Students like print
Do tuition fees cover all the resources students need?
Reading list software
Core reading on reading lists almost always includes some books
Students need advice

17. …and the booksellers? – 10 thoughts continued
Exams offer a second bite of the cherry
Vocational courses
Well-publicised bookshops flourish
Student affordability is important
Publishers need booksellers

18. What next? Repeat in three years time
More research to complete the project: Russell group
Consolidate the project with new data
Repeat in three years time
Continue to listen, engage, and inform our strategy

19. Thank you very much! Kiren Shoman and Annika Bennett/