Modeling college faculty users’ potential acceptance of library data services for research and teaching

Abstract

Purpose The increasingly active data practice in academic environments makes investigating college faculty users’ potential needs for library data services (LDS) essential. Guided by a conceptual framework rooted in the data lifecycle and the extended technology acceptance model, this study aims to investigate the relationship between faculty’s data engagement (DE) and their attitudes toward multiaspect LDS. Design/methodology/approach An online survey at a master’s college was conducted to collect data regarding faculty data practice, potential needs for data services (DS) and attitudes toward multiaspect LDS. Based on 139 complete and valid responses, the study built three conceptual models to demonstrate faculty users’ potential acceptance of LDS for research and teaching. Findings Participants’ research and teaching-related DE and background factors directly or indirectly affect their attitudes toward general DS, an institutional data repository if available and repository-based data curation. Originality/value The study contributes to DS and librarianship research by offering three conceptual models to explore LDS’ holistic support for faculty research and teaching. Moreover, the study provides insights into faculty’s job-related DE factors and calls for future research on effective DS in more college communities.