Pub Date : 2018-09-19DOI: 10.1108/PMM-12-2017-0062
Jen-chien Yu, K. Trei, Jamie Carlstone
Purpose The purpose of this paper is to better understand the perceptions international STEM students have of the library and higher education based on their responses to the Ithaka S+R Graduate Student Survey. Design/methodology/approach To better understand these groups, this study conducted the Mann–Whitney–Wilcoxon test on the Ithaka survey results to compare the groups and identify any statistically significant differences that the international STEM graduate students group (ISG) has to other groups. Findings This paper found that ISG valued Higher Education objective variables more than the non-ISG group, with the exception of one question. The ISG group also valued 7 of the 13 role of the library (ROL) variables statistically different. Research limitations/implications Since the students self-reported as international or STEM, the authors are unable to assess whether the response pool is representative of the university as a whole. Practical implications By understanding how international/STEM students may differ from other populations, libraries can better design spaces and services for these groups. Originality/value Existing studies tend to focus on international students or STEM students and information literacy. This study intends to fill a gap in the understanding of how these groups perceive the ROL and their education.
{"title":"International STEM graduate students: reaching a deeper understanding","authors":"Jen-chien Yu, K. Trei, Jamie Carlstone","doi":"10.1108/PMM-12-2017-0062","DOIUrl":"https://doi.org/10.1108/PMM-12-2017-0062","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to better understand the perceptions international STEM students have of the library and higher education based on their responses to the Ithaka S+R Graduate Student Survey.\u0000\u0000\u0000Design/methodology/approach\u0000To better understand these groups, this study conducted the Mann–Whitney–Wilcoxon test on the Ithaka survey results to compare the groups and identify any statistically significant differences that the international STEM graduate students group (ISG) has to other groups.\u0000\u0000\u0000Findings\u0000This paper found that ISG valued Higher Education objective variables more than the non-ISG group, with the exception of one question. The ISG group also valued 7 of the 13 role of the library (ROL) variables statistically different.\u0000\u0000\u0000Research limitations/implications\u0000Since the students self-reported as international or STEM, the authors are unable to assess whether the response pool is representative of the university as a whole.\u0000\u0000\u0000Practical implications\u0000By understanding how international/STEM students may differ from other populations, libraries can better design spaces and services for these groups.\u0000\u0000\u0000Originality/value\u0000Existing studies tend to focus on international students or STEM students and information literacy. This study intends to fill a gap in the understanding of how these groups perceive the ROL and their education.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-12-2017-0062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48964932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-23DOI: 10.1108/PMM-02-2018-0006
Yazid Mati
Purpose Higher education is a complex system that involves multiple inputs and outputs, where various activities and processes are performed. The purpose of this paper is to monitor the input resources used for executing various activities of higher education institutions. These resources are classified into three types: human resources, physical resources and financial resources. Design/methodology/approach The author examines various national and international accreditation standards to determine their requirements for key performance indicators (KPIs) to monitor input resources. Moreover, the author uses implications proposed by previous research and best practices. Findings A set of appropriate and generic KPIs is developed for each type of these resources leading to a total of 72 key indicators. These indicators are easy to measure, which makes them practical to be adopted by a large scale of institutions. Practical implications The proposed indicators provide adequate information to administrators and policy-makers, accrediting bodies and stakeholders to identify the progress and achievements. These indicators are also used for benchmarking purposes by comparing the institution’s performance against their comparable institutions counterparts. Moreover, they are used for marketing purposes to commercialize the institution by attracting prospective students and teaching faculty in addition to increasing current students’ satisfaction. Originality/value The paper gives special attention to developing a set of generic KPIs for assessing the availability and quality of input resources used for carrying out various activities of higher education institutions for the aim of improving their performance and hence helping them comply with the requirements of accreditation standards.
{"title":"Input resources indicators in use for accreditation purpose of higher education institutions","authors":"Yazid Mati","doi":"10.1108/PMM-02-2018-0006","DOIUrl":"https://doi.org/10.1108/PMM-02-2018-0006","url":null,"abstract":"\u0000Purpose\u0000Higher education is a complex system that involves multiple inputs and outputs, where various activities and processes are performed. The purpose of this paper is to monitor the input resources used for executing various activities of higher education institutions. These resources are classified into three types: human resources, physical resources and financial resources.\u0000\u0000\u0000Design/methodology/approach\u0000The author examines various national and international accreditation standards to determine their requirements for key performance indicators (KPIs) to monitor input resources. Moreover, the author uses implications proposed by previous research and best practices.\u0000\u0000\u0000Findings\u0000A set of appropriate and generic KPIs is developed for each type of these resources leading to a total of 72 key indicators. These indicators are easy to measure, which makes them practical to be adopted by a large scale of institutions.\u0000\u0000\u0000Practical implications\u0000The proposed indicators provide adequate information to administrators and policy-makers, accrediting bodies and stakeholders to identify the progress and achievements. These indicators are also used for benchmarking purposes by comparing the institution’s performance against their comparable institutions counterparts. Moreover, they are used for marketing purposes to commercialize the institution by attracting prospective students and teaching faculty in addition to increasing current students’ satisfaction.\u0000\u0000\u0000Originality/value\u0000The paper gives special attention to developing a set of generic KPIs for assessing the availability and quality of input resources used for carrying out various activities of higher education institutions for the aim of improving their performance and hence helping them comply with the requirements of accreditation standards.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-02-2018-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47542228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-21DOI: 10.1108/PMM-03-2018-0011
Kristina A. Clement, S. Carr, L. Johnson, Alexa Carter, B. Dosch, Jordan Kaufman, Rachel A. Fleming-May, Regina Mays, T. Walker
Purpose The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical activity while using library space to promote active learning. The purpose of this paper is to assess the impact of this innovative space on library users through a study conducted by a research team using observations and short surveys to gather information about usage trends and user perceptions of this “active learning space.” Design/methodology/approach This study used both ethnographish observation and self-selected survey. Researcher observation notes were used to gather usage rates of the space and equipment in the space, and survey responses were coded for themes to identify user perceptions around the space. Findings The findings strongly suggest that users find mental and physical health value in the “active learning space” and many would find value in the expansion and improvement of the space. Research limitations/implications The limitations of this study include a shorter observation period compared to the survey collection period and limited demographic collection to shorten the survey instrument. Originality/value However, this study was able to assess how an active learning space in an academic library can influence and have a significant impact on student success.
{"title":"Reading, writing, and … running? Assessing active space in libraries","authors":"Kristina A. Clement, S. Carr, L. Johnson, Alexa Carter, B. Dosch, Jordan Kaufman, Rachel A. Fleming-May, Regina Mays, T. Walker","doi":"10.1108/PMM-03-2018-0011","DOIUrl":"https://doi.org/10.1108/PMM-03-2018-0011","url":null,"abstract":"\u0000Purpose\u0000The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical activity while using library space to promote active learning. The purpose of this paper is to assess the impact of this innovative space on library users through a study conducted by a research team using observations and short surveys to gather information about usage trends and user perceptions of this “active learning space.”\u0000\u0000\u0000Design/methodology/approach\u0000This study used both ethnographish observation and self-selected survey. Researcher observation notes were used to gather usage rates of the space and equipment in the space, and survey responses were coded for themes to identify user perceptions around the space.\u0000\u0000\u0000Findings\u0000The findings strongly suggest that users find mental and physical health value in the “active learning space” and many would find value in the expansion and improvement of the space.\u0000\u0000\u0000Research limitations/implications\u0000The limitations of this study include a shorter observation period compared to the survey collection period and limited demographic collection to shorten the survey instrument.\u0000\u0000\u0000Originality/value\u0000However, this study was able to assess how an active learning space in an academic library can influence and have a significant impact on student success.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-03-2018-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45791602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-10DOI: 10.1108/PMM-12-2017-0061
Simone Clunie, D. Parrish
Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA. Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment. Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors. Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis. Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.
{"title":"How assessment websites of academic libraries convey information and show value","authors":"Simone Clunie, D. Parrish","doi":"10.1108/PMM-12-2017-0061","DOIUrl":"https://doi.org/10.1108/PMM-12-2017-0061","url":null,"abstract":"\u0000Purpose\u0000As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA.\u0000\u0000\u0000Design/methodology/approach\u0000The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment.\u0000\u0000\u0000Findings\u0000It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors.\u0000\u0000\u0000Research limitations/implications\u0000Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis.\u0000\u0000\u0000Originality/value\u0000This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-12-2017-0061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.1108/PMM-04-2018-0013
Holt Zaugg, D. Ziegenfuss
Purpose A persona describes a group of library patrons as a single person to better identify and describe user patterns and needs. Identifying personas in academic libraries can assist in library planning by focusing on patrons. Initially, personas were thought to be unique to each library; additional insights led the researchers to rethink this assertion. The purpose of this paper is to determine if personas, developed in one library, are unique or more universal than previously thought. Design/methodology/approach In this study, 903 surveys were completed across two institutions asking library patrons to identify use patterns within each library. Mean score responses were analyzed using an ANOVA, principal component analysis and RapidMiner technology. All analyses were used to identify personas with common interests and places personas in groups or neighborhoods. Findings The findings provide evidence for the universality of academic library personas. However, differences occur in how the personas are grouped and use different library services and resources. Originality/value Personas allow librarians to view patrons in a more personal way as they connect personas to specific library spaces. While the personas appear to be universal, their interactions with each other depend on specific library amenities.
{"title":"Comparison of personas between two academic libraries","authors":"Holt Zaugg, D. Ziegenfuss","doi":"10.1108/PMM-04-2018-0013","DOIUrl":"https://doi.org/10.1108/PMM-04-2018-0013","url":null,"abstract":"\u0000Purpose\u0000A persona describes a group of library patrons as a single person to better identify and describe user patterns and needs. Identifying personas in academic libraries can assist in library planning by focusing on patrons. Initially, personas were thought to be unique to each library; additional insights led the researchers to rethink this assertion. The purpose of this paper is to determine if personas, developed in one library, are unique or more universal than previously thought.\u0000\u0000\u0000Design/methodology/approach\u0000In this study, 903 surveys were completed across two institutions asking library patrons to identify use patterns within each library. Mean score responses were analyzed using an ANOVA, principal component analysis and RapidMiner technology. All analyses were used to identify personas with common interests and places personas in groups or neighborhoods.\u0000\u0000\u0000Findings\u0000The findings provide evidence for the universality of academic library personas. However, differences occur in how the personas are grouped and use different library services and resources.\u0000\u0000\u0000Originality/value\u0000Personas allow librarians to view patrons in a more personal way as they connect personas to specific library spaces. While the personas appear to be universal, their interactions with each other depend on specific library amenities.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-04-2018-0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-09DOI: 10.1108/PMM-11-2017-0057
Damon E. Jaggars, Deetta Jones
The purpose of this paper is to describe the design and implementation of an agile planning and operations framework for an academic research library, designed to facilitate an ongoing organizational conversation about the organization’s strategic intent and how it plans to move from intention to reality. The goals motivating the implementation of such a framework include creating iterative, open-ended planning and management processes that enable increased flexibility and openness to unforeseen opportunities, as well as the ongoing integration of library faculty, staff, and external stakeholder voices into planning, management, and assessment discussions.,The framework seeks to harmonize planning, management, and assessment processes over 18-24-month rolling time horizons, during which organizational efforts and investments would be reviewed and revised in an iterative fashion.,The authors share results and analyses from stakeholder assessments used to develop foundational mission, vision, values, and strategic directions documentation and discuss the structural, cultural, and organizational development challenges confronted and gains experienced in implementing the framework.,Many academic libraries are exploring new approaches to strategic planning, ways to enhance organizational health, and manage change. The authors are unaware of an academic or research library that has attempted to design and implement a similar approach to strategic planning and its assessment. The agile planning framework provides an alternative to traditional “waterfall” approaches to strategic planning for libraries.
{"title":"An agile planning and operations framework","authors":"Damon E. Jaggars, Deetta Jones","doi":"10.1108/PMM-11-2017-0057","DOIUrl":"https://doi.org/10.1108/PMM-11-2017-0057","url":null,"abstract":"The purpose of this paper is to describe the design and implementation of an agile planning and operations framework for an academic research library, designed to facilitate an ongoing organizational conversation about the organization’s strategic intent and how it plans to move from intention to reality. The goals motivating the implementation of such a framework include creating iterative, open-ended planning and management processes that enable increased flexibility and openness to unforeseen opportunities, as well as the ongoing integration of library faculty, staff, and external stakeholder voices into planning, management, and assessment discussions.,The framework seeks to harmonize planning, management, and assessment processes over 18-24-month rolling time horizons, during which organizational efforts and investments would be reviewed and revised in an iterative fashion.,The authors share results and analyses from stakeholder assessments used to develop foundational mission, vision, values, and strategic directions documentation and discuss the structural, cultural, and organizational development challenges confronted and gains experienced in implementing the framework.,Many academic libraries are exploring new approaches to strategic planning, ways to enhance organizational health, and manage change. The authors are unaware of an academic or research library that has attempted to design and implement a similar approach to strategic planning and its assessment. The agile planning framework provides an alternative to traditional “waterfall” approaches to strategic planning for libraries.","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":"19 1","pages":"121-126"},"PeriodicalIF":1.1,"publicationDate":"2018-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-11-2017-0057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44004638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1108/PMM-01-2018-0004
Neal Baker, K. Furlong, D. Consiglio, G. Holbert, Craig I. Milberg, Kevin W. Reynolds, Joshua Wilson
Purpose The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library. Design/methodology/approach The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes. Findings The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important. Originality/value This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”
{"title":"Demonstrating the value of “library as place” with the MISO Survey","authors":"Neal Baker, K. Furlong, D. Consiglio, G. Holbert, Craig I. Milberg, Kevin W. Reynolds, Joshua Wilson","doi":"10.1108/PMM-01-2018-0004","DOIUrl":"https://doi.org/10.1108/PMM-01-2018-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library.\u0000\u0000\u0000Design/methodology/approach\u0000The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes.\u0000\u0000\u0000Findings\u0000The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important.\u0000\u0000\u0000Originality/value\u0000This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-01-2018-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41993989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-30DOI: 10.1108/PMM-10-2017-0050
S. Thompson
Purpose The California State University Library successfully improved its library’s hours, including introducing 24-hour access, thanks in part to an assessment process that helped the University Library to develop a partnership with the students. The paper aims to discuss this issue. Design/methodology/approach In order to understand the need for expanded operational hours, students’ were surveyed on their satisfaction with current library hours, suggestions on how best to meet their actual hour needs, and interest in 24-hour access. Efforts to solicit student input included involving the student government in promoting the survey and reviewing its results, a decision that later had a major impact on the success of the project. Findings The survey identified days with problematic hours and which hours student suggested changes to that would best fit most students’ needs. In response to the findings, the library immediately implemented incremental changes that fit within current library resources. The survey’s most significant finding was that 94 percent of students wanted 24-hour study in the library. Originality/value An unexpected benefit of the library making immediate, incremental changes was that students could see the results of their input and feel a sense of ownership. The findings also led to the library making 24-hour access a top priority. When university funding was not available, the university’s student government approached the library with a unique proposal to include funding for 24-hour library access in their proposed student fee increase. The student body showed its willingness to invest in the library by passing the fee increase. California State University San Marco’s library began 24/5 hours in Fall 2017.
{"title":"Assessment’s role in building student support to facilitate change","authors":"S. Thompson","doi":"10.1108/PMM-10-2017-0050","DOIUrl":"https://doi.org/10.1108/PMM-10-2017-0050","url":null,"abstract":"\u0000Purpose\u0000The California State University Library successfully improved its library’s hours, including introducing 24-hour access, thanks in part to an assessment process that helped the University Library to develop a partnership with the students. The paper aims to discuss this issue.\u0000\u0000\u0000Design/methodology/approach\u0000In order to understand the need for expanded operational hours, students’ were surveyed on their satisfaction with current library hours, suggestions on how best to meet their actual hour needs, and interest in 24-hour access. Efforts to solicit student input included involving the student government in promoting the survey and reviewing its results, a decision that later had a major impact on the success of the project.\u0000\u0000\u0000Findings\u0000The survey identified days with problematic hours and which hours student suggested changes to that would best fit most students’ needs. In response to the findings, the library immediately implemented incremental changes that fit within current library resources. The survey’s most significant finding was that 94 percent of students wanted 24-hour study in the library.\u0000\u0000\u0000Originality/value\u0000An unexpected benefit of the library making immediate, incremental changes was that students could see the results of their input and feel a sense of ownership. The findings also led to the library making 24-hour access a top priority. When university funding was not available, the university’s student government approached the library with a unique proposal to include funding for 24-hour library access in their proposed student fee increase. The student body showed its willingness to invest in the library by passing the fee increase. California State University San Marco’s library began 24/5 hours in Fall 2017.\u0000","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-10-2017-0050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-14DOI: 10.1108/PMM-10-2017-0049
R. Poll
Purpose The purpose of this paper is to define quality criteria for museum work and try to identify indicators for assessing such quality, using the well-known quality indicators for libraries as basis of comparison. Design/methodology/approach In 2016, the first international standard for museum statistics was published (ISO 18461). At the same time, the museum community realized the need to proceed from statistics to quality assessment in order to prove the effectiveness and efficiency of museum performance and finally also the influence of museums on society. The paper analyses the existing literature on museum quality and museum evaluation and compares the findings to the established methods in the library sector. Findings Comparison of quality criteria and quality evaluation in museums and libraries shows not only many similarities in what is regarded as quality, but also considerable differences in the options for assessment. Research limitations/implications The paper shows a tentative selection of potential quality indicators and quality assessment methods for museums. Further work and practical expertise will be needed for developing and testing a reliable set of methods. The new ISO project 21246 key indicators for museums will further this development. Practical implications There is an evident similarity in the mission and goals of cultural institutions such as archives, libraries and museums. Methods already in use in libraries for assessing performance quality and library impact can therefore also be useful in the museum sector. But the immense variety of museums requires an adaptation of existing methods and a number of new indicators especially devised for museum tasks. Originality/value The paper describes possible solutions for evaluating the quality of museums. As quality criteria are similar in museums and libraries, new quality indicators for museums may in turn become useful in the library sector.
{"title":"Quality in museums and libraries: a comparison of indicators","authors":"R. Poll","doi":"10.1108/PMM-10-2017-0049","DOIUrl":"https://doi.org/10.1108/PMM-10-2017-0049","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000The purpose of this paper is to define quality criteria for museum work and try to identify indicators for assessing such quality, using the well-known quality indicators for libraries as basis of comparison. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000In 2016, the first international standard for museum statistics was published (ISO 18461). At the same time, the museum community realized the need to proceed from statistics to quality assessment in order to prove the effectiveness and efficiency of museum performance and finally also the influence of museums on society. The paper analyses the existing literature on museum quality and museum evaluation and compares the findings to the established methods in the library sector. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Comparison of quality criteria and quality evaluation in museums and libraries shows not only many similarities in what is regarded as quality, but also considerable differences in the options for assessment. \u0000 \u0000 \u0000 \u0000 \u0000Research limitations/implications \u0000 \u0000 \u0000 \u0000 \u0000The paper shows a tentative selection of potential quality indicators and quality assessment methods for museums. Further work and practical expertise will be needed for developing and testing a reliable set of methods. The new ISO project 21246 key indicators for museums will further this development. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000There is an evident similarity in the mission and goals of cultural institutions such as archives, libraries and museums. Methods already in use in libraries for assessing performance quality and library impact can therefore also be useful in the museum sector. But the immense variety of museums requires an adaptation of existing methods and a number of new indicators especially devised for museum tasks. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000The paper describes possible solutions for evaluating the quality of museums. As quality criteria are similar in museums and libraries, new quality indicators for museums may in turn become useful in the library sector.","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":"19 1","pages":"90-100"},"PeriodicalIF":1.1,"publicationDate":"2018-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-10-2017-0049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46629274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-18DOI: 10.1108/PMM-11-2017-0053
Barbara A. Blummer, Jeffrey M. Kenton
The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy.,The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education.,An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes.,The research was limited to articles published in English and after 2000.,The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts.,The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.
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