1. Perspectives from two UK institutions Stephen Town University of York, UK LibQUAL+ Exchange Florence, 2009

2. Outline LibQUAL+ and culture LibQUAL+ at Cranfield LibQUAL+ at York

3. 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

4. Cranfield University

5. 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

6. 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

7. Overall CU Results 2007

8. Two Campus Results from CU, 2007

9. DCMT Results 2007 IDQuestion Text Superiority Mean Desired Rank IC-1Making electronic resources accessible from my home or office -0.793 IC-4The electronic information resources I need -0.731 IC-2A library Web site enabling me to locate information on my own -0.725 IC-8Print and/or electronic journal collections I require for my work -0.622 IC-6Easy-to-use access tools that allow me to find things on my own -0.585 IC-3The printed library materials I need for my work -0.566 LP-1Library space that inspires study and learning -0.5616 LP-2Quiet space for individual work -0.5418 IC-5Modern equipment that lets me easily access needed information -0.507 LP-4A haven for study, learning, or research -0.3915 IC-7Making information easily accessible for independent use -0.324 AS-5Library staff who have the knowledge to answer user questions -0.0910 AS-9Dependability in handling users' service problems -0.0611

10. DCMT Results 2007 IDQuestion Text Superiority Mean Desired Rank LP-3A comfortable and inviting location 0.0014 AS-1Library staff who instill confidence in users 0.0412 LP-5Space for group learning and group study 0.0719 AS-7Library staff who understand the needs of their users 0.0911 AS-4Readiness to respond to users' enquiries 0.181 AS-8Willingness to help users 0.229 AS-6Library staff who deal with users in a caring fashion 0.3813 AS-3Library staff who are consistently courteous 0.408 AS-2Giving users individual attention 0.4117

11. Computer Science Business & Management

12. Making electronic resources accessible from my home or office

13. Comments 2006 205 Comments received overall Results grouped by topic Topics standardised year-on-year Catalogued by: –Dimension –Discipline –User group (Undergrad / Postgrad etc.) –Sex –Age

14. Comment Analysis

15. 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 31 - 45 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 31 - 45 Male Does not apply / NA

16. Year-on-Year Change

17. Changes over the years

18. Internal Benchmarking

19. External Benchmarking

20. Peer-to-Peer Benchmarking

21. 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.

22. New Web Site From:To:

23. Results of Actions – Information Literacy QuestionMean+/- 20032005 The library helps me stay abreast of developments in my field(s) of interest. 5.986.04+0.06 The library aids my advancement in my academic discipline. 6.656.68+0.03 The library enables me to be more efficient in my academic pursuits. 6.656.76+0.11 The library helps me distinguish between trustworthy and untrustworthy information. 5.225.67+0.45 The library provides me with the information skills I need in my work or study. 5.725.95+0.23

24. Results of Actions – Access to electronic resources QuestionSuperiority+/- 20032005 Easy-to-use access tools that allow me to find things on my own -1.36-0.93+0.43 Making electronic resources accessible from my home or office -1.34-1.26+0.08 A library Web site enabling me to locate information on my own -1.11-1.13-0.02

25. University of York

26. 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

27. Summary of results 990 responses (20% response rate) 560 = UG 253 = PG 110 = academic staff Largest % from History, English, Language and Linguistics and Politics.

28. Radar Graph: University of York

29. Zones of Tolerance

30. 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

31. 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

32. Undergraduate radar graph

33. Postgraduate radar graph

34. Academic radar graph

35. Comparison across user groups

36. Electronics – radar graph

37. Electronics – zones of tolerance

38. History – radar graph

39. History – zones of tolerance

40. Politics – radar graph

41. Politics – zones of tolerance

42. 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)

43. 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)

44. 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.

45. 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

46. University of York LibQUAL+ 2008 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)

47. Engaging stakeholders

48. 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

49. J. Stephen Town Director of Information & University Librarian University of York, UK jst504@york.ac.uk