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Data SummaryJuly 27, 2005
Dealing with Perceptions!
Used to quantifiable quality (collection size, # of journals, etc.)
Survey of opinions or perceptions Don’t take it personally Cannot argue with perceptions Can only attempt to design
methods and services to address the perception and increase user satisfaction
LibQUAL+™ Goals
To begin a process of comparison
To measure and demonstrate impact
To choose where to focus further improvements
Commitment to user input and an awareness of the role of users in guiding library initiatives
General Facts
Created by ARL and Texas A&M University
247 institutions participated in 2005
Included all UVSC faculty, staff and students
Distributed via direct email, newsletters, Communicator, Academic Communicator, Student News and in print
Response Summary
442 complete surveys Incomplete surveys were not kept Surveys with more than 11 “n/a”
responses deleted Surveys containing more than 9
logical inconsistencies deleted (Minimum should not be higher than Desired rating)
Demographic Summary
Percentage of Respondents by User Group
71%
21%
4%
2%2% Undergraduate
Faculty
Library Staff
Graduate
Staff
Demographic Summary
Number of Respondents by Discipline
58
26
2
45
22
8488
16 2118
0102030405060708090
Demographic Summary
Percentage of Respondents by Age
1%
28%
35%
18%
17%
1%
Under 1818-2223-3031-4546-65Over 65
“22 Questions and a Box”
22 core statements covering many areas of library service “When it comes to…” Minimum, Desired, Perceived Level
of Service Responses 1-9 with 9 most favorable Service Adequacy Gap
5 local statements 1 box for comments
172 out of 442 surveyed provided comments
Survey Summary
Core statements summarized into three areas (dimensions): Affect of Service – how the patron is
treated Library as Place – the library facility
and environment Information Control – personal
control of and access to information
LibQUAL+ ™ Radar Chart -- All
Service Adequacy (Difference between Perceived Service mean and Minimum Service Mean)
Most Positive Adequacy Means AS-1: Employees who instill
confidence in others (.69) AS-2: Giving users individual
attention (.68) Negative Adequacy Means
LP-1: Library space that inspires study and learning (-.07)
LP-2: Quiet space for individual activities (-.04)
Core Questions Dimension Summary
LibQUAL+ ™ Radar Chart - Students
LibQUAL+ ™ Radar Chart -- Faculty
Other LibQUAL+ ™ Questions: Library Use (all respondents)
How often do you use resources on the library premises?
Percentage of Students and Faculty
05
1015202530354045
StudentsFaculty
How often do you access library resources through a library Web page?
Percentage of Students and Faculty
0
10
20
30
40
50
60
StudentsFaculty
How often do you use Yahoo ™, Google ™, or non-library gateways for information?
Percentage of Students and Faculty
0
10
20
30
40
50
60
70
StudentsFaculty
Local Questions Summary
Adequacy Mean
0.03
0.48
0.08
0.40.45
0
0.2
0.4
0.6
0.8
1Collections of online full-text articles sufficient tomeet my needs
Video and soundrecording resources Ineed for my research
Ready access tocomputers/ Internet/ software
Librarians teaching mehow to effectively use theelectronically availabledatabases, journals andbooksEfficient InterlibraryLoan/ document delivery
Other LibQUAL+™ Questions: Overall Quality
& Satisfaction
7.077.38
6.84
1
2
3
4
5
6
7
8
9
Overall Quality of Service Personal TreatmentSatisfaction
Teaching, Learning,Research Support
Satisfaction
Other LibQUAL+ ™ Questions: Information
Literacy Outcomes
6.046.51
6.66
6.046.36
1
2
3
4
5
6
7
8
9Library helps me stayabreast of developmentsin my field of interest
Library aids myadvancement in myacademic discipline
Library enables me to bemore efficient in myacademic pursuits
Library helps medistinguish betweentrustworthy anduntrustworthyinformationLibrary provides me withthe information skills Ineed in my work or study
Survey Comments
Alert us to problems or possibilities: “I’m sure your facilities are able to do so much more
than I ever try to access. Sometimes I don’t know where to start ---just like a student. Do you offer research classes? That would be great. Since getting my doctorate, I have forgotten how to use the library as an instructional tool.”
Faculty member, age 46-65
How-to Tuesdays: “Research for Dummies”
Comments: Positive Perceptions
Great job with the limited resources Appreciate specific services: ILL,
electronic reserve, textbooks “library has been one of the best
things about my experiences at this school”
“happy atmosphere” “library is the best place on campus”
Staff service
Comments: Negative Perceptions
Noise Study space Confusing to find research Number and currency of
resources Uncomfortable chairs Slow computers on 4th floor Number of online resources Staff service
Some examples of things we can take action on:
Too much cell phone noise More library staff taking notice of people
who are disturbing others One circulation person to handle
everything for course reserves and faculty requests
Revised and improved web interface Maybe a few Apple computers No vacuuming during business hours Some headphones are broken Put notices in the study rooms of the hours
and what time the library and desks close
“We asked them what they thought, now what do we do?” Commitment to change Dealing with perceptions:
Promote services and resources you already offer but which users seem not to use or be aware of
Place a greater emphasis on on-going customer service training for library staff
Attempt to address significant collection and access issues with new services
Future Possibilities and Plans Focus groups to explore
problems/solutions Ex…Library Hours
Compare results with comparable institutions
Carry out every 3 years (2008) Track and compare data Use findings for strategic
planning
QUESTIONS/COMMENTS?
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