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Insights from LibQUAL 2005 at London South Bank University and a Lincolnshire man in Chicago

This article explores the SCONUL experience and lessons learned from LibQUAL 2005 at London South Bank University, including issues with obtaining email addresses, demographic data, and sampling. It also discusses the importance of separating full and part-time student responses, the availability of results and radar charts for specific sites, and concerns about US bias and language. The article highlights the ease of administering LibQUAL and the instrument's respectability, as well as the insatiable desire for journals, books, and learning materials among users. Additional insights include the need for comparative data in the UK, the shifting zones of tolerance for Glasgow, and the willingness of participants to use LibQUAL again. The article concludes with the experiences and improvements made by London South Bank University after each survey.

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Insights from LibQUAL 2005 at London South Bank University and a Lincolnshire man in Chicago

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  1. LibQUAL 2005 at London South Bank and a Lincolnshire man in Chicago

  2. Peter Godwin London South Bank University 22 August 2005

  3. LibQUAL 2005… • SCONUL experience issues • London South Bank & LibQUAL • LSBU experience • What have I learned in Chicago?

  4. SCONUL experience : issues • Obtaining e-mail addresses problematic • Demographic data problems • The smaller the sample the smaller the result • Sampling was hard, and blanket e-mail increased response markedly • Desirability of separating full and part time student responses

  5. SCONUL experience : issues • May need to have results and radar charts for particular sites • UK libraries are used to more summaries and a commentary on results • Difficulty of aligning our subjects with standard ARL disciplines • Some concerns about US bias and exact wording of content and language

  6. SCONUL experience : lessons • LibQUAL is easy to administer and support is good • LibQUAL instrument has more respectability than home-grown surveys • Most places were not too surprised at their results, but detailed questions gave far more data • People adjust their expectations according to the environment • Users don’t care what we wear

  7. SCONUL experience : lessons • Users’ desire for journals, books and learning materials is insatiable • The things we care most about are not necessarily what they care most about • Comparative data in UK available for the first time • Glasgow have found their zones of tolerance move up the scale as the minimum service levels score higher • At least half participants have said they will use LibQUAL again

  8. SCONUL experience : lessons • The results for SCONUL cohort 2004 were more critical than 2003 due to • Different participants? • Increasing expectations as students have to pay more themselves

  9. London South Bank and LibQUAL London South Bank University • 2003 = 276 • 2004 = 568 • 2005 = 766

  10. London South Bank University • Central London new University • 16,388 staff and students • Founded in 1892 as Borough Polytechnic, • Joined 4 other colleges to become South Bank Polytechnic in 1970 • Became South Bank University in 1992 and London South Bank University in 2003

  11. London South Bank University • 42% male, 52% female • 62% are 25 and over • 47.5% are part-time • 74.5% undergraduate, 22% postgraduate • By country of origin 41% are from overseas • 40% are white and 60% ethnic minorities

  12. London South Bank University • 17% Arts and Human Sciences • 32% Health and Social Care • 21.5% Engineering, Science and Built Environment • 24% Business, Computing and Information Management

  13. LSBU experience • E-mail option problematic but has improved this year • Participation has increased each year. No survey fatigue! • A good incentive is essential • Promotion of the survey around the buildings is productive • Surprising number fill in a printed version

  14. LSBU experience • 2003 was a pilot and detailed results had to be treated with caution • 2004 was valid and showed some improvements in satisfaction • 2005 showed marked improvement, with all positive undergraduate adequacy mean scores

  15. LSBU 2003 experience After 2003 survey we : • redecorated the main library • installed new book shelves • put in a new Library Management System

  16. LSBU 2004 experience After the 2004 survey we • redesigned our Web site • made off-campus access easier • used “floorwalkers” at crucial times of the year to answer queries and help students navigate the building • improved guiding and maps • prioritised shelf tidying using special team of shelvers with mandatory shelf tidying each week for all staff • prioritised purchase of core above optional items on reading lists

  17. Some findings from 2005 • Daily usage of our Library Web site continues to lag behind SCONUL • Adequacy means for LSBU IC-3, I-C4 , IC-4 and IC-8 are consistently above SCONUL • LSBU Library as Place adequacy means are all above SCONUL • Concern over availability of subject help: PGs particularly critical

  18. LSBU 2005 experience After 2005 survey we are : • Making our Web site easier to navigate • Marketing our services to PG students inc. special guide and fliers • Building on success of 2004 with book supply by pushing harder for supply of reading lists • Building on 2004 experience with staff available at start of Semesters to help students navigate the building, and special temporary help desk on journal floor at peak times in

  19. LSBU experience • Surveys are dynamic processes and views do change • The instrument is comprehensive but is long and off-putting to fill in • Provides excellent information on user satisfaction but needs to be supplemented by our own snap surveys on particular issues e.g.this year use of our LIS Web Site LIS@ • Comments in the box are very valuable and supplement the statistical information. We are going to use them to set up Focus Groups

  20. “Generally, staff are helpful but some are very hostile indeed” (PG Social Science female student 23-30) “Compared with other University libraries it is a fine place to find information to learn and work” (UG Social Science male student 18-22) Comments

  21. “Better work in here than 2 years back. Keep up the good work” (UG Business Male student 23-30) “It is improving but some staff is still very rood especially gards” (UG ArtsMan/Media/ English female student 23-30) Comments

  22. UK and US comparisons in 2004 • UK undergraduates had negative mean service adequacy gap for Library as place • UK postgraduates had negative mean service adequacy gap for Library as place and Information control • Uk academic staff had negative mean service adequacy gap for Library as place and ARL faculty for Information control

  23. What have I learned in Chicago? • Libraries both sides of the Atlantic share many of the same problems and can learn from one another • LibQUAL is an instrument which can be used internationally

  24. What did I learn in Chicago?

  25. What else?

  26. What have I learned? “Only customers judge quality ; all other judgements are essentially irrelevant” (Zeithaml,V.A. Parasuman, A., Berry.L.L. “Delivering quality”)

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