Purpose



– This paper aims to explore the influence of higher education institution (HEI) facilities on overall student satisfaction, and to identify the distinct facilities that most strongly influence student overall satisfaction with HEI facilities. 




Design/methodology/approach



– A tailor-made questionnaire is developed to measure student perception about student life, including their perceptions about the facilities at the HEI they attend. Two econometric models are estimated using OLS regression analysis. 




Findings



– The factor that most strongly influences student satisfaction with university facilities is the quality of its social areas, auditoriums and libraries. Conversely, it is determined that computer access on campus does not influence student satisfaction. 




Research limitations/implications



– The sample includes data only from a single university. Moreover, only Norwegian students at the university participated in the survey. 




Practical implications



– Based on our findings, the most effective strategy to improve student overall satisfaction with the facilities at an HEI is to improve the quality of social areas, auditoriums and libraries. Such a strategy will result in students who are more satisfied with the HEI they are attending and, thereby, increase the HEI’s chances of long-term success. 




Originality/value



– To the best of our knowledge, this is the first study to identify the facilities that most strongly influence the overall satisfaction of students with the facilities at HEIs.

/pdf/the-importance-of-university-facilities-for-student-5byuf5u9nn.pdf

The importance of university facilities for student satisfaction at a Norwegian University

The Library Impact Data Project was a six-month project funded by Jisc and managed by the University of Huddersfield to investigate this hypothesis: “There is a statistically significant correlation across a number of universities between library activity data and student attainment.” E-resources usage, library borrowing statistics, and library gate entries were measured against final degree award for 33,074 undergraduate students across eight U.K. universities. The research successfully demonstrated a statistically significant relationship between library resource use and level of degree result; however, any conclusions drawn are not indicators that library usage and student attainment have a causal relationship.

Library Impact Data Project: Looking for the Link between Library Usage and Student Attainment

The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution.

/pdf/envisioning-the-academic-library-a-reflection-on-roles-2elwyk176b.pdf

Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships

The ACRL Research Planning and Review Committee is responsible for creating and updating a continuous and dynamic environmental scan for the association that encompasses trends in academic librarianship, higher education, and the broader environment, e.g., economic, demographic, political; providing an annual environmental scan “snapshot.” The committee also is responsible for identifying the ACRL “top ten trends” for release every two years. In order to identify the trends, the com

2012 top ten trends in academic libraries A review of the trends and issues affecting academic libraries in higher education

In this paper, the authors address learning analytics and the ways academic libraries are beginning to participate in wider institutional learning analytics initiatives. Since there are moral issues associated with learning analytics, the authors consider how data mining practices run counter to ethical principles in the American Library Association’s “Code of Ethics.” Specifically, the authors address how learning analytics implicates professional commitments to promote intellectual freedom; protect patron privacy and confidentiality; and balance intellectual property interests between library users, their institution, and content creators and vendors. The authors recommend that librarians should embed their ethical positions in technological designs, practices, and governance mechanisms.

/pdf/learning-analytics-and-the-academic-library-professional-vwzznu9drw.pdf

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Purpose – This paper aims to report an ongoing investigation of library use at Huddersfield University that has identified a historical correlation between library usage and degree classificationDesign/methodology/approach – Three sets of data – use of electronic resources, book loans, and visits to the library – when represented graphically show consistent amounts of no and low use at campus, academic school, degree‐type and course level Combining these findings with data showing academic achievement raises the question: is there a positive correlation between library use and attainment?Findings – Understandably, library usage varies between academic schools and there are often pedagogic reasons for low usage, but it would appear that, in some subjects, students who “read” more, measured in terms of borrowing books and accessing electronic resources, achieve better gradesResearch limitations/implications – Further work will focus on undergraduate, fulltime students at the main university campusPracti

/pdf/academic-library-non-low-use-and-undergraduate-student-507mrq3xt5.pdf

Academic library non/low use and undergraduate student achievement: A preliminary report of research in progress

In February 2011 the University of Huddersfield along with 7 partners; University of Bradford; De Montfort University; University of Exeter; University of Lincoln; Liverpool John Moores University; University of Salford and Teesside University successfully bid and were awarded JISC funding through the Activity Data programme to investigate the hypothesis that:


“There is a statistically significant correlation across a number of universities between library activity data and student attainment”


The Library Impact Data Project (LIDP), which was inspired by earlier work undertaken at Huddersfield (Goodall and Pattern, 2011, White and Stone, 2010), aimed to analyse users’ actions with regards to library usage and then linking those to final degree award. By identifying a positive correlation in this data those subject areas or courses which exhibit high usage of library resources can be used as models of good practice.

/pdf/library-impact-data-project-41gt9wvbrs.pdf

Library Impact Data Project

Purpose. The current economic climate, the recent Comprehensive Public Spending Review and the Lord Browne’s Review of Higher Education Funding and Student Finance are all putting pressure on UK Universities to maximise use of their resources and ensure value for money. In parallel, there is a continuing focus on the student experience and a desire that all students should achieve their full potential whilst studying at University. 


In 2009/10, data at the University of Huddersfield was analysed for over 700 courses over four years - 2005/6 – 2008/9. This investigation suggested a strong correlation between library usage and degree results, and also significant under usage of expensive library resources at both School and course level. Three indicators of library usage were used:

Access to e-resources

Book loans

Access to the library

It was then matched against the student record system (SITS:Vision) and anonymised. The correlation between library usage and final degree was particularly strong in relation to access to e-resources and book loans, and exists at School and course level. 


It was highlighted that the correlation between library usage and grade had not yet been significance tested and that it was not known whether Huddersfield was an anomaly or the norm. To this extent other academic institutions were invited to benchmark against the findings. As a result a number of universities from across the HE sector expressed an interest in becoming partners in this project.


In February 2011 the University of Huddersfield along with 7 partners; University of Bradford; De Montfort University; University of Exeter; University of Lincoln; Liverpool John Moores University; University of Salford and Teesside University were awarded JISC funding through the Activity Data programme (http://www.jisc.ac.uk/whatwedo/programmes/activitydata.aspx) to prove the hypothesis that:


 “There is a statistically significant correlation across a number of universities between library activity data and student attainment”


The Library Impact Data Project (http://library.hud.ac.uk/blogs/projects/lidp/) aims to analyse users’ actions with regards to library usage and then linking those to final degree award. By identifying a positive correlation in this data those subject areas or courses which exhibit high usage of library resources can be used as models of good practice.


Design, methodology or approach. The overall approach of the project is to extract anonymised activity data from partners’ systems and analyse the findings.


The required activity data will span at least one entire academic year (e.g. 2009/10), or multiple years if historic data is available. For each student who graduated in that year, the following data will be required:

Final grade achieved

Number of books borrowed

Number of times e-resources were accessed , e.g. the number of times the student accessed e-resources through authentication such as Athens, Shibboleth, EZProzy or MetaLib (with the caveat that it is a crude but common measure of actual e-resource usage) 

Number of times each student entered the library, e.g. via a turnstile system that requires identity card access

School/Faculty. At Huddersfield, differences in library usage behaviour have been noted between departments and it would be interesting to know if this was replicated across other institutions


With multiple years of data it would be possible to analyse library usage by students in each year of their course. This data will then be collated, normalised, and then analysed.


In addition all partners have been asked to hold a number of focus groups in order to secure qualitative data from students on library usage. This will complement the quantitative data and provide a more holistic picture of how students engage with library resources. Finally, analysis of National Student Survey data will be conducted at course level, with a view to finding a correlation between satisfaction levels, library activity data and student attainment.


Findings. This paper will report on the findings of the project which will run from February to July 2011. It will consider whether the hypothesis was proven for the three indicators of library usage.


Research or practical limitations or implications. The main aim of the project is to prove the hypothesis that there is a statistically significant correlation across a number of universities between library activity data and student attainment. The project acknowledges however, that the relationship between the two variables is not a causal relationship and there will be other factors which influence student attainment.


Conclusions.The project will be a success if the following measurable targets are achieved:

Sufficient data is successfully captured from all partners

Statistical significance is proved for all data

The hypothesis that ‘there is a statistically significant correlation across a number of universities between library activity data and student attainment’ is either wholly or partly proved for each data type and partner


Originality and value of the proposal. The Library Impact Data Project builds on research from the 1960s that suggests that certain disciplines have less need for books; however, the project extends this research into the need for electronic resources for the first time.

The Library Impact Data Project: hit miss or maybe

The current economic climate is placing pressure on UK Universities to maximise use of their resources and ensure value for money. In parallel, there is a continuing focus on the student experience and a desire that all students should achieve their full potential whilst studying at University. Internal investigation at the University of Huddersfield suggests a strong correlation between library usage and degree results, and also significant under-usage of expensive library resources at both school and course level. Data from over 700 courses using three indicators of library usage; access to e-resources; book loans and access to the library were matched against the student record system and anonymised. Initial findings highlighted that the correlation between library usage and grade had not yet been significance tested. In January 2011, the University of Huddersfield, together with partners at the Universities of Bradford; De Montfort; Exeter; Lincoln; Liverpool John Moores; Salford and Teesside were awarded JISC funding to prove the hypothesis that there is a statistically significant correlation across a number of universities between library activity data and student attainment. Academic librarians at Huddersfield are also working closely with tutors on a selected sample of courses to explore the reasons for unexpectedly low use of library resources. By identifying subject areas or courses which exhibit low usage of library resources, service improvements can be targeted such as: course profiling, to determine the particular attributes of each course and its students, which may affect library use; targeted promotion of resources at the point of need; raising tutor awareness of resources, particularly e-resources and current awareness services; review of the induction process; target information resources allocation, to ensure value for money; target staffing resources, to ensure that support for students is available at key times of the year. This paper will report on the initial findings of the project and whether the measurable targets have been achieved: Sufficient data are successfully captured from all partners; Statistical significance is proved for all data; The hypothesis is either wholly or partly proved for each data type and partner.

/pdf/does-library-use-affect-student-attainment-a-preliminary-52sfkltmz7.pdf

Does Library Use Affect Student Attainment? A Preliminary Report on the Library Impact Data Project

The Library Impact Data Project

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