Transcript Sample Title Goes Here

Maltesers mean answers – a
sweeter service for students
based on user feedback
Delivered in
collaboration with the
Angela Horrocks & Davina Omar
Kingston University
Libraries across all sectors are increasingly realising the importance
of collecting evidence of the use, effectiveness and suitability of
their services and resources.
This session will be a case study looking at how data collected over 16 years from
an annual survey has been used to adapt a service.
Areas examined will include:
A.
How the survey has been used to monitor existing areas, adapt to new
environments/circumstances
B.
Will trace how changes in learning, teaching and the external environment are
reflected in changing student expectations
C. Cover the challenges in meeting the requirements of “micro-communities”
amongst the student population.
Surveys and marketing
“.......... knowing your
users is integral to a
successful marketing
campaign........”
A sweeter service
Explosion
Career
surveys
2nd year
survey
1st year
survey
Module
evaluations
Library
surveys
Course
evaluations
NSS
• Explosion is not necessarily a bad thing
• Demonstrates that universities are coming round
to the idea of the student voice
• Don’t feel that this means that our own surveys
are no longer needed
• The explosion can be seen as a consequence of
the changes that have happened in the sector
and the methods of teaching and learning
Library surveys
• Run annually or
sporadically
• Tend to have
been established
earlier than other
university
surveys
• Can be specific
to one topic or
the whole service
• But what are their unique selling points?
Concerned
with how
students
learn
Applicable
to all
???
Unique
selling
point
USP: How do students search for
information?
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•
•
•
Focus on their starting point/location
Search tools
Types of sources
Sets the scene for the rest of questionnaire and
service
Questions about your use of information
Q9. What information sources have you used in the last week? (Please select any that
apply)
 Blogs
 E-Books
 E-Journals
 Lecture notes
 Previous dissertations
 Print books
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1
1
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1
Print journals
1
Social networking site
1
Theses
1
Videos/DVDs/online videos
1
Websites
1
Wikis
1
Information source not listed
1
Q10. Which of the following do you use to track down information? (Please select any
that apply)
 E-mail alerts
 E-Resources page on StudentSpace
 Google
 Different search engine (eg. Yahoo)
 Google Scholar
 Library catalogue
 Reading List
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RSS feeds
1
St George's web pages
1
StudentSpace
1
StudySpace (Blackboard)
1
360 search
1
None of the above
1
1
Q11. What is your normal starting point to find information? (Please select any that
apply)
 Campus computer
 Home computer/laptop
using Kingston University
 Laptop
wireless network
 LRC (Library) computer
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1
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LRC print collection
Mobile device (Blackberry, ipod touch etc)
Mobile phone
None of the above
Q12. How important are the following information resources to you when you are
working on your academic assignments?
LRC (Library) provided electronic resources (databases,
e-journals, e-books etc)
LRC provided print materials
Resources found on the internet
StudySpace provided materials
Your own books and notes
Very
important
Fairly
important
Not
particularly
important
Not important
at all
Don't know /
Not applicable
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E-Book
Book
chapter
Google
Mobile
phone
VLE
Wireless
network
• These routes would not have been available in 1993
• The growth in technology has complicated the picture
• It would be hard to get this information in any other
way
Type of survey
•LibQual – Ability to benchmark
•Priority Research – Create questions and
statements
•Homegrown – Very personalised
Questionnaire
Focus groups
1-2-1
interviews
Message
board
Usability
testing
Endless
list...........
Issues with questionnaires
The silent majority
Average 10%
Can this give us representation
How do you contact non-users
Are they not using you for a reason
Are their needs satisfied elsewhere
Setting of the questions
Are we putting words in
their mouths
Are we covering all areas
Data data data
Issues with focus groups
Do you set the topics for them to discuss
Links with questionnaire
colour printing in 2008
Staff
(McKnight, 2008)
Dedicated time to
run the survey
Management
support
Commitment to
trusting the students
Changing staff
preconceptions
Who are we surveying?
•
•
•
•
All users
Students
Staff
Do we need to set quotas?
2009 survey numbers
• 2109 responses and the subject quota was achieved through a
balanced marketing campaign
Faculty
IS survey %
University %
Art, Design & Architecture
8%
14%
Arts and Social Sciences
28%
26%
Business and Law
25%
20%
Computing and Maths
4%
7%
Engineering
8%
10%
Health and Social Care
12%
7%
Science
16%
15%
Why are you running the survey?
Aims and objectives
Motivation
What are you measuring?
Quality or Satisfaction
Quality or Satisfaction
• Are they interchangeable?
• How do you measure quality?
• Can you never be satisfied but have a high
quality service?
(Roszkowski, Baky, Jones, 2005)
Part 2
Case study: User Surveys - 1993, 1998
and 2004 - 2009
Time line
February
1993: 1st
Kingston
University
Library User
Survey
2004: Start
of annual
Kingston
University
User
Surveys
March 1998:
2nd Kingston
University
User Survey
December
1993:
Follett
report
Sept 1998:
introduction
of meanstested
tuition fees
2005: 2nd
annual KU
user survey
2004:
introduction
of top-up
fees
2005: 1st
National
Student
Survey
Follett report
 Joint Funding Council's Libraries Review Group: a Report for
Higher Education Funding Council for England , Scottish Higher
Education Funding Council, Higher Education Funding Council for
Wales, Department of Education for Northern Ireland . December
1993.
 “The Review Group's work has revealed a situation where libraries
are under considerable pressure, and there are serious shortfalls in
space and materials in many areas. Given the importance of library
and information services to the delivery of teaching and research,
urgent action is required if increasingly severe problems are to be
avoided. This report makes recommendations which are designed
to address these pressures.”
The 1993 survey
• Why did we decide to do the survey?
• How did we do the survey?
• What were the results of the survey?
• What did we change as a result of the survey?
Why do the survey?
Aware that students were experiencing problems finding
books and journal articles
Desire for quantitative statistical evidence that could be
presented to the University Executive Team
Wish for more qualitative evidence that we could use as
managers to improve library services
Give the students a voice
How did we do the survey?
Chose Priority Search
Held Focus Groups and surveyed individuals in January
ran the survey in February 1993
Ensured we had a representative sample (500) of
University students
Results presented to Executive and to library staff
Results of the 1993 Survey
Top 10 issues - top 4 were book-related
Satisfaction ratings for library services
Identification of micro communities
Focus Group information
Satisfaction (1993)
Scatterplot (1993)
Identification of micro-communities
(1993)
What changed as a result?
Executive made aware of the need to
increase library funding
Strengthened commitment to service
improvement on the part of all library staff
Numerous changes made as a result of
Focus group comments
Top 10 - 1993
1. Ensure we have current editions of books in stock
2. Make sure all books in catalogue are on shelves
3. More copies of core course text books
4. Teachers and librarians link to ensure right books
5. Drop point in library for quick return of books
6. A bigger library to accommodate more students
7. Improve the photocopying facilities
8. Each subject to have its own area
9. Let students borrow journals on short loan
10. More work space in the library
Top 10 - 2004
1. Cheaper photocopying
2. More computers
3. A wider range of up-to-date books
4. Longer opening hours at weekends
5. More copies of core texts
6. Open 24 hours
7. Ensure silent areas are kept silent
8. A better environment - somewhere you want to go and study
9. More areas for group work
10. A quiet computer study area
Top 10 - 2005
1. Wider range of up-to-date books
2. More computers
3. More copies of core texts
4. Longer opening hours at weekends
5. Ensure silent areas are kept silent
6. Open 24 hours
7. More areas for group work
8. Separate collection of core texts for reference use
9. Easier access to electronic resources off-site
10. More printers
Top 10 - 2006
1. A wider range of up-to-date books
2. More copies of core texts
3. More computers
4. More core texts available online as e-books
5. A quiet computer study area
6. Longer opening hours at weekends
7. Separate collection of core texts
8. Open 24 hours
9. More areas for group work
10. Improve layout of libraries to give better use of space
Top 10 - 2007
1. A wider range of up-to-date books
2. More core texts available online as e-books
3. More copies of core texts
4. More computers
5. Open 24 hours at all sites
6. Longer opening hours at weekends
7. Separate collection of core texts for reference use
8. Ensure silent areas are kept silent
9. A quiet computer study area
10. More areas for group work
Top 10 - 2008
1. Reduce price for colour printing
2. Wider range of up-to-date books
3. More core texts available as e-books
4. More computers
5. More copies of core texts
6. Longer opening hours at weekends
7. More areas for group work
8. Improve the library catalogue
9. Separate collection of core texts
10. Ensure silent area are kept silent
Top 10 - 2009
1. More copies of core texts
2. More computers
3. More efficient printers 
4. Quick access computers 
5. 24 hr opening in October 
6. Ensure study zones are respected 
7. More areas for group work
8. One system for printing and photocopying 
9. Specialist software available in LRCs 
10. Discourage social use of computers 
Part 3
2008-2009
1-2-1s
• Reintroduced in 2008
• Attempting to contact non-users
• Realised the focus groups were not providing
enough range
• Importance of student helpers
• Over 100 1-2-1 interviews took place in 2009
• Attempted to conduct them outside the LRC
• Same questions as the focus groups
Form to record answers from 1-2-1 sessions
Please just jot down the main points underneath the appropriate question. If possible try
to record their own words
Please indicate which site 1-2-1 conducted at:
KH
PRD
RV
KP
Question 1 – What improvements do you think we should make to the LRC and its services?”
Try to record students
own words
Question 2 – Why do you use the LRCs?
Received 284 individual
comments which needed
to be categorised
Question 3 – What do you think about e-books?
Space and building
Even from a sample of 25 at
one campus, there are
obvious micro communities
•Air conditioning (especially 3rd floor v hot)
•Like ground floor new look
•I think it would be useful to have group rooms separated from the computers
area
•More group space (x2)
•Turn group study area on 2nd floor into quiet study
•Silent zones are really noisy, need more silent zones
•Too loud in group study areas
•Seminar rooms should be available after 9pm (during 24hr opening)
•Talking – problem finding space
•Area can get crowded, especially during exam period can be difficult to find a
place to study
•More places to study, sitting areas
•Have working lift
Why do you use the LRC?
Silent area for revision,
group areas for group
work, books and
computers
Research, studying,
group work. Only fun
thing on campus, only
place to go, easy
meeting place
Get books at start of
module, for group work,
to pick up the River
Peaceful work
environment, wireless
network, computers,
printing
Studying, socialise
Books, staying
overnight, printing
Printing, video library,
vending machine
Attempting to get a
different perspective
Different environment
There are still a lot of
contrast between the
students
It would be too
simplistic to say the
1-2-1s and focus groups
always produce similar
results
Reassuring that the
sample is reasonably
representative
1-2-1s vs Focus groups
Categorised them in the same areas
There are lots of people just
on Facebook when I am
trying to study. It’s
frustrating. (Focus group)
There is far too
much noise in the
study areas. (Focus
group)
2nd floor too noisy
(1-2-1)
I think there needs to be
control over the amount of
people using the computers
to access Facebook and other
non-important sites (1-2-1)
Moved to online in 2009
Environmental
reasons
Price not a
driving factor
Reinvigorated
survey
Accuracy of
forms
Impact on
marketing
Interestingly it has
not affected our
publicity that much
Win an iPod Touch
LRC User Survey
Help us to improve our services and resources
www.priority-research.com/kingston2009
Dear student representative,
LRC User Survey 2009, starts Monday 2nd March.
How can we improve our services and facilities?
Just a reminder that the Library (LRC) is carrying out a survey of students across all sites to find out their priorities for
the service and their suggestions for new developments.
It will help enormously if you encourage other students on your course to complete the questionnaire. Don’t forget to
go online yourself and enter the prize winning draw. It will be available until the end of March. Good luck!
www.priority-research.com/kingston2009
Comments box
• Long been asked for
• Richness of users actual words
• Quantity of data
Please use the box below if you wish to
leave any more comments about your
use of information
• 207 comments were left from 2109 responses
• Categorized them into 6 sections
• Most comments covered a number of different
areas
The use of surveys such as these are extremely encouraging as it ensures students'
voices are heard. The fact that these surveys are also made aware of to students via
their email ensures that all students are aware of the opportunity to voice their opinions.
However, as far as the LRC is concerned, as some student spend much of their free
time between lectures here, thus eat and drink here, prices in both the canteen, vending
machines and the SU (including Subway) are not exactly 'student friendly'. More offers
and better prices should be set. Also, the condition of all computers should be improved,
in terms of modernising them and ensuring they are all clean on a regular basis. :)
The word 'library' is much better than
'LRC'.
I would like to see more
copies of textbooks and 24
hour opening to take place in
October!!!!
Perhaps more number of computers in
the time of dissertation would be helpful.
Also, printing system and photocopying
system must be efficient because time is
one thin line all of us have to walk on.
no comments I m happy with the friendly
atmosphere in Kingston hill
Focus on Information Services
• We became a converged service
• The role of the LRC changed
• Caused a slight shift in emphasis for the survey
5 years on – can we change the
questions?
• Tension between stable questions and dynamic
questions
• Length of questionnaire
• New services soon become core
Do themes work?
• Theme for sections of the questionnaire
• Useful marketing tool
• Not able to compare year on year
Allows you to gather a lot of information about
a unique area
Compare with national initiatives
Trust and checks
Trust that the
priority is a real
one
Further
investigation may
be needed
CISM e-Books example
Examine the
connection to
learning and
teaching
Part 4
Review
Review
Success
stories
Challenges
• Improvements to service
• 15% increase in satisfaction ratings from 2004 to 2009
• Information on students’ use of LRCs and learning tools
• NSS Action Plan
• Closer working with Faculties and central departments
• Improving quality? or satisfaction?
• How representative are surveys?
• Limited opportunities to benchmark
• Survey fatigue
Improvements to service
Substantial increase to stockfund budget over last 5 years
24-hour opening
Self-service book issue and return
‘Environmental’ improvements to all 4 campus LRCs
Increased number of PCs
Improvements to printing and photocopying
Satisfaction rates 2004 - 2009
Students use of learning technology
Liaison with staff and students
Subject analysis presented to Faculty Committees
Report back to students: leaflet and information on web
Changes to service included in following year’s survey
Links with Central Departments e.g. Careers and Disability and Dyslexia
NSS Action Plan
Challenges
Survey fatigue
Limited benchmarking opportunities
How representative are the surveys?
Any questions?
“This life is not for complaint but
for satisfaction” Henry David
Thoreau
Contact details
Davina Omar - Information Services,
Kingston University
[email protected]
Angela Horrocks - Information Services,
Kingston University
[email protected]