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Caroline Rock - Promises and pallets and pragmatism

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SCONUL Conference 20-21 June 2013, Dublin
Workshop - Promises, Pallets and Pragmatism, with Caroline Rock, University Librarian, Coventry University

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Caroline Rock - Promises and pallets and pragmatism

  1. 1. Promises, Pallets and PragmatismCaroline RockUniversity LibrarianCoventry University
  2. 2. 23 September 2012
  3. 3. Outline of Session The Coventry University „promises‟ why and what The „textbook promise‟ what we did and how Alternative approaches ? your views on how this could be done differently
  4. 4. Promises 2012 – underlying drivers Recruitment - influence students‟ choice of universitythrough commitment to minimising „hidden extras‟ Student satisfaction - tangible enhancement of thestudent experience Pedagogical - critical to achieving course learning goals Widening participation – equal access to core material
  5. 5. Provision of items ‘core’ to the course Start Up Packs – e.g. protective clothing, Sports Kit, text books or other core learning materials e.g.software, professional subscriptions, art materials etc. printing credits field trips/day visits support grants for placements, overseas experience,or international travel
  6. 6. From the ‘Guidelines ‘2013-14’ Applies to: all undergraduate courses (with exception for NHS) students (home, EU and/or international) who arepaying the higher fees both full time and part time students (with voucheralternative for part-time students) Funded by Faculty (max. £250 per bundle of texts)
  7. 7. The scale of the ‘promise’
  8. 8. From promises to palletsLibrary responsibilities: specifying requirements awarding the contract obtaining the details of texts from academics placing of orders identifying and equipping a distribution space receiving the bundles coordinating the distribution
  9. 9. The logistics: 23,000 text books 3,500 bundles use of central campuslocation designated collectiondays by Faculty two week period (70%collected in Week 1) recorded on studentrecord system
  10. 10. Some lessons learned: when to use a forklift truckor a pallet truck very labour-intensive forUniversity staff student numbers are amoving target there will always bedelays…. allow for them! communicate with students use suitable packaging
  11. 11. Was it worth it?Recruitment, pedagogy, student engagementand satisfaction
  12. 12. Immediate impact on the students? Initial survey at distribution time focused on: the process of collecting the text books attitudes towards being given the text books influence in relation to choosing Coventry University Headlines: 97% positive about collection process 99% positive about being given books 28% positively influenced their choice of University
  13. 13. Interim impact on studentsand the library …… Interim online survey available at beginning of Semester 2 to all Stage 1students who had received textbooks (c. 3,300) 255 responses Headlines 93% had used textbooks so far 69% continued to borrow books from the Library 30% had bought additional texts since enrolling.
  14. 14. Longer term impact AMOSSHE Students First Report (ref. UEL) Library currently designing a study to look at thecorrelation of the textbook promise, library usage andstudent progression and attainment Commissioning of qualitative research study in terms ofstudent engagement with their course and with theUniversity
  15. 15. Implications for the Library High profile project – becoming embedded Senior management perceptions and risks to Libraryfunding Strengthening of relationships with academic staff Impact on Library usage increased visits and occupancy (!) reduction in re-shelving reduction in income from fines (20%)
  16. 16. Pragmatic – and ‘professional’How do we… avoid getting wet in the future assist the University with achieving the same goalsi.e. guaranteed access to „content‟ ? protect the role and values of the LibraryThe alternatives?
  17. 17. Pragmatic and professionalTextbook models: e-text books as an alternative to print customised publications directed buying via voucher / credit schemesLibrary models:• use of patron driven acquisitions• enhanced licensing for e-book collectionsOthers: bursaries; cash schemes (!)
  18. 18. A note on e-books 69% of respondents had used Library e-books so far, highestuser is HLS with 76%, EC 66%, BES 71%, CSAD 50% When asked for a preference for print or e-books for2013-14, 86% wanted printed texts EC keenest on “e” with 30% favouring e-books, BES and HLSroughly the same (10% keen) A & D 13% N.B. Evidence from „e-text book projects‟ more positive ....
  19. 19. Questions? Experiences from your own institutions? What would you consider to be viable alternatives? How can we measure value for money? How can we influence institutional decisions /directionsin this area?

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