LibQUAL+ - Buffalo State Collegebsclib01.buffalostate.edu/library/docs/LibQual_2006_Analysis.pdf ·...

LibQUAL+ 2006 Survey Analysis

Al Riess Amy Rockwell July 21, 2006

Amended January 10, 2007

Online at http://www.buffalostate.edu/library/docs/LibQual_2006_Analysis.pdf

LibQUAL+ 2006 Survey Analysis E. H. Butler Library

Buffalo State College 2



Table of Contents

Topic Page Prefatory Note..............................................................4 Section I – Question-by-Question Analysis Notes & Defintion of Terms........................................5 Core Questions.............................................................7 Local Questions..........................................................15 General Satisfaction....................................................17 Information Literacy Outcomes..................................18 Section II – Top and Bottom 5 Ranking Questions Notes & Defintion of Terms........................................21 Top 5 Questions in Each Ranking...............................22 Bottom 5 Questions in Each Ranking..........................24 Cumulative Top & Bottom Five Questions.................26 List of Survey Questions..............................................27 Section III – Survey Comments 2006 Comments by Category........................................29 2006 Selected Comments..............................................30 2003 Comments by Category........................................33 2006 & 2003 Comparison by Category.........................35 Appendices 2006 LibQUAL+ Survey Results Radar Chart..............37 2006 LibQUAL+ Survey Results Tables.......................38 2003 LibQUAL+ Survey Results Radar Chart..............43



Prefatory Note This analysis was based on the results from the Usergroup: All category of LibQUAL+ 2006 survey for E. H. Butler Library. Respondent types included in the Usergroup: All category were: Undergraduate Students, Graduate Students, Faculty, and Staff. The number of respondents was 568. LibQUAL+ did not include Library Staff respondents in the Usergroup: All category. Many thanks to Kathy Babcock for setting up the Question-by-Question tables, and to Dennis Reed for amending this document and preparing it for presentation in January 2007.



Section I: Question-by-Question Analysis Notes & Definition of Terms Results from the Usergroup: All category: All respondents, except for library staff. Perceived Mean: Mean score, based on scale of 1 to 9. Adequacy Mean: How far we varied from the Minimum Mean; + (plus) scores are blue on the wheel, - (minus) scores are red. LibQUAL states that the Adequacy Mean is “calculated by subtracting the minimum score from the perceived score.” Superiority Mean: How far we varied from the Desired Mean; - (minus) scores are yellow on the wheel, + (plus) scores are green. Lower scores in green are better than higher - (minus) scores. LibQUAL says the Superiority Mean is “calculated by subtracting the desired score from the perceived score.” 2006 Difference from 2003: Calculated by taking 2006 mean minus the 2003 mean. A higher score means improvement in 2006 over 2003. Difference, Adequacy Mean: How much better than the minimum we did in 2006 vs. 2003. Higher scores are better. Difference, Superiority Mean: How much closer to the Desired Mean we did in 2006 vs. 2003. Higher scores are better. Question category codes: AS Affect of Service IC Information Control LP Library as Place LQ Local Question Other question categories: General Satisfaction Information Literacy Outcomes The AS, IC, and LP categories comprise the Core Questions. Any Core Question that appeared in the top or bottom five in its category is indicated in the tables. Any Local Question that would have been in the top or bottom five in its category is indicated in the tables.



A “t” in the top or bottom five sections in the tables means that question tied with another for that slot (e.g., 3t means the question tied for third place).



Question-by-Question Analysis:

Core Questions User group: All Question: AS-1: Employees who instill confidence in users 2003 perceived mean 6.56 adequacy mean +0.22 superiority mean -1.31 2006 perceived mean 6.80 adequacy mean +0.78 superiority mean -0.81 2006 top five 1 2006 bottom five 2 2006 difference (2006 mean minus 2003 mean) perceived mean +0.24 adequacy mean +0.56 superiority mean +0.50 top five 2 bottom five User group: All Question: AS-2: Giving users individual attention 2003 perceived mean 6.89 adequacy mean +0.24 superiority mean -0.82 2006 perceived mean 6.75 adequacy mean +0.68 superiority mean -0.60 2006 top five 2 3 2006 bottom five 1 2006 difference (2006 mean minus 2003 mean) perceived mean -0.14 adequacy mean +0.44 superiority mean +0.22 top five bottom five 2 User group: All Question: AS-3: Employees who are consistently courteous 2003 perceived mean 7.22 adequacy mean +0.03 superiority mean -0.98 2006 perceived mean 7.40 adequacy mean +0.33 superiority mean -0.72 2006 top five 4 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.18 adequacy mean +0.30 superiority mean +0.26 top five bottom five



User group: All Question: AS-4: Readiness to respond to users’ questions 2003 perceived mean 7.06 adequacy mean -0.02 superiority mean -0.16 2006 perceived mean 7.44 adequacy mean +0.52 superiority mean -0.51 2006 top five 2 4t 1 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.38 adequacy mean +0.54 superiority mean +0.55 top five 4 3 5 bottom five User group: All Question: AS-5: Employees who have the knowledge to answer user questions 2003 perceived mean 7.12 adequacy mean -0.66 superiority mean -1.11 2006 perceived mean 7.38 adequacy mean +0.33 superiority mean -0.72 2006 top five 5t 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.26 adequacy mean +0.39 superiority mean +0.39 top five bottom five User group: All Question: AS-6: Employees who deal with users in a caring fashion 2003 perceived mean 7.22 adequacy mean +0.24 superiority mean -0.81 2006 perceived mean 7.32 adequacy mean +0.52 superiority mean -0.63 2006 top five 4t 5 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.10 adequacy mean +0.28 superiority mean +0.18 top five bottom five 5 5 4



User group: All Question: AS-7: Employees who understand the needs of their users 2003 perceived mean 7.13 adequacy mean +0.12 superiority mean -0.86 2006 perceived mean 7.22 adequacy mean +0.42 superiority mean -0.65 2006 top five 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.09 adequacy mean +0.30 superiority mean +0.21 top five bottom five 4 User group: All Question: AS-8: Willingness to help users 2003 perceived mean 7.20 adequacy mean +0.13 superiority mean -0.95 2006 perceived mean 7.33 adequacy mean +0.46 superiority mean -0.62 2006 top five 4 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.13 adequacy mean +0.33 superiority mean +0.33 top five bottom five User group: All Question: AS-9: Dependability in handling users’ service problems 2003 perceived mean 6.93 adequacy mean -0.15 superiority mean -1.12 2006 perceived mean 7.27 adequacy mean +0.28 superiority mean -0.78 2006 top five 2006 bottom five 5 2006 difference (2006 mean minus 2003 mean) perceived mean +0.34 adequacy mean +0.43 superiority mean +0.34 top five bottom five



User group: All Question: IC-1: Making electronic resources accessible from my home or office 2003 perceived mean 7.06 adequacy mean -0.16 superiority mean -1.20 2006 perceived mean 7.11 adequacy mean +0.34 superiority mean -1.01 2006 top five 2006 bottom five 5 2006 difference (2006 mean minus 2003 mean) perceived mean +0.05 adequacy mean +0.50 superiority mean +0.19 top five bottom five 3 5 User group: All Question: IC-2: A library Web site enabling me to locate information on my own 2003 perceived mean 7.26 adequacy mean +0.02 superiority mean -1.09 2006 perceived mean 7.38 adequacy mean +0.35 superiority mean -0.82 2006 top five 5t 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.12 adequacy mean +0.33 superiority mean +0.27 top five bottom five User group: All Question: IC-3: The printed library materials I need for my work 2003 perceived mean 6.46 adequacy mean -0.13 superiority mean -1.67 2006 perceived mean 6.81 adequacy mean +0.04 superiority mean -1.09 2006 top five 2006 bottom five 3 2 3 2006 difference (2006 mean minus 2003 mean) perceived mean +0.35 adequacy mean +0.17 superiority mean +0.58 top five 5t 4 bottom five 2



User group: All Question: IC-4: The electronic information resources I need 2003 perceived mean 7.08 adequacy mean +0.02 superiority mean -1.16 2006 perceived mean 7.24 adequacy mean +0.36 superiority mean -0.75 2006 top five 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.16 adequacy mean +0.34 superiority mean +0.41 top five bottom five User group: All Question: IC-5: Modern equipment that lets me easily access needed information 2003 perceived mean 6.93 adequacy mean -0.30 superiority mean -1.34 2006 perceived mean 7.59 adequacy mean +0.38 superiority mean -0.69 2006 top five 1 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.66 adequacy mean +0.68 superiority mean +0.65 top five 2 1 3 bottom five User group: All Question: IC-6: Easy-to-use access tools that allow me to find things on my own 2003 perceived mean 6.76 adequacy mean -0.18 superiority mean -1.46 2006 perceived mean 7.36 adequacy mean +0.35 superiority mean -0.80 2006 top five 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.60 adequacy mean +0.53 superiority mean +0.66 top five 3 5 2 bottom five



User group: All Question: IC-7: Making information easily accessible for independent use 2003 perceived mean 7.11 adequacy mean -0.01 superiority mean -1.08 2006 perceived mean 7.42 adequacy mean +0.38 superiority mean -0.69 2006 top five 3 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.31 adequacy mean +0.39 superiority mean +0.39 top five bottom five User group: All Question: IC-8: Print and/or electronic journal collections I require for my work 2003 perceived mean 6.22 adequacy mean -0.69 superiority mean -1.88 2006 perceived mean 6.95 adequacy mean -0.04 superiority mean -1.21 2006 top five 2006 bottom five 1 1 2006 difference (2006 mean minus 2003 mean) perceived mean +0.73 adequacy mean +0.65 superiority mean +0.67 top five 1 2 1 bottom five User group: All Question: LP-1: Library space that inspires study and learning 2003 perceived mean 6.63 adequacy mean -0.03 superiority mean -1.26 2006 perceived mean 6.82 adequacy mean +0.19 superiority mean -1.13 2006 top five 2006 bottom five 4 4 2 2006 difference (2006 mean minus 2003 mean) perceived mean +0.19 adequacy mean +0.22 superiority mean +0.13 top five bottom five 3t 3



User group: All Question: LP-2: Quiet space for individual activities 2003 perceived mean 7.11 adequacy mean +0.15 superiority mean -0.86 2006 perceived mean 6.91 adequacy mean +0.08 superiority mean -1.02 2006 top five 2006 bottom five 5 3 4 2006 difference (2006 mean minus 2003 mean) perceived mean -0.20 adequacy mean -0.07 superiority mean -0.16 top five bottom five 1 1 1 User group: All Question: LP-3: A comfortable and inviting location 2003 perceived mean 6.90 adequacy mean +0.15 superiority mean -1.02 2006 perceived mean 7.25 adequacy mean +0.48 superiority mean -0.75 2006 top five 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.35 adequacy mean +0.33 superiority mean +0.27 top five 5t bottom five User group: All Question: LP-4: A getaway for study, learning, or research 2003 perceived mean 6.90 adequacy mean -0.02 superiority mean -1.12 2006 perceived mean 7.12 adequacy mean +0.38 superiority mean -0.80 2006 top five 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.22 adequacy mean +0.40 superiority mean +0.32 top five bottom five



User group: All Question: LP-5: Community space for group learning and group study 2003 perceived mean 6.64 adequacy mean +0.38 superiority mean -0.63 2006 perceived mean 6.94 adequacy mean +0.60 superiority mean -0.53 2006 top five 3 2 2006 bottom five 2006 difference (2006 mean minus 2003 mean) perceived mean +0.30 adequacy mean +0.22 superiority mean +0.10 top five bottom five 3t 2




Local Questions User group: All Local Question: 1: Ease of use of electronic resources 2003 perceived mean 7.00 adequacy mean -0.17 superiority mean -1.26 2006 perceived mean 7.23 adequacy mean +0.47 superiority mean -0.79 2006 top 5 entry? 2006 bottom 5 entry? 2006 difference (2006 mean minus 2003 mean) perceived mean +0.23 adequacy mean +0.64 superiority mean -0.98 top 5 entry? third bottom 5 entry? User group: All Local Question: 2: Providing help when and where I need it 2003 perceived mean 7.13 adequacy mean +0.13 superiority mean -0.98 2006 perceived mean 7.33 adequacy mean +0.47 superiority mean -0.65 2006 top 5 entry? 2006 bottom 5 entry? 2006 difference (2006 mean minus 2003 mean) perceived mean +0.20 adequacy mean +0.34 superiority mean +0.33 top 5 entry? bottom 5 entry? User group: All Local Question: 3: Providing information that answers my questions 2003 perceived mean 7.31 adequacy mean +0.18 superiority mean -0.93 2006 perceived mean 7.39 adequacy mean +0.30 superiority mean -0.76 2006 top 5 entry? 2006 bottom 5 entry? 2006 difference (2006 mean minus 2003 mean) perceived mean +0.08 adequacy mean +0.12 superiority mean +0.17 top 5 entry? bottom 5 entry? fourth



User group: All Local Question: 4: Teaching me how to access, evaluate, and use information 2003 perceived mean 6.97 adequacy mean +0.20 superiority mean -0.83 2006 perceived mean 7.16 adequacy mean +0.64 superiority mean -0.46 2006 top 5 entry? third first 2006 bottom 5 entry? 2006 difference (2006 mean minus 2003 mean) perceived mean +0.19 adequacy mean +0.44 superiority mean +0.37 top 5 entry? bottom 5 entry? User group: All Local Question: 5: Ability to navigate library Web pages easily 2003 This Question Was Not In the 2003 LibQual+ Survey 2006 perceived mean 7.45 adequacy mean +0.40 superiority mean -0.78 2006 top 5 entry? second 2006 bottom 5 entry? 2006 difference (2006 mean minus 2003 mean) – NOT APPLICABLE perceived mean adequacy mean superiority mean top 5 entry? bottom 5 entry?




General Satisfaction User group: All General Satisfaction Question: 1: In general, I am satisfied with the way in which I am treated at the library 2003 mean 7.13 2006 mean 7.53 2006 difference (2006 mean minus 2003 mean) mean +0.40 User group: All General Satisfaction Question: 2: In general, I am satisfied with library support for my learning, research, and/or teaching needs 2003 mean 6.60 2006 mean 7.20 2006 difference (2006 mean minus 2003 mean) mean +0.60 User group: All General Satisfaction Question: 3: How would you rate the overall quality of the service provided by the library? 2003 mean 6.96 2006 mean 7.33 2006 difference (2006 mean minus 2003 mean) mean +0.37




Information Literacy Outcomes User group: All Information Literacy Outcomes Question: 1: The library helps me stay abreast of developments in my field(s) of interest 2003 mean 5.62 2006 mean 6.33 2006 difference (2006 mean minus 2003 mean) mean +0.69 User group: All Information Literacy Outcomes Question: 2: The library aids my advancement in my academic discipline 2003 mean 6.26 2006 mean 6.74 2006 difference (2006 mean minus 2003 mean) mean +0.48 User group: All Information Literacy Outcomes Question: 3: The library enables me to be more efficient in my academic pursuits 2003 mean 6.48 2006 mean 6.97 2006 difference (2006 mean minus 2003 mean) mean +0.49



User group: All Information Literacy Outcomes Question: 4: The library helps me distinguish between trustworthy and untrustworthy information 2003 mean 5.77 2006 mean 6.28 2006 difference (2006 mean minus 2003 mean) mean +0.51 User group: All Information Literacy Outcomes Question: 5: The library provides me with the information skills I need in my work or study. 2003 mean 6.26 2006 mean 6.77 2006 difference (2006 mean minus 2003 mean) mean +0.49



Section II: Top and Bottom 5 Ranking Questions Notes & Definition of Terms Question category code: AS Affect of Service IC Information Control LP Library as Place LQ Local Question Core Question categories AS, IC, and LP were included in the color radar chart. Local Questions were not included in the radar chart, but were treated exactly the same as the other three categories (all were given a minimum mean, desired mean, perceived mean, etc.) If any Local Question would have ranked in the top or bottom five of any category, that question and its results are bracketed and included in the lists. A list of all questions in all categories appears on page 27. These three categories show results based on 2006 alone: Perceived Mean: real score, based on a scale of 1 to 9 Adequacy Mean: score above or below the Minimum Mean (blue [above/positive] and red [below/negative] on the radar chart) Superiority Mean: score above or below the Desired Mean (green [above] and yellow [below] on the radar chart) These three categories compare results of 2006 and 2003: Perceived Mean Difference from 2003 Adequacy Mean Difference from 2003 Superiority Mean Difference from 2003 Scores in these categories compare results in 2006 to 2003 results, calculated by taking the 2006 mean minus the 2003 mean. Positive numbers show improvement from 2003, negative numbers show we did worse in 2006 than 2003. Top Performers, Number of Times in the Top or Bottom Five: the number of times a question appeared in either the top or bottom five; there were six categories in each section. Top Performers, Number of Points in Top or Bottom Five: Questions were assigned plus 5 points for ranking first in the top five, etc. down to plus 1 for ranking fifth. Questions were assigned negative 5 points for ranking last in the bottom five, etc., down to minus 1 point for ranking fifth from the bottom. Cumulative Top and Bottom Five Performers by Points, Both Point Systems Added Together: This is a way to display overall top and bottom five lists.



Top and Bottom Five Questions:

Top 5 Questions Perceived Mean 1. IC-5 (7.59) Modern equipment that lets me easily access needed information [2. LQ-5 (7.45)] Ability to navigate library Web pages easily 2. AS-4 (7.44) Readiness to respond to users’ questions 3. IC-7 (7.42) Making information easily accessible for independent use 4. AS-3 (7.40) Employees who are consistently courteous 5. AS-5 (7.38) Employees who have the knowledge to answer user questions 5. IC-2 (7.38) A library Web site enabling me to locate information on my own Adequacy Mean 1. AS-1 (+0.78) Employees who instill confidence in users 2. AS-2 (+0.68) Giving users individual attention [3. LQ-4 (+0.64)] Teaching me how to access, evaluate, and use information 3. LP-5 (+0.60) Community space for group learning and group study 4. AS-4 (+0.52) Readiness to respond to users’ questions 4. AS-6 (+0.52) Employees who deal with users in a caring fashion Superiority Mean [1. LQ-4 (-0.46)] Teaching me how to access, evaluate, and use information 1. AS-4 (-0.51) Readiness to respond to users’ questions 2. LP-5 (-0.53) Community space for group learning and group study 3. AS-2 (-0.60) Giving users individual attention 4. AS-8 (-0.62) Willingness to help users 5. AS-6 (-0.63) Employees who deal with users in a caring fashion Perceived Mean Difference from 2003 1. IC-8 (+0.73) Print and/or electronic journal collections I require for my work 2. IC-5 (+0.66) Modern equipment that lets me easily access needed information 3. IC-6 (+0.60) Easy-to-use access tools that allow me to find things on my own 4. AS-4 (+0.38) Readiness to respond to users’ questions 5. IC-3 (+0.35) The printed library materials I need for my work 5. LP-3 (+0.35) A comfortable and inviting location Adequacy Mean Difference from 2003 1. IC-5 (+0.68) Modern equipment that lets me easily access needed information 2. IC-8 (+0.65) Print and/or electronic journal collections I require for my work [3. LQ-1 (+0.64)] Ease of use of electronic resources 3. AS-1 (+0.56) Employees who instill confidence in users 4. AS-4 (+0.54) Readiness to respond to users’ questions 5. IC-6 (+0.53) Easy-to-use access tools that allow me to find things on my own



Superiority Mean Difference from 2003 1. IC-8 (+0.67) Print and/or electronic journal collections I require for my work 2. IC-6 (+0.66) Easy-to-use access tools that allow me to find things on my own 3. IC-5 (+0.65) Modern equipment that lets me easily access needed information 4. IC-3 (+0.58) The printed library materials I need for my work 5. AS-4 (+0.55) Readiness to respond to users’ questions Top Performers, Number of times in the top five (6 is the maximum score): AS-4 six Readiness to respond to users’ questions AS-5 five Employees who have the knowledge to answer user questions IC-5 four Modern equipment that lets me easily access needed information IC-1 three Making electronic resources accessible from my home or office IC-8 three Print and/or electronic journal collections I require for my work Top Performers, number of top five points (ranking #1 = 5 points, #2 = 4 points, etc.) IC-5 17 points Modern equipment that lets me easily access needed information AS-4 15.5 points Readiness to respond to users’ questions IC-8 14 points Print and/or electronic journal collections I require for my work AS-2 8 points Giving users individual attention IC-6 8 points Easy-to-use access tools that allow me to find things on my own [LQ-4 8 points)] Teaching me how to access, evaluate, and use information



Top and Bottom 5 Questions:

Bottom 5 Questions in Each Category Perceived Mean 5. LP-2 (6.91) Quiet space for individual activities 4. LP-1 (6.82) Library space that inspires study and learning 3. IC-3 (6.81) The printed library materials I need for my work 2. AS-1 (6.80) Employees who instill confidence in users 1. AS-2 (6.75) Giving users individual attention Adequacy Mean 5. AS-9 (+0.28) Dependability in handling users’ service problems 4. LP-1 (+0.19) Library space that inspires study and learning 3. LP-2 (+0.08) Quiet space for individual activities 2. IC-3 (+0.04) The printed library materials I need for my work 1. IC-8 (-0.04) Print and/or electronic journal collections I require for my work Superiority Mean 5. IC-1 (-1.01) Making electronic resources accessible from my home or office 4. LP-2 (-1.02) Quiet space for individual activities 3. IC-3 (-1.09) The printed library materials I need for my work 2. LP-1 (-1.13) Library space that inspires study and learning 1. IC-8 (-1.21) Print and/or electronic journal collections I require for my work Perceived Mean Difference from 2003 5. AS-6 (+0.10) Employees who deal with users in a caring fashion 4. AS-7 (+0.09) Employees who understand the needs of their users [4. LQ-3 (+0.08)] Providing information that answers my questions 3. IC-1 (+0.05) Making electronic resources accessible from my home or office 2. AS-2 (-0.14) Giving users individual attention 1. LP-2 (-0.20) Quiet space for individual activities Adequacy Mean Difference from 2003 5. AS-6 (+0.28) Employees who deal with users in a caring fashion 3. LP-1 (+0.22) Library space that inspires study and learning 3. LP-5 (+0.22) Community space for group learning and group study 2. IC-3 (+0.17) The printed library materials I need for my work [2. LQ-3 (+0.12)] Providing information that answers my questions 1. LP-2 (-0.07) Quiet space for individual activities



Superiority Mean Difference from 2003 5. IC-1 (+0.19) Making electronic resources accessible from my home or office 4. AS-6 (+0.18) Employees who deal with users in a caring fashion [4. LQ-3 (+0.17)] Providing information that answers my questions 3. LP-1 (+0.13) Library space that inspires study and learning 2. LP-5 (+0.10) Community space for group learning and group study 1. LP-2 (-0.16) Quiet space for individual activities Bottom Performers, Number of times in the bottom five (6 is the worst score) AS-6 three Employees who deal with users in a caring fashion IC-1 three Making electronic resources accessible from my home or office IC-3 three The printed library materials I need for my work [LQ-3 three] Providing information that answers my questions LP-1 five Library space that inspires study and learning LP-2 six Quiet space for individual activities Bottom Performers, number of bottom five points (ranking #1, first from the bottom = -5 points, second from bottom = -4 points, etc.) AS-2 -9 points Giving users individual attention IC-8 -10 points Print and/or electronic journal collections I require for my work IC-3 -11 points The printed library materials I need for my work LP-1 -13.5 points Library space that inspires study and learning LP-2 -21 points Quiet space for individual activities



Top and Bottom Five Questions:

Cumulative Top and Bottom 5 Questions (Both point systems have been added together to produce the results below.) Top five overall performers: IC-5 +17 points Modern equipment that lets me easily access needed information AS-4 +15.5 points Readiness to respond to users’ questions IC-6 +8 points Easy-to-use access tools that allow me to find things on my own [LQ-4 +8 points] Teaching me how to access, evaluate, and use information AS-1 +4 points Employees who instill confidence in users IC-8 +4 points Print and/or electronic journal collections I require for my work [LQ-5 +4 points] Ability to navigate library Web pages easily Bottom five overall performers: AS-2 -4 points Giving users individual attention IC-1 -5 points Making electronic resources accessible from my home or office IC-3 -9.5 points The printed library materials I need for my work LP-1 -13.5 points Library space that inspires study and learning LP-2 -21 points Quiet space for individual activities



List of Survey Questions Affect of Service (Core Question category) Question: AS-1: Employees who instill confidence in users Question: AS-2: Giving users individual attention Question: AS-3: Employees who are consistently courteous Question: AS-4: Readiness to respond to users’ questions Question: AS-5: Employees who have the knowledge to answer user questions Question: AS-6: Employees who deal with users in a caring fashion Question: AS-7: Employees who understand the needs of their users Question: AS-8: Willingness to help users Question: AS-9: Dependability in handling users’ service problems Information Control (Core Question category) Question: IC-1: Making electronic resources accessible from my home or office Question: IC-2: A library Web site enabling me to locate information on my own Question: IC-3: The printed library materials I need for my work Question: IC-4: The electronic information resources I need Question: IC-5: Modern equipment that lets me easily access needed information Question: IC-7: Making information easily accessible for independent use Question: IC-8: Print and/or electronic journal collections I require for my work Library as Place (Core Question category) Question: LP-1: Library space that inspires study and learning Question: LP-2: Quiet space for individual activities Question: LP-3: A comfortable and inviting location Question: LP-4: A getaway for study, learning, or research Question: LP-5: Community space for group learning and group study Local Question: 1: LQ-1: Ease of use of electronic resources Local Question: 2: LQ-2: Providing help when and where I need it Local Question: 3: LQ-3: Providing information that answers my questions Local Question: 4: LQ-4: Teaching me how to access, evaluate, and use information Local Question: 5: LQ-5: Ability to navigate library Web pages easily General Satisfaction Question: 1: In general, I am satisfied with the way in which I am treated at the library General Satisfaction Question: 2: In general, I am satisfied with library support for my learning, research, and/or teaching needs General Satisfaction Question: 3: How would you rate the overall quality of the service provided by the library? Information Literacy Outcomes Question: 1: The library helps me stay abreast of developments in my field(s) of interest Information Literacy Outcomes Question: 2: The library aids my advancement in my academic discipline Information Literacy Outcomes Question: 3: The library enables me to be more efficient in my academic pursuits Information Literacy Outcomes Question: 4: The library helps me distinguish between trustworthy and untrustworthy information Information Literacy Outcomes Question: 5: The library provides me with the information skills I need in my work or study.



Section III: Survey Comments Notes on the survey comments:

• Comments were taken from user responses to the survey. • We decided to use the categories below, and sub-divide by type of comment. • If a response included multiple comments on different topics (e.g., a positive

comment on library staff and a negative comment on quiet areas) that response is tallied twice, once for each comment in the respective categories.

• Comments were quoted “as is” from the survey, any spelling or grammatical errors were not altered.

Survey Comments:

2006 Comments by Category (Usergroup: All)

Positive Negative Affect of Service Library staff in general 24 11 Librarians 8 3 Proctors 2 10 Security (USPA’s) 0 5 Help Desk 0 1 Information Control Printing (discounted or free) 0 12 Library computers or wireless 5 26 Print journal or book collections 0 11 General library services 17 1 General resource accessibility 6 11 Library as Place Quiet areas 3 27 Group study areas 2 5 Comfortable, attractive lounge areas 2 11 Library in general 5 0 Misc. 0 8 General Satisfaction 36 StudyQuad 7 5 (noise)



Survey Comments:

2006 Selected Comments

Affect of Service I have always found the library staff at E.H. Butler Library to be first rate. The technological and physical improvements that have been made at the library over the past few years have benefitted all members of our campus community. (male faculty member in the Humanities) Library Proctors need to learn more about the computers and software and also get practice. Only a hand full of proctors knows what they are doing. (undergraduate) The library staff has been superlative in helping our faculty and students gain access to state-of-the art electronic resources. I am deeply grateful. I would like to continue working with the library to improve the offerings of print media. I feel that all I need to do is make the need known, and the staff will be responsive. The library staff is a supportive and committed group of professionals. (female faculty in Health Sciences) There should be more supervision in the top floors. Students sometimes are very loud in the quiet floors and it would be nice if library staff were to be around to control this. Also, computer technology work study students are very nice and help me out when needed. (graduate student) The overall quality of the library staff is exceptional in both their knowledge base and their customer service skills. Providing .library users with information on how to request book/periodicals/videos/online journals for library purchase would be useful to assess which resources should be added to the library's collection. (female staff member in Education)

Library staff are helpful and positive. Access via the Information Commons is excellent. Putting materials on reserve is a very cumbersome process. Additional opportunities for community meetings/pleasant space for faculty/staff would be very welcome. (female faculty member in Education)

Information Control I believe that the library has an all around decent performance. The main problem that myself and I'm sure most students have are the problems with obtaining a computer when needed. I believe we should maybe have another computer lab, maybe a quiet one like the quiet lab. Alot of the times computers are hard to access because many people are playing games or things of the sort. I am not saying that we should ban game playing but I think there should be an area for just people who need to work on school workk and another area where people can work on school work, play games, chat and anything else. Its not fair when someone has a report due and they dont have a computer at home and they come here and are unable to print of their report because 9 out fo 10 people in the study quad are playing chess or chatting on AOL.. (undergraduate) The only problem I have is Tues/Thurs Bengal Pause...It is always a "battle" for computer use...Maybe adding another large lab would help! (undergraduate) Get more wireless hot spots (undergraduate) I was just in the library yesturday looking up resoures for a paper in an education class. Although the library has many books on the topic, MOST of the books are outdated. There needs to be more money going into getting newer books because 4 out of the 6 of the ones I found through the catalog were not on the shelves although they said online they would be available. The books I did end up checking out were all at least 15 years old. (undergraduate)



While the library and librairans are super, there is often a lack of resources to keep up in Science Education. (female faculty member in Science/Math) You need more computers, a more quiet work enviroment, machines that don't break (ie cash to card machine) and definitely more computers. There a very insufficient amount of computers for the amount of students at BSC. There are no quiet places in the library to work on a computer. (undergraduate) Electronic access to course reserve materials would be useful. (male staff member in Education) My major complaint is that I can no longer check online to see if I have books checked out or when they're due. This is terribly inconvenient--the Buffalo & Erie County system provides this service. It seems we took a step backward in this regard. (female faculty in the Social Sciences/Psychology) I'd like to see a lot more access to on-line journals , particularly in education, linguistics, and social psychology. (male faculty member in Education) Library as Place it is very clean and quiet,keep up the great job (undergraduate) The staff is great, but there need to be quieter, more comfortable study areas. (undergraduate) I really like BSC Library. It would be nice, however, if the copy machine room had some color to it. I would really appreciated if one of the upper quads had wireless access for students who need the internet but prefer to be in a more quiet setting, like me. (undergraduate) I enjoy LIB100 as well as the private rooms in the study quad. There are parts of the library that look so professional and homey, but other parts that are cold (as in temperature and feeling) and dull. (undergraduate) When I need to write a paper, or study for a test, I attempt to come to the library to do so. I need a quiet atmosphere, and this library does not provide that. The use of cell phones should be minimized, it is rude when people are trying to study, and others are talking loudly on their phones. There should be rooms for talking on phones, and they should be banned in other areas. Also, it is not only the students doing work who are loud, it is mostly the staff walking around who make all the noice, they should be setting an example by being respectful in the library, but they talk loudly, especially in the "quiet quad" where I attempt to do my work, actually a lot of times they are just hiding out in the corner, talking to their friends...you pay them to do that? I have been to a number of libraries, but this one, by far, has the most rude and unrespectful student employees I have seen and heard. (graduate student) In the middle of the day, it is sometimes hard to find a quiet place to study. This can be quite frustrating.-There are clearly not enough computers available in the middle of the day. -It would be nice if the QuietQuads contained some comfortable "lounge" seats as you find in other parts of the library (undergraduate)

Study Quad very helpful staff. love the study quad. (undergraduate)

I think the library is run wonderfully. Although, At night we are all shoved into the study quad. And i find it very hard to get work done in there because it is always very loud. I understand you cant have students running around the entire library at all hours. But there has to be something done about the noise.Thanks. (undergraduate)



im glad that the study quad is open 24hrs (undergraduate) Cell phone use should be kept to a minimun in study quad area. (undergraduate) The computers in the study quad have been a great investment, and I think that most students would agree. However, I think replacing 2 or 3 macintoshes with 2 or 3 PCs would be a better use of resources (macs seems to break-down more frequently). Perhaps there should be reminders posted asking students who aren't doing schoolwork to yield to those that are, in addition to reminders posted reminding people to make sure they have their belongings with them when they leave (ie: flash drives, disks, etc) (undergraduate in Education)

General Satisfaction consistently treats the campus as if BSC was a division one institution - can always rely on the library to display leaership ahead of the curve - Bravo! (female faculty member in the Health Sciences) I have worked at BSC since 1986, in various roles. The library back then was like all college libraries: good resources, good staff, very quiet, and a bit intimidating. Students didn't flock there like they did at my two alma maters, and even though I would go with them at times, I saw a VERY different attitude then than I do now. The changes in the past few years are palpable from the time we enter the library: it is alive: students want to be there; they study with their friends, meet with faculty and have a bite to eat or a drink in the atrium. The online resources are incredible - a dream for when I did my doctoral work twenty-one years ago. I would have Ph.D. after my name today if the library I went to then had the support that exists now - I have a 98-credit master's degree. The interlibrary loan options, the online APA/MLA guides, the scheduling of a reference librarian for an hour, the online 24/7 reference services are so wonderful. (female staff member in Education) Good technology, fast service, and friendly! (undergraduate) Great online and paper resources, helpful folks, easy to understand web site. (male staff member in Engineering/Computer Science) Library services have consistently improved every year since the current director has been in place. One of the best-run, friendliest, and responsive operations on campus! (female staff member in Education) Miscellaneous Why is printing so expensive. Also why can't you change printing to allow double-sided prints. Currently the printer does not allow this. (undergraduate) It is generally a positive enviroment. I wish that printing was a free service, as it was at my local community college. The staff are generally friendly, and helpful. (undergraduate) Overall excellent service. I would like to be able to access my circulation record (checked-out materials) online. (female staff member in Journalism/Communications)



Survey Comments:

2003 Comments by Category

(Usergroup: All)

Positive Negative Affect of Service Library staff in general 38 17 Librarians 17 3 Proctors 0 4 Information Control Printing (discounted or free) 0 9 Library computers or wireless 0 17 Print journal or book collections 1 38 General library services 14 10 General resource accessibility 20 26 Library as Place Quiet areas 1 16 Group study areas 0 8 Comfortable, attractive lounge areas 1 28 Library in general 5 0 Misc. 0 5 General Satisfaction 24



Survey Comments:

2006 & 2003 Comparison by Category (“Pos” = “positive” and “Neg” = negative) Pos ’06 Pos ’03 Neg ’06 Neg ’03 Affect of Service Library staff in general 24 38 11 17 Librarians 8 17 3 3 Proctors 2 0 10 4 Security (USPA’s) 0 0 5 0 Information Control Printing (discounted or free) 0 0 12 9 Library computers or wireless 5 0 26 17 Print journal or book collections 0 1 11 38 General library services 17 14 1 10 General resource accessibility 6 20 11 26 Library as Place Quiet areas 3 1 27 16 Group study areas 2 0 5 8 Comfortable, attractive lounge areas 2 1 11 28 Library in general 5 5 0 0 Misc. 0 0 8 5 General Satisfaction 36 24 StudyQuad 7 5 (noise)



Appendix 1: 2006 LibQUAL+ Survey Results and Radar Chart



Appendix 2: 2006 LibQUAL+ Survey Results Tables



Appendix 3: 2003 LibQUAL+ Survey Results and Radar Chart

LibQUAL+ - Buffalo State Collegebsclib01.buffalostate.edu/library/docs/LibQual_2006_Analysis.pdf ·...

Documents

Transcript of LibQUAL+ - Buffalo State Collegebsclib01.buffalostate.edu/library/docs/LibQual_2006_Analysis.pdf ·...