Why Collect Data?
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Transcript of Why Collect Data?
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Why Collect Data?
November 2, 2007
Colleen Cook, Dean of Libraries, Texas A&M University
NISO Usage Data ForumDallas, TX
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Why do I do assessment at Texas A&M?
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Spending millions wiselyLearn from mistakesQuality managementAccreditationGood citizens of associationsThe right thing to doIn the end….a Culture of Assessment
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What do I assess?
…just about everything I can
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What are the characteristics of qualitative methods?
• The observer/researcher inseparable from the study
• Consists of a set of interpretive practices that try to make sense of a cultural context
• Data sources: field notes, interviews, conversations, photographs, recordings, and memos to the self
• Study a natural setting, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them
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How do I assess at Texas A&M?
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Multiple Methodsof Listening to Customers
• Transactional surveys*
• Mystery shopping
• New, declining, and lost-customer surveys
• Focus group interviews
• Customer advisory panels
• Service reviews
• Customer complaint, comment, and inquiry capture
• Total market surveys*
• Employee field reporting
• Employee surveys
• Service operating data capture
Note. A. Parasuraman. The SERVQUAL Model: Its Evolution And Current Status. (2000).
Paper presented at ARL Symposium on Measuring Service Quality, Washington, D.C.
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Historical circulation status for stack items(Circulation data from 1980-)
Circulated and browsed
38%
Circulated not browsed
21%
Not browsed not circulated
38%
Browsed not circulated
3%
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Historical circulation status for monograph stack items (data from 1980-)
Circulated and browsed
44%
Circulated not browsed
20%
Not browsed not circulated
35%
Browsed not circulated
1%
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Historical circulation status for monograph stack items by LC class (data from 1980-)
0%
20%
40%
60%
80%
100%
A B C D E F G H J K L M N P Q R S T U V Z
Not circulated not browsedNot circulated browsed
Circulated not browsedCirculated browsed
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Time lapse to first circulation for stack items added between 1/1/2000 and 1/1/2002
60%17%
9%
6%
4% 4%
One year
Two years
Three years
Four years
Five years
More than five years
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0
50000
100000
150000
200000
250000
300000
2000 2001 2002 2003 2004 2005 2006
Total circulations ofStack items
Unique Stack itemscirculated during year
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0
50000
100000
150000
200000
250000
300000
2000 2001 2002 2003 2004 2005 2006
Calendar year
Total circulations ofmonograph stack items
Unique monograph stackitems circulated duringyear
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Shelving pickups in TAMU main library and annex
0
50,000
100,000
150,000
200,000
250,000
2000 2001 2002 2003 2004 2005 2006
Pickups
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Total Circulation
Note. M. Kyrillidou and M. Young. (2005). ARL Statistics 2003-04. Washington, D.C.: ARL, p.6.
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Time lapse to first circulation for monograph stack items added between 1/1/2000 and
1/1/2002
63%16%
8%
5%
4% 4%
One year
Two years
Three years
Four years
Five years
More than five years
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Annual circulation of monograph stack items in sciences
05000
100001500020000250003000035000400004500050000
Q R S T
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulation of serial stack items in the sciences
0
1000
2000
3000
4000
5000
6000
7000
8000
Q R S T
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulation of monograph stack items in humanities
05000
1000015000200002500030000350004000045000
B C D E F M N P
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulation of serial stack items in humanities
0100200300400500600700800900
1000
B C D E F M N P
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulation of monograph stack items in social sciences
0
5000
10000
15000
20000
25000
30000
35000
A G H K L U V Z
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulation of serial stack items in social sciences
0
500
1000
1500
2000
2500
3000
A G H J K L U V Z
Library of Congress classification
Circulations
2000
2001
2002
2003
2004
2005
2006
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Annual circulations of monograph items by major patron group
0
20000
40000
60000
80000
100000
120000
Faculty/staff Graduate Undergraduate ILS Lending
Patron group
2000
2001
2002
2003
2004
2005
2006
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3.753.88
3.583.77
4.05
1
2
3
4
5
Climate for Customer Service
Climate for Customer Service Means
Texas Library 1 Library 2 Library 3 Library 4
Climate for Customer Service
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68% 67%
74%
64%
73%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Agreement Ratings of Trust in Leader
Texas Library 1 Library 2 Library 3 Library 4
Leadership Climate
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76%71%
82%79%
75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Agreement Ratings of Leader-Member Relationship Quality
Texas Library 1 Library 2 Library 3 Library 4
Leadership Climate
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54% 55%52%
35% 37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Agreement Ratings of Climate for Interpersonal Treatment: Team-level
Interpersonal Treatment
Texas Library 1 Library 2 Library 3 Library 4
Climate for Interpersonal Treatment
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55% 53% 52%47%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Agreement Ratings of Climate for Interpersonal Treatment: Manager's
Interpersonal Treatment of Employees
Texas Library 1 Library 2 Library 3 Library 4
Climate for Interpersonal Treatment
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The EndThe Endwoofwoof
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LoadedPT:P1:01xxxxxxxxxxxxxx.txt,S:\Admin\Colleen\ServQual Interviews\TEXT Only\01xxxxxxxxx.txt (redirected: c:\zz\atlasti\fred
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Historical circulation status for serial stack items (data from 1980-)
Circulated and browsed
23%
Circulated not browsed
24%
Not browsed not circulated
46%
Browsed not circulated
7%
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How did qualitative methods evolve?
• Beginnings in Sociology: 1920s and 30s in the “Chicago School;” in Anthropology: in the studies by Boas, Mead, Benedict, Bateson, Evans-Pritchard, Radcliffe-Browne, and Malinowski
• Through seven moments (Denzin & Lincoln, 2001)
• Today: influences of poststructuralism and postmodernism from textual studies
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How do qualitative and quantitative methods differ?
• Multiple realities, not a single one “out there” to be discovered
• Value laden, subjective rather than objective• Seeks closeness with the investigated
through interviewing and observation rather than abstract relationships
• Inductive rather than deductive• Purposeful sampling chosen for diversity
rather than random sampling
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• Thick descriptions rather than crisp and terse background information
• Comfort with contradictions, ambiguity• Representations include ethnographic
prose, historical narratives, first-person accounts, still photographs, life histories, biographical and graphs, third-person narratives autobiographical materials rather than mathematical models, statistical tables
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What data are collected by the qualitative researcher(researcher as bricoleur, montage maker)?
• Case studies, personal experience, introspection, life story, interview, artifacts, cultural texts and productions, observational, historical, interactional, and visual texts, statistics that describe routine and problematic moments and meanings in individuals’ lives.
• Inherently multimethod in focus: triangulation
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What fields of study are included in qualitative methods?
• Ethnomethodology, phenomenology, hermeneutics, feminism, deconstructionism, ethnography, interviews, psychoanalysis, cultural studies, survey research, participant observation
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Qualitative research: the method of choice
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LibQUAL+ as a research example
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• Purposeful sampling• Unstructured interviews - “conversations with
a purpose”• Peer review• Immediate and continuous analysis informing
further exploration• Journal• Member checks• Audit review
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Establishing Trustworthiness: A Comparisonof Conventional and Naturalistic Inquiry
Criterion ConventionalTerm
NaturalisticTerm
NaturalisticTechniques
Truth value Internal validity Credibility Prolonged engagementPersistent observationTriangulationReferential adequacyPeer debriefingMember checksReflexive journal
Applicability External validity Transferability Thick descriptionPurposive samplingReflexive journal
Consistency Reliability Dependability Dependability auditReflexive journal
Neutrality Objectivity Confirmability Confirmability auditReflexive journal
Adapted from Lincoln & Guba, 1985.
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Randolph High School Stability Within Transition
IndexCard Photos
ArtifactsB: Base D:District
S: School C: Calendar A: Annuals
N:Newspaper
I. A Rich History (p.44)A. Location of the base/the TAJB. Base description/accessC. Base housing descriptionD. History of the baseE. Mission of the base/Education of personnelF. History of the school district/funding
II. The High School (p.47)A. Perimeter Road
1. Description2. Stadium3. Trees
B. Campus descriptionC. High school office description/secretariesD. Teachers/ lounge descriptionE. Patio area descriptionF. Main classroom building description/display cases
III. The Principal—”Do what’s best for the kid!” (p. 51)A. Physical description
1. “Conservative”2. “Clean-cut”3. “Honest”4. “Country Gentleman”5. “Western-cut clothes”6. “Never having a hair out of place”7. “Trim”
IA,IBIBIB,IC
IE(1-3)IF(1-2)
IIA8,98IIB(1-2)IIC(1-6)
IIEIIF
IIIA2(1-2)IIIA2(1)IIIA2(2),IIIA3IIIA4IIIA4IIIA2(1)IIIA6(1-2)
4,5,66
B1,D2
7
10,11,14,80,8165,6667,6815-18,24-2830-44,49
2,90
2,90
2,902,9090,92
B1B1
A(1,2),D2,P32N(34,35,41)
A(1-5,12)
A16
The Audit TrailThe Audit Trail
Excerpted from Skipper, 1989.
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Affect of Service
“I want to be treated with respect. I want you to be courteous, to look like you know what you are doing and enjoy what you are doing. … Don’t get into personal conversations when I am at the desk.”
Faculty member
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Library as Place
“One of the cherished rituals is going up the steps and through the gorgeous doors of the library and heading up to the fifth floor to my study. … I have my books and I have six million volumes downstairs that are readily available to me in an open stack library.”
Faculty member
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Library as Place
“I guess you’d call them satisfiers. As long as they are not negatives, they won’t be much of a factor. If they are negatives, they are a big factor.”
Faculty member
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Information Control
“By habit, I usually try to be self-sufficient. And I’ve found that I am actually fairly proficient. I usually find what I’m looking for eventually. So I personally tend to ask a librarian only as a last resort.”
Graduate student
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Information Control
“…first of all, I would turn to the best search engines that are out there. That’s not a person so much as an entity. In this sense, librarians are search engines [ just ] with a different interface.”
Faculty member
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Dimensions ofLibrary Service Quality
Empathy
InformationControl
Responsiveness
Symbol
Utilitarian space
Assurance
Scope of Content
Ease of Navigation
Self-Reliance
Library as Place
LibraryServiceQuality
Model 3
Refuge
Affect of Service
Reliability
Convenience
Timeliness
Equipment
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So…..what did we do at Texas A&M?
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What are we doing now?