Simon Hart’s research while affiliated with University of Otago and other places

Purpose The purpose of this paper is to detail the approach used in a project that worked with journal publication, subscription and article processing charges (APC) data. The project aim was to test if the resources allocated by the Matariki Network of Universities, a group of seven medium-sized universities, would pay for APC at the current level of publishing activity. Design/methodology/approach Data were collated and analysed from three years (2015–2017) for each of the seven partners. Findings A range of assumptions were made in dealing with the data. It was difficult to identify a subscription package that was common to all the partners. Data were not always consistent and in some instances it was incomplete. An iterative and flexible approach was required in this project. Even though testing had been carried out during planning, changes had to be made as the project was carried out. The timetable had to be flexible as those working on the project dealt with their day-to-day operational priorities and to enable each of the partners to contribute as resources allowed. Practical implications As alternative models of scholarly journal publication are evolving, it is important that the implications of these be tested to inform planning. Details of this testing need to be shared so that others can confirm the results, consider the approach and apply lessons learned. Originality/value This paper focuses on the details of the investigation so that others interested in repeating this project, or carrying out a similar project, can consider this in their planning.

Objective – This paper presents a Library Assessment Capability Maturity Model (LACMM) that can assist library managers to improve assessment. The process of developing the LACMM is detailed to provide an evidence trail to foster confidence in its utility and value. Methods – The LACMM was developed during a series of library benchmarking activities across an international network of universities. The utility and value of the LACMM was tested by the benchmarking libraries and other practitioners; feedback from this testing was applied to improve it. Guidance was taken from a procedures model for developing maturity models that draws on design science research methodology where an iterative and reflective approach is taken. Results – The activities decision making junctures and the LACMM as an artifact make up the results of this research. The LACMM has five levels. Each level represents a measure of the effectiveness of any assessment process or program, from ad-hoc processes to mature and continuously improving processes. At each level there are criteria and characteristics that need to be fulfilled in order to reach a particular maturity level. Corresponding to each level of maturity, four stages of the assessment cycle were identified as further elements of the LACMM template. These included (1) Objectives, (2) Methods and data collection, (3) Analysis and interpretation, and (4) Use of results. Several attempts were needed to determine the criteria for each maturity level corresponding to the stages of the assessment cycle. Three versions of the LACMM were developed to introduce managers to using it. Each version corresponded to a different kind of assessment activity: data, discussion, and comparison. A generic version was developed for those who have become more familiar with using it. Through a process of review, capability maturity levels can be identified for each stage in the assessment cycle; so too can plans to improve processes toward continuous improvement. Conclusion – The LACMM will add to the plethora of resources already available. However, it is hoped that the simplicity of the tool as a means of assessing assessment and identifying an improvement path will be its strength. It can act as a quick aide-mémoire or form the basis of a comprehensive self-review or an inter-institutional benchmarking project. It is expected that the tool will be adapted and improved upon as library managers apply it.

The rising cost of textbooks is influencing students’ choice of courses, as well as the quality of their learning experience once they are enrolled in a course, according to recent studies. This paper builds on those studies by exploring the possible effects that textbook costs may be having on study behaviours of students at one New Zealand tertiary institution: University of Otago. Perceptions of undergraduate students (n-811) about cost of, and access to, textbooks and possible influences on their study behaviours were gathered through a questionnaire. Results showed that students: are more likely to buy textbooks than access them through libraries; experienced purchasing expensive textbooks that were rarely used; questioned the value of textbooks; described alternative resource-seeking behaviours; and are heavily reliant on alternatives suggested by lecturers. Perceptions about affordability and academic value, access issues and consequential influences on study-related behaviours and attitudes are discussed.

Report on student views on the cost of & access to textbooks, from data collected in a survey conducted at the University of Otago, New Zealand, in 2015. (PDF and Word versions included.) Findings: 43% of respondents buy required textbooks 'most of the time' or 'always' and 48% said they sell them with the same frequency. They are slightly more likely to buy a textbook than access it through the library. 20% said they spent nothing on required textbooks in the year of the survey and another 38% spent under $250; first and second year students tend to spend more than those in later years of study. About one-third (34%) said when they don't buy a required textbook; they just do without, despite a clear sense from many that they thought they were beneficial in academic terms. There is a very heavy reliance on materials provided by lecturers via the Learning Management System (77% utilising these ‘most of the time’ or ‘always’). They will seek alternative sources, indicating a preference for freely available online sources above library resources. Half of respondents indicated that they felt lack of access had had a negative effect on them academically. This was a result of them not having the textbook or not getting access through the library. Respondents tend not to factor the cost of textbooks into course selection, and it is rare for them to withdraw from a course because of the cost of a required textbook. However, they frequently feel textbooks reflect very poor value, which is considered not only in purely financial terms but also in terms of the value to the course as a whole.

Report on student views on the cost of & access to textbooks, from data collected in a survey conducted at the University of Otago, New Zealand, in 2015. (PDF and Word versions included.) Findings: 43% of respondents buy required textbooks 'most of the time' or 'always' and 48% said they sell them with the same frequency. They are slightly more likely to buy a textbook than access it through the library. 20% said they spent nothing on required textbooks in the year of the survey and another 38% spent under $250; first and second year students tend to spend more than those in later years of study. About one-third (34%) said when they don't buy a required textbook; they just do without, despite a clear sense from many that they thought they were beneficial in academic terms. There is a very heavy reliance on materials provided by lecturers via the Learning Management System (77% utilising these ‘most of the time’ or ‘always’). They will seek alternative sources, indicating a preference for freely available online sources above library resources. Half of respondents indicated that they felt lack of access had had a negative effect on them academically. This was a result of them not having the textbook or not getting access through the library. Respondents tend not to factor the cost of textbooks into course selection, and it is rare for them to withdraw from a course because of the cost of a required textbook. However, they frequently feel textbooks reflect very poor value, which is considered not only in purely financial terms but also in terms of the value to the course as a whole.

Purpose – The purpose of this paper is to outline the findings from the initial stages of an activity-based benchmarking project developed across an international network of academic libraries. Through working on a shared response to the question: “if we enable and support the academic endeavour how do we measure our effectiveness?” the network of libraries is using the formal mechanism of benchmarking as a means of continuous improvement. Design/methodology/approach – Actual improvements as a result of benchmarking are known to arise from considering and looking at processes, tools and techniques rather than from simply comparing and reviewing measurements of activity. The establishment of the Matariki Network of Universities provided the opportunity to begin work on international benchmarking amongst the member libraries. The project is a collaborative exercise involving comparisons across the libraries on a selected number of services and activities that are similar across the institutions and are representative of overall library service provision. In this first stage of the project the focus is on support for teaching and learning, specifically activities and programmes that support the transition of first-year students into university life. To simplify the process the libraries have shared details in relation to specific cohorts of students. In order to achieve this, participating libraries used an online collaborative workspace to respond to a series of questions. These responses were analysed to identify common themes, highlight exemplars and select further topics for discussion. Findings – Acknowledging the challenge of international collaboration, processes and mechanisms were developed. It was important to establish a shared language with a set of agreed terms and definitions. Similarly, taking time for each partner to contribute to the project has been valuable. Consideration of each of the libraries responses to the survey questions reveals a diverse number of activities and practices that represent a strong commitment to the needs of students. Drawing on institutional strategic direction and policy, each library allocates substantial resourcing to these activities and practices. The exercise within the benchmarking project produced a valuable set of data for each library to review and learn from. In terms of managing the project, findings are consistent with those reported in the administration of other benchmarking projects. The libraries are in the early stages of developing a series of common international performance measures. It is evident that learning more detail about assessment processes used across each library is necessary to advance the project aims. Further work with the project partners on measuring the effectiveness of their activities will allow the testing of the application of a maturity model for quality improvement of library assessment practices. Research limitations/implications – The project provides the opportunity to develop a series of performance measures that can be verified across an international network of libraries. Sharing information on activities and practices that impact upon the wider institution provides a means to review and improve library assessment practices. Originality/value – This paper outlines the first benchmarking activity in the development of a review of performance measures through an activity-based benchmarking project. The activity included an international network of academic libraries. This work will lead to benchmarking effectiveness measures and the development of a library assessment capability maturity model. This will offer a development path, and a better understanding of progress, to demonstrate value and provide evidence of successful outcomes.