Post on 05-Dec-2014
description
Promises, Pallets and Pragmatism
Caroline Rock
University Librarian
Coventry University
23 September 2012
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
Promises 2012 – underlying drivers
Recruitment - influence students’ choice of university through commitment to minimising ‘hidden extras’
Student satisfaction - tangible enhancement of the student experience
Pedagogical - critical to achieving course learning goals
Widening participation – equal access to core material
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
From the ‘Guidelines ‘2013-14’
Applies to: all undergraduate courses (with exception for NHS) students (home, EU and/or international) who are
paying the higher fees both full time and part time students (with voucher
alternative for part-time students)
Funded by Faculty (max. £250 per bundle of texts)
The scale of the ‘promise’
From promises to pallets
Library 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
The logistics: 23,000 text books 3,500 bundles use of central campus
location designated collection
days by Faculty two week period (70%
collected in Week 1) recorded on student
record system
Some lessons learned: when to use a forklift
truck or a pallet truck very labour-intensive for
University staff student numbers are a
moving target there will always be
delays…. allow for them!
communicate with students
use suitable packaging
Was it worth it?Recruitment, pedagogy, student engagement
and satisfaction
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
Interim impact on students and the library ……
Interim online survey available at beginning of Semester 2 to all Stage
1 students 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.
Longer term impact
AMOSSHE Students First Report (ref. UEL) Library currently designing a study to look at the
correlation of the textbook promise, library usage and student progression and attainment
Commissioning of qualitative research study in terms of student engagement with their course and with the University
Implications for the Library
High profile project – becoming embedded Senior management perceptions and risks to
Library funding Strengthening of relationships with academic staff Impact on Library usage
increased visits and occupancy (!) reduction in re-shelving reduction in income from fines (20%)
Pragmatic – and ‘professional’
How do we… avoid getting wet in the future assist the University with achieving the same goals
i.e. guaranteed access to ‘content’ ? protect the role and values of the Library
The alternatives?
Pragmatic and professional
Textbook 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 (!)
A note on e-books 69% of respondents had used Library e-books so far,
highest user is HLS with 76%, EC 66%, BES 71%, CSAD 50%
When asked for a preference for print or e-books for 2013-14, 86% wanted printed texts
EC keenest on “e” with 30% favouring e-books, BES and HLS roughly the same (10% keen) A & D 13%
N.B. Evidence from ‘e-text book projects’ more positive ....
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 /directions in this area?