spec kit 303 in the uk and ireland:

SPEC Kit 303 in the UK and Ireland:

a survey of performance measurement and assessment practice in SCONUL member

librariesSelena Killick, Tracey Stanley and

J. Stephen Town

SPEC Kit 303 in the UK and Ireland

Summary

• Background, methodology and approach

• Findings• Comparative observations• Conclusions

Background, methodology and approach

Origins and process

• Web survey of performance measurement and assessment activities in academic and research libraries

• The ARL SPEC Kit 303 on Library Assessment was published in December 2007

• 60% response rate amongst 123 ARL libraries• Conducted by Stephanie Wright and Linda

White

Rationale for UK version

• The aim in both cases was to provide ‘an overview of precisely how library assessment activities are being implemented and developed’ within member libraries

• Assistance with best practice for developing performance measurement programmes

• Awareness of tools, techniques and structures• Direct comparison between ARL and SCONUL

libraries

Findings

Sample & characteristics

• 77 libraries (43% of SCONUL membership but 60% of University institutions)

• Majority engaged with PM from late ‘80s onwards

• User surveys were first assessment activities in most cases

• Rationale was internal and user driven

PM Activities in use

Range of 3-19 of listed methods; median of 10; average of 10.6

• Statistics (96%)• Suggestions (91%)• Data mining (72%)• Outcome evaluation (67%)• Benchmarking (63%)• KPIs (63%)

Least used

• Value/ROI assessment• Impact assessment• Balanced scorecard• Physical orientation studies• Mystery shopper studies

Functions assessed

Every one of 27 library functions reported as assessed by at least six respondents

• Enquiry services (92%)• Electronic resources (92%)• Circulation (89%)• Acquisitions, ILL and Web site (all 84%)• Information literacy and online catalogue (82%)

Organisation

• 1 respondent has a f/t coordinator• 26% have p/t coordination• 25% through Committees• 9% within a specific department• Majority of posts and committees

created since 2000

Outcomes and improvements include …

• Opening hours most frequent improvement• Web site• IT facilities• Reshelving processes• E-resources• Space• Staff structure

Strategy and development

• 79% have strategic commitment to evaluation, and most have a plan

… but 51% have no particular training• Further training needed on

– Data analysis tools (Atlas ti)– Understanding survey techniques– Survey design methodology

Culture of assessment

• Results used to improve library (75%)• Evaluation for service quality (69%)• Assessment is a library priority (67%)

• Staff development is adequate (13%)• Staff have necessary skills (26%)• Staff accept responsibility (34%)

Comparative observations

ARL & SCONUL

ARL

• North America (US & Canada)

• Selective membership of large scale research libraries

• 123 members• Tradition of

measurement

SCONUL

• The British Isles (UK & Ireland)

• Inclusive membership of all higher education institutional libraries

• 180 members (=129 Univ)

• Tradition of measurement

Basic comparisons

SPEC Kit 303

• 73 of 123 (60%)• 99% active• 91% customer driven• 29% accreditation

driven• Majority survey first• Improvement 76%• No particular training

29%

UK & Ireland

• 77 of 129 (60%)• 100% active• 84% customer driven• 9% accreditation driven• Majority survey first• Improvement 75%• No particular training

51%

Variation in methods

• User interface usability testing figures strongly within ARL libraries, and used frequently to test web sites (the most assessed area)

• Internally developed surveys used widely in the SCONUL sample, including for the web site

Organisation

• More full time coordinators in ARL (16% vs 1)

• More departments charged with assessment (13% vs 9%)

• Fewer part time and adhoc committees in ARL, although adhoc teams a feature in both contexts

Development and culture

• 71% support for training in ARL• Strong senior management

commitment in both, but not necessarily translating to the organisation as a whole in either

Conclusions

Speculative reasons for divergence

• Governance differences– UK Public service context for advocacy and reporting

• Quality assurance pressures– NSS and other review pressures accentuate particular

aspects of library performance (at the expense of others?)

• Technique availability– Variation between ARL and SCONUL initiatives and products

• Culture– Depth of ‘research’ and data reliance in US?– Local creativity and pragmatism in the UK & Ireland?

Conclusions

• SPEC Kit approach was transferable to the UK & Irish context (and potentially beyond)

• Revealed details of performance measurement and evaluation in this context

• Provides a tool for international comparison• ‘Assessment’ not recognised as a synonym

for Performance Measurement, but this did not affect responses

Afterword

The richness of data and the range of activities described on both sides of the Atlantic demonstrate a very strong commitment in libraries to delivering value to their communities, through measurement and assessment, and an enthusiasm for using any techniques which will assist in the process of developing a customer focused culture