This study connects library user surveys, a common library assessment technique, to institutional data to demonstrate the value an academic library brings to student learning and student outcomes. Using regression techniques, the study identifies multiple significant correlations, both positive and negative, between student use of the library and student learning and outcomes as measured by retention, graduation, and grade point average (GPA). The library factors associated with student outcomes change over the course of the four-year undergraduate experience. Methods used in this study could be a model for other institutions seeking a means for assessing the library’s relationship to student learning and outcomes.

Abstract Objectives – This study seeks to identify areas where relationships exist between a student’s library usage and student outcomes at Bellarmine University, a private master’s level institution. The study has two primary aims. The first is to see if an operationally oriented user survey can be used to provide evidence of the library’s support for institutionally important student outcomes. The second is to develop a regression model that provides a big picture with multiple variables to determine if library factors are still significant in student outcomes when controlling for significant demographic factors. Methods – The library regularly conducts student user surveys, and this study examines the results of the first three surveys, from 2007, 2008 and 2010. These surveys include individually identifiable data on why students come to the library and how often they use it in person and online. Researchers aggregated student responses into class-based cohorts and used regression analysis to analyze the extent and significance of the relationships, if any, that exist between student use of the library and student outcomes such as retention, graduation and cumulative GPA. The study takes into consideration known significant student demographic factors such as American Collect Testing (ACT) composite score, full- or part-time status, and their session GPA. Results – The study identifies specific library services and resources that have significant correlations with the selected student learning measures and outcomes. For freshman students, the ability to access the library online influences both retention and graduation. In looking at freshman learning outcomes represented by GPA, the results again indicate that the library has a positive influence on a student’s GPA. The library’s influence appears through two factors that highlight the library as a place: providing a place to study alone and as a place that has specialized equipment available to students. The library influences seniors’ cumulative GPA differently than for freshmen, primarily through the library’s role as an information resource. The variable check out books had a positive impact on senior’s GPA. Conclusions – This study indicates that the library does have an influence on student outcomes, whether learning outcomes, represented by cumulative GPA, or more typical student success outcomes, represented by second-year retention and graduation. This is true even when controlling for certain demographics, including the student’s ACT score, whether the student is part-time or full-time, and their session GPA. The factors that influence an individual student’s outcome change depending on the point in time in the undergraduate experience. These statistical analyses provide significant evidence for the value the library provides in support of institutionally important student outcome goals.

Purpose - The purpose of this paper is to assess the perceptions of chief information officers and academic deans with respect to the effectiveness of merged information services organizations (MISOs) at liberal arts colleges.Design/methodology/approach - This study is descriptive exploratory survey research. A survey of chief information officers (CIOs) and academic deans of liberal arts colleges with merged information services organizations was undertaken. In addition to a general assessment of the MISO, a taxonomy of expected benefits was developed from the literature. Respondents provided information on both the general effectiveness of the MISO and its delivery of the expected benefits. Both quantitative and qualitative data were collected.Findings - The paper finds that both CIOs and academic deans had a favorable impression of the MISO and believed it was effective in providing support and delivering expected benefits. Concerns were raised that the MISO organization requires staff development time and can contribute to a loss of focus among constituent units.Research limitations/implications - The study is limited to Carnegie bachelor's level institutions with a MISO.Practical implications - MISOs are effective in providing support and the expected benefits. Institutions implementing or considering the MISO model should be aware of possible problem areas (staff development and loss of unit focus) and plan to address them appropriately.Originality/value - The study identified areas of concern among both CIOs and deans with the implementation of a MISO. Information services units' leadership as well as institutional administration should consider these findings when considering or implementing a MISO.

Several higher education institutions have merged their libraries and computing centers/IT units to form a merged information services organization (MISO). It is believed that with the rise of information technology a natural convergence of these units is taking place and integrated organizations will best provide support in these areas. As information technology and libraries represent two of the largest, if not the largest support organizations on most campuses, it is important to understand how well merged units are succeeding. This descriptive, exploratory study is to ascertain the effectiveness of merged information services organizations at liberal arts colleges as perceived by chief information officers and academic deans. The study also examines their perception of how well these organizations have delivered proposed benefits in academic, administrative, institutional and organizational areas.A survey of MISO heads (CIOs) and academic deans of liberal arts colleges with merged information services organizations was undertaken. In addition to a general assessment of the MISO, a taxonomy of expected benefits was developed from the literature. A questionnaire was developed based on the literature to collect both quantitative and qualitative data. Respondents provided information that addressed the general effectiveness of the new organization, its delivery of the expected benefits, and costs their institutions have incurred using the MISO model.Both CIOs and academic deans had a favorable impression of the MISO and believed it was effective in providing support and delivering most of the expected benefits. The perception of effectiveness in institutional benefits was not as strong as in the other areas. The study identified areas of concern among both CIOs and deans with the implementation of a MISO. Concerns were raised that the MISO organization requires staff development time to ensure its role and functions are understood by MISO staff. A potentially significant cost identified was a loss of focus among constituent units, such as the library and computer center, on their ongoing functions.

This paper describes the methodology and results of research designed to extract useful professional project management information from recent research literature in the information systems and information technology (IS/IT) fields. The resulting database of 784 journal, thesis, and conference proceedings abstracts represents research from 1999 through 2001 in the IS/IT field related to project management. A lessons learned executive seminar was conducted to allow experienced, active project managers to examine selected findings for lessons learned and research opportunities that might benefit project managers.

Programme CLIO (Collegiate Librarian and Information Officer), programme ayant pour but de creer une branche virtuelle dans les divers etablissements du campus de Virginia, promouvoir l'utilisation des ressources sur reseau, creer des pages Web...

In both selecting individual titles and designing gathering plans, collection development librarians are strongly influenced by the perceptions they have about publishers. In the near absence of data that might indicate the overall perceptions the collection development community has about academic publishers, the authors distributed a reputational assessment survey to a national sample of heads of collection development in academic libraries. The resulting data on perceptions of the quality and academic relevance of selected publishers' monographs are reported and analyzed.