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?