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Using the Association of Research Libraries' SPEC KIT 303 library assessment framework, this study examines and evaluates academic libraries' efforts toward establishing a culture of assessment.

A quantitative questionnaire is employed to collect data. The sample comprises 70 library staff working in eight academic libraries in public and private universities in Kuwait.

The findings document a readiness to create a culture of assessment in Kuwaiti academic libraries, though this was greater in private universities. Resources to develop this culture, such as assessment and analysis methods and the requisite skills and knowledge, are available, but commitment from academic leaders and plans for a shift toward culture of assessment were not evident. Overall, participating academic library staff acknowledged the value of developing a culture of assessment, but this seems not to be an institutional priority

The methodology and findings address gaps in library and information science education and library management on creating a culture of assessment and suggest future research avenues.

Library assessment is a core function of libraries, but guaranteeing the continuity and consistency of related activities requires an organizational culture that facilitates and supports such assessment. While many articles have focused on the requisites for building a culture of assessment in higher education, few, if any, have assessed academic libraries in the cultural context of the Middle East.

This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment.

A case study from a Business discipline highlights key factors in curricula change from the academic perspective.

This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided.

This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxå and Mårtensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability.

The purpose of this paper is to explore Portuguese academics' perceptions on higher education quality assessment objectives and purposes, in general, and on the recently implemented system for higher education quality assessment and accreditation, in particular. It aims to discuss the differences of those perceptions dependent on some academics' characteristics, such as: gender, disciplinary affiliation, type of higher education institution and experience in quality assurance activities.

An online questionnaire with Likert‐type answer scales was distributed to the Portuguese academic population (n=36,215). In total, 962 answers were collected from academics belonging to the public higher education system. Data were treated resorting to descriptive statistics, hypothesis tests and analysis of variance.

Portuguese academics tend to support the majority of goals and purposes quality assessment may have, as well as the main features of the newly designed quality assessment and accreditation system. Nevertheless they tend to support more quality assessment mechanisms privileging improvement over control. This support is slightly more evident among female academics, academics from public polytechnic institutions, from medical and health sciences and with former experience in quality assurance activities.

The study adds to the discussion on academics' perceptions on quality assurance, highlighting the influence played at this level by some of their characteristics. It is especially relevant for those working either in higher education institutions or governmental agencies, since it may contribute to the design of quality assurance systems academics are more likely to support.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education.

The discussion was based on the results of a survey run in 2010 among Portuguese academics on quality assessment objectives and purposes. Descriptive statistics was used to investigate academics’ support to what quality assessment was supposed to guarantee (its purposes) and which should be its objectives. Furthermore, a factorial analysis using Promax rotation (oblique) was performed to investigate if the different purposes could be grouped according to the different areas they address in terms of quality assessment, helping to uncover a rationale that could explain the answers obtained. Theoretically, the results have been analysed in the light of the “quality culture” concept.

Perceptions of Portuguese academics that support internal processes of quality assurance correspond either to the responsive quality culture or the regenerative quality culture. The viable form of ideal cultures is analytically limited, and the perceptions gathered encourage “quality cultures” biased by stronger group control.

The paper offers new insights into academics’ perceptions on quality assessment, a theme that so far has been relatively absent from higher education quality assurance studies. Furthermore, the results obtained could be useful to policymakers and quality assurance agencies when setting up evaluation and accreditation systems capable of balancing improvement associated with the group dimension and accountability coupled with the grid dimension.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA.

The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment.

It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors.

Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis.

This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.

With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.

This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement.

Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment.

Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed.

Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success.

The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students.

The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study.

This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.