The purpose of this paper is to better understand the perceptions international STEM students have of the library and higher education based on their responses to the…
The purpose of this paper is to better understand the perceptions international STEM students have of the library and higher education based on their responses to the Ithaka S+R Graduate Student Survey.
To better understand these groups, this study conducted the Mann–Whitney–Wilcoxon test on the Ithaka survey results to compare the groups and identify any statistically significant differences that the international STEM graduate students group (ISG) has to other groups.
This paper found that ISG valued Higher Education objective variables more than the non-ISG group, with the exception of one question. The ISG group also valued 7 of the 13 role of the library (ROL) variables statistically different.
Since the students self-reported as international or STEM, the authors are unable to assess whether the response pool is representative of the university as a whole.
By understanding how international/STEM students may differ from other populations, libraries can better design spaces and services for these groups.
Existing studies tend to focus on international students or STEM students and information literacy. This study intends to fill a gap in the understanding of how these groups perceive the ROL and their education.
With the rise of alternate discovery services, such as Google Scholar, in conjunction with the increase in open access content, researchers have the option to bypass academic libraries when they search for and retrieve scholarly information. This state of affairs implies that academic libraries exist in competition with these alternate services and with the patrons who use them, and as a result, may be disintermediated from the scholarly information seeking and retrieval process. Drawing from decision and game theory, bounded rationality, information seeking theory, citation theory, and social computing theory, this study investigates how academic librarians are responding as competitors to changing scholarly information seeking and collecting practices. Bibliographic data was collected in 2010 from a systematic random sample of references on CiteULike.org and analyzed with three years of bibliometric data collected from Google Scholar. Findings suggest that although scholars may choose to bypass libraries when they seek scholarly information, academic libraries continue to provide a majority of scholarly documentation needs through open access and institutional repositories. Overall, the results indicate that academic librarians are playing the scholarly communication game competitively.
Because of online digital resources, academic libraries no longer need to spend as much time and energy organizing their own collections as they used to. They now have an opportunity to pivot their expertise in organizing information outward. “Inside-out” library services can include support for special collections, digital scholarship, scholarly communication, and data management. A key characteristic of such services is that an academic library takes on broader information management challenges at their college or university. This chapter will examine what it takes to build successful inside-out library services by looking at their cost, how well they complement existing library expertise and culture, and their impact on teaching, research, and the wider community.
This study seeks to illuminate business instructors' undergraduate pedagogical processes toward developing resources and services to support their teaching.
The authors recruited participants through purposeful sampling and collected data through semi-structured interviews. The transcriptions were coded using a grounded theory approach.
The findings of this study demonstrate that faculty are motivated to be good teachers and want to engage in opportunities to improve. However, lack of time and teaching with technology pose pedagogical learning curves for faculty. Institutional support for improving teaching is welcomed, but it may also be perceived as white noise against competing priorities and a deluge of information. Lastly, business, as a discipline, may uniquely use informational formats such as multimedia and case studies that may pose a challenge to traditional collection development.
The project was designed to be exploratory, small-scale and grounded in approach. This study does not purport to be statistically representative nor are the recommendations meant to be prescriptive.
Academic libraries should be more intentional about positioning subject librarians to provide suggestions for textbooks or other course materials, collecting, organizing and preserving case studies and multimedia and their relationships with publishers that use models that subvert collecting textbooks. Libraries should also partner with technology and pedagogy support units to offer cooperative programming when possible.
This study contributes to the fields of library and information studies, business and education by articulating the unique needs of instructors within the larger contexts of business pedagogy, and the evolving relationship between libraries and undergraduate teaching support.