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The purpose of this paper is to draw a picture of the current landscape of library assessment based on the data gathered in interviews. The authors will focus specifically on the continuum between micro and strategic assessment and share the lessons learned from diverse institutions and geographies about how to build a culture of assessment.

Between 2015 and 2017, the researchers have interviewed more than 75 library directors and leaders, library assessment practitioners, and academic experts on four continents about library assessment and its current state in their institutions.

The results reveal a varied landscape, with libraries in widely varying stages of assessment performance and readiness.

This paper presents the results of a large-scale study over more than two years. More than 75 people have been interviewed in five countries. The scale and scope of the work is both significant and unique.

The purpose of this study is to assess factors related to sorority women connecting with people who exacerbate feelings of exercise guilt and body dissatisfaction (BD), both of which preclude compulsive exercise.

In all, 207 sorority women (egos) completed online surveys measuring physical activity, BD, compulsive exercise and egocentric networks (n = 1,105 social ties/alters). Two random coefficient multilevel models assessed factors related to an ego connecting to someone who makes her feel: guilty about her exercise habits and good about her looks.

Exercise patterns within networks related to how often an alter made ego feel guilty about her exercise habits; alter gender and communication frequency related to how often an alter made ego feel good about her looks; and ego’s BD score was related to both feelings of guilt and body satisfaction.

The findings of this study support and extend literature highlighting the importance of someone’s immediate social network on their body image and related behaviors.

The purpose of this paper in information literacy assessment is to explore how library training can promote electronic resource usage. Increasing the usage of electronic resources is an issue of concern for many libraries all over the world. Several studies stress the importance of information literacy and instruction to increase the usage.

The present article presents the results of implementing training programmes to increase the use of the e-library.

Training sessions increase the usage of library e-resources significantly; however, the effect seems to be short-lived and training sessions alone may not increase the overall long-term usage.

The present paper presents a study of training sessions as means to increase awareness and usage of library e-resources. Implications for the planning of training are discussed.

The United States (US) has accreditation agencies that assess higher education in a manner analogous to external examiners in the United Kingdom. An example accreditor, the Council for the Accreditation of Educator Preparation, requires university-level Educator Preparation Program providers (EPPs) to evaluate the degree to which (a) their graduates feel prepared to assume their professional roles as a result of their EPP training and (b) their impacts on PK-12 students’ learning. These are meaningful forms of programmatic assessment, however, governmental agencies in the United States do not uniformly collect these data. This has required many EPP providers to do so, with unintended negative consequences. The authors use this context as a case study to examine what must be done when reporting guidelines do not align with the data available. Although a single example, readers are asked to consider analogous situations within their own contexts. Presented in this chapter is the accreditation landscape, a description of the challenges listed above, common solutions, and recommendations for greater coordination among stakeholders in order to expand the systematic conferral of data in safe, ethical, and meaningful ways.

Sport ticket sales is often positioned as a “foot in the door” to the sport industry due to ample job opportunities, but anecdotal reports of high turnover raise questions of the efficacy of recruitment, training and retention efforts in sport sales. The purpose of this study was to determine attrition levels among entry-level ticket sales personnel, observe whether entry-level sales positions lead to other non-selling positions within sport organizations and determine if education and market related variables are related to job tenure.

LinkedIn profiles were analyzed for 1,122 entry-level ticket salespeople listed in media guides between 2015 and 2019 in the “Big Four” North American professional sports leagues. Names were obtained from 26 NBA, 21 MLB, 20 NHL and 12 NFL teams. Survival analysis provided defection rates and demonstrated the relationship between those rates and key variables.

One in every four entry-level ticket salespeople defected within the first year and one in every two defected within 26 months. Only 8% moved on from ticket sales to a non-sales role within the sport industry. Increases in cost of living, working for an NFL team and having sport industry experience prior to taking a sales position decreased the likelihood of defecting, while increased distance between the salesperson's university and the team's location increased the likelihood of defecting.

This study applies survival analysis to a sport human relations context to understand turnover in a specific occupational discipline and establishes the turnover rate for sport sales positions.

The aim of this paper is to determine whether or how academic libraries affect student achievement.

The paper uses computation of Pearson's r coefficients and predictor values for correlations of academic library statistics with first‐year retention and six‐year graduation rates reported to the Integrated Postsecondary Education Data System by Southern Regional Education Board four‐year colleges and universities in 2010.

Book collection size in doctoral university libraries has the strongest correlation with retention and graduation rates, in the sample, and predicts for every 10 percent increase a 0.5 percent improvement in retention and a 0.7 percent higher graduation rate.

The paper documents the first impact study to correlate library statistics with both retention and graduation rates from a large sample of doctoral, Masters' and bachelors' degree‐conferring institutions. It calculates 21 predictor values of interest to academic administrators.

Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.

The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.

The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.

The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.

As medium-sized academic libraries’ budgets continue to shrink or cannot compete with inflation rates, document delivery options like ILLiad and unmediated Get It Now can play a prominent role in providing content lost due to the inevitable cancellation of serial subscriptions. This paper aims to evaluate the impact of using these two options in a US university.

This paper examines the usage of these two services for the three fiscal years following the implementation of Get It Now at Bradley University.

Questions addressed are as follows. How have they been used over the three-year time period? Which user status group has been using them, undergraduates, graduate students or faculty members? Which departments on campus have been using them the most?

This study is the first to look at the usage of Get It Now and ILLiad together over multiple years.

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.

Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.

The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”

While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.