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The purpose of this paper is to use Song’s 2004 survey to assess this institution’s international business students’ perceptions and expectations of library services to improve the quality of services provided.

The authors of this study deployed Song’s 2004 survey, with his permission, to 775 international undergraduate and graduate students enrolled in the Fall 2016 semester using the online survey tool Qualtrics.

The current study compared Song’s 2004 survey results (n = 143) with the researchers’ results (n = 149). The response rate of the current survey deployment was 19.2%. This research focused on the comparison of this institution’s Chinese business students’ (n = 71) perceptions of library use and services in 2016 with Song’s Chinese students’ perceptions (n = 24) at the University of Illinois at Urbana-Champagne (UIUC) in 2004. The researchers asked the international business students (UG and GR) to rate their perceived importance of five topics of library services: personal study area, public computers, electronic resources, group meeting space and virtual reference. Overall students (n = 149) rated personal study area as being the most important library service (4.34; moderately important) and virtual reference as being the least important library service (3.33; neutral).

Overall the library literature is limited with respect to studies that compare the perceptions and expectations of library services of international students from China, who are studying business at universities or colleges in the USA.

The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey.

This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services.

Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study.

This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.

This chapter reports the results of a survey deployed to 113 of the 124 Association of Research Libraries (ARL) members on the current role makerspaces play in academic libraries. Nearly one-quarter of ARL institutions (n = 26; 23%) indicated they have a makerspace. This research analyzes ARL institutions who have established makerspaces within their physical library spaces. This chapter describes the physical aspects of makerspaces, programs and marketing, and demographic details (Bagley, 2014). According to the respondents, what constitutes a makerspace depends on the patrons ARL institutions serve.