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The purpose of this paper is to examine the effect of smartphones and computers as web survey entry response devices on the quality of responses in different question formats and across different survey invitations delivery modes. The respondents’ preference of device and the response immediacy were also compared.

Two field experiments were conducted with a cluster sampling and a census of all students in a public university in the USA.

Device effect on response quality was only found when using computer-aided self-interviews, but not in e-mail delivered web surveys. Even though the computer was the preferred device, but the smartphone’s immediate response was significantly higher than the computer.

The sample was restricted to college students who are more proficient users of smartphones and have high access to computers. But the direct comparison in the two studies using the same population increases the internal validity of the study comparing different web survey delivery modes.

Because of the minor differences in device on response quality, researchers can consider using more smartphones for field work such as computer-aided self-interviews to complement e-mail delivered surveys.

This is the first study that compares the response device effects of computer-aided self-interviews and e-mailed delivered web surveys. Because web surveys are increasingly used and various devices are being used to collect data, how respondents behave in different devices and the strengths and weaknesses of different methods of delivery survey help researchers to improve data quality and develop effective web survey delivery and participant recruitment.

There has been a plethora of published research related to total quality management (TQM) in the last few decades. However, very few studies focused on cataloging critical factors of TQM. One of the objectives of this literature review was to investigate the state of TQM by examining and listing various TQM factors identified based on survey studies conducted in different countries and published in a variety of journals over the past decade. An examination of 76 survey studies that used an integrated approach to TQM showed that the TQM factors could be grouped under 25 categories. An analysis of the 347 survey based research articles published between 1989 and 2000 using these 25 factors as a framework revealed the most frequently covered TQM factors in the literature. Another goal of the paper was to analyse the objectives of these articles by year and type of journal they were published in to determine the trends in TQM survey based studies and recommend future direction for research. The analysis showed that the objectives of the 347 studies could be grouped under six categories.

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.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper 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.

Many facilities management professionals originally graduated from a building surveying course. The high referral rate of the professional body pre‐qualification assessment process for building surveyors and other criticisms of graduates have led many to question whether building surveying education is fit for purpose. This paper seeks to address these issues.

Previous research on this subject has concentrated on obtaining the views of course providers and employers. The approach adopted for this study has been an on‐line survey of recent UK building surveying graduates. A 30 per cent response rate resulted in 806 graduates undertaking the survey.

Most graduates had studied a full‐time undergraduate course, three‐quarters had gained some form of placement or work‐experience during their studies, the mode of the year of graduation was 2004 and 65 per cent of the sample work in private practice. The survey reveals concerns over non‐coverage of some of the professional body's pre‐qualification competencies. The most useful subjects studied by graduates were construction technology and building pathology and the least useful was economics. The top two omitted subjects from courses were contract administration and dilapidations – both core areas of work. Skills development was weaker on postgraduate than undergraduate courses.

Those designing HE building surveying courses can refer to the results of this study to ensure that their curricula remain relevant and current to the needs of industry.

This study into building surveying education has been undertaken at a time when many UK universities are reviewing their course provision to ensure that they are well placed to survive the massive upheaval imposed by government funding cuts and changes in student finance. This study with its large sample size will be of assistance to those reviewing building surveying courses.

The advancement of a profession depends on factors such as firm education, training programmes and vibrant professional associations. The purpose of this study is to provide baseline information on archives and records management (ARM) professionals from Africa, including their views on education and training programmes. Related studies have been limited to investigating the experiences of graduates from a few institutions within a limited jurisdiction. Similar studies have not been conducted by African-based ARM associations.

This study’s survey approach was administered electronically. Two surveys explored themes through 10 research questions in three categories: background information; characteristics of the education; and types of courses and extent covered during the study.

The two surveys had 107 and 179 respondents, respectively, domiciled in 19 African countries. In both studies, about 75% of the respondents had an undergraduate- or master-level qualification. Between 69% and 87% of the respondents from the first and second surveys, respectively, had completed their educational programmes within their home countries. There was varied sentiment on the types of courses and level of coverage within their studies. Legal and technology aspects were less covered in the curriculum than core subjects.

To the best of the author’s knowledge, this study is the first with findings from ARM respondents across several African countries. It provides insight into the demographics and educational programmes. This study’s unique contribution provides baseline data for more detailed and nuanced studies that will explore data and investigate patterns within and among individual countries on the continent.

The Healthy Work Place (HWP) study investigated methods to improve clinicians’ dissatisfaction and burnout. The purpose of this paper is to identify factors that influenced study enrollment and completion and assess effects of initial clinic site enrollment rates on clinician outcomes, including satisfaction, burnout, stress and intent to leave practice.

In total, 144 primary care clinicians (general internists, family physicians, nurse practitioners and physician assistants) at 14 primary care clinics were analyzed.

In total, 72 clinicians enrolled in the study and completed the first survey (50 percent enrollment rate). Of these, 10 did not complete the second survey (86 percent completion rate). Gender, type, burnout, stress and intervention did not significantly affect survey completion. Hence, widespread agreement about most moral/ethical issues (72 percent vs 22 percent; p=0.0060) and general agreement on treatment methods (81 percent vs 50 percent; p=0.0490) were reported by providers that completed both surveys as opposed to just the initial survey. Providers with high initial clinic site enrollment rates (=50 percent providers) obtained better outcomes, including improvements in or no worsening of satisfaction (odds ratio (OR)=19.16; p=0.0217) and burnout (OR=6.24; p=0.0418).

More providers experiencing workplace agreement completed the initial and final surveys, and providers at sites with higher initial enrollment rates obtained better outcomes including a higher rate of improvement or no worsening of job satisfaction and burnout.

There is limited research on clinicians’ workplace and other factors that influence their participation in survey-based studies. The findings help us to understand how these factors may affect quality of data collecting and outcome. Thus, the study provides us insight for improvement of quality in primary care.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

Low response rates in web surveys and the use of different devices in entering web survey responses are the two main challenges to response quality of web surveys. The purpose of this study is to compare the effects of using interviewers to recruit participants in computer-assisted self-administered interviews (CASI) vs computer-assisted personal interviews (CAPI) and smartphones vs computers on participation rate and web survey response quality.

Two field experiments using two similar media use studies on US college students were conducted to compare response quality in different survey modes and response devices.

Response quality of computer entry was better than smartphone entry in both studies for open-ended and closed-ended question formats. Device effect was only significant on overall completion rate when interviewers were present.

Survey researchers are given guidance how to conduct online surveys using different devices and choice of question format to maximize survey response quality. The benefits and limitations of using an interviewer to recruit participants and smartphones as web survey response devices are discussed.

It shows how computer-assisted self-interviews and smartphones can improve response quality and participation for underprivileged groups.

This is the first study to compare response quality in different question formats between CASI, e-mailed delivered online surveys and CAPI. It demonstrates the importance of human factor in creating sense of obligation to improve response quality.

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure, instructional decision-making, professional attitudes, and demographics of social studies teachers. Nationally-inclusive data generated from this survey analysis were used to examine the technical and theoretical validity of the instrument. Incorporating factor analysis, findings suggest constructs embedded within S4 related to social studies pedagogy, content emphases, and technology-use that reflect extant theory. As such, the S4 and accompanying nationwide data set offer social educators a valuable resource for fostering professional development and policy.