Subscribe for Free |   View PDF  |  Send to a Friend |   Library Connect News  |   | 

search this site search web

Academic libraries positively impact student retention
 

Today’s academic libraries face increasing pressure to demonstrate they are delivering on institutional outcomes, including student retention. Elizabeth M. Mezick, in her recently published article “Return on Investment: Libraries and Student Retention" (2007), states: “For institutions that rely heavily on tuition and fees to support academic programs and services, including the library, student retention is critical.”

Using data from the Association of Research Libraries and the Association of College and Research Libraries, as well as fall-to-fall retention rates obtained from the Integrated Postsecondary Education Data System of the National Center for Education Statistics, Mezick conducted a study analyzing the relationship of library expenditures and number of professional library staff to student persistence.

Analysis involved calculating institutional expenditure per student for each of several categories of library expenditure, equalizing these expenditures on a per student basis to minimize the effect of institutional size, and calculating correlations between expenditure data per student and retention rates. Analysis also investigated the relationship between the number of professional library staff and retention rates.

The study found that library expenditures and professional staff do significantly and positively impact student retention in certain categories within the Carnegie Classification System of institutions of higher education in the US. Specifically, the study identified the strongest statistically significant relationships as existing between total library expenditures, total library materials expenditures, and serial expenditures at baccalaureate colleges. The study also found a significant relationship between professional library staff and persistence at doctorate-granting institutions.

Assessing library instruction indicates lasting results

Per Gabrielle Wong, Diana Chan and Sam Chu (2006), “Assessment of a library instruction program is a daunting task.” Regardless, in 2004, these three researchers conducted a formal assessment to measure the instruction program of the Hong Kong University of Science and Technology (HKUST) Library. Aims of the assessment included identifying the value of the program and improving it.

As explained in their article “Assessing the Enduring Impact of Library Instruction Programs,” to identify any enduring impact HKUST library instruction sessions had on students, a survey was administered to 688 users from 25 sessions, four to eight weeks after they concluded. The questionnaire focused on whether attendees were changed by the sessions, whether attendees retained and continued to use skills learned in the sessions, what attendees thought of the quality of session content and instructors, and how attendees thought sessions might be improved. The majority of respondents indicated they regarded the sessions as useful and continued to use the skills learned. Of note, per the authors, “Well over half agreed that the class increased their confidence in information searching and increased their interest in using the Library.” The survey results also showed that the overall ratings of the library sessions were generally comparable to ratings of the university’s credit courses.

Respondents’ suggestions of ways to improve library instruction included shorter, smaller classes and more hands-on practice during sessions.