Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Value and Impact as Service Drivers: University of Sunderland

100 Aufrufe

Veröffentlicht am

CILIP Webinar Leaders Forum 28th March 2018

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Value and Impact as Service Drivers: University of Sunderland

  1. 1. Service Engagement and Impact Manager Value and impact as service drivers: University of Sunderland Library & Study Skills Kay Grieves @kayjgrieves CILIP Leaders Forum Webinar 29th March 2018 #cilipwebinar a transferable model
  2. 2. Overview • Background to performance as service driver - Facilitated conversation - Rounded narrative - Data-visualization • Transferable Model • Examples - using evidence to influence faculty action planning - using evidence to support advocacy with University Executive• Building on the model • Opportunities for sharing and questions
  3. 3. University of Sunderland NE coast of England (London and Hong Kong) Approx. 19,000 students (7000 off campus) Post ’92 University Two Sunderland campus libraries Widening participation
  4. 4. Value and Impact Model as driver of A transferable, agile model to drive and engage our entire service in understanding, articulating and evidencing the relevance, value and impact of the Library’s contribution to and impact upon our customers’ experience and engagement and the learning outcomes and the strategic priorities of the University. service culture, planning & delivery Understanding to position, plan and deliver library services which impact upon learning outcomes and University policy (Relationship Management). To nurture relationships which facilitate the articulation of our expected impact and therefore inspire high impact engagement. To be able to evidence that impact and contribution so as to ensure continued recognition and resource.
  5. 5. Why our value and impact model is a service driver • Agile and connected – informing service going forward not just performance • Informs our culture, values and behaviours • Defines our credibility, role, purpose and contribution to wider University priorities – ‘thought-leadership’ • Informs and underpins strategic action planning; decision making and service delivery (Relationship Management) • Nurtures engagement and captures its impact • Ensures we can articulate benefit, contribution and impact
  6. 6. PERFORMANCE MODEL PRE 2008• Performance of individual services and systems • Quantitative - constant increase of output and efficiency • Static standards and PIs: not connected to current strategic priorities • Data generated from systems not people • Qualitative – unsolicited and satisfaction-focused • Stand-alone function - lack of relevance and ownership Did not drive service as : • No concept of ‘impact’ or ‘engagement’ only speed and volume as measures and levers –inward- looking • No overt link to outcomes for customer or wider contribution to University priorities – assumed • Fixed measures not linked to priorities • Measured against itself • Stand alone function – lack of ownership • Purely retrospective. Not informing culture, service planning or delivery
  7. 7. Emergence of value & impact ( Matthews (2012), quoted in Jantti, 2014, p.1 ) “Indicators, measures and analysis that may have served libraries well in the past, are now being questioned for their adequacy to communicate outcomes, impact or positive affect for the various stakeholder groups the library serves.”(Matthews (2012), quoted in Jantti, 2014, p.1)
  8. 8. Initial Drivers A new way • Challenging times: scrutiny, accountability, H.E. consumer-focused climate • People back at our heart • True ‘engagement’ as opposed to ‘use’ • Defining our purpose, role and contribution within the University (Relationship Management) • Capturing evidence of engagement, benefit, difference and impact against current priorities and articulating this effectively • Strategic approach to capturing the qualitative and maximizing it’s potential • Culture: owned and embedded • Agile and relevant evidence-base
  9. 9. “to embrace the human objectives like success, happiness, productivity, progress, relationships, experiences and impact. How can we help users attain their goals, achieve wellbeing, realise benefits, move forward, make personal connections, participate fully and have significant effect on their worlds through us?” ( Neal, 2011, p.427 ) Humanizing our service culture AND PERCEPTION OF PERFORMA
  10. 10. Strategic Marketing “To be able to advocate clearly and with strength you need to have the solid foundation of detailed understanding of your service… Marketing is not just about raising awareness of the service you provide. It includes understanding your stakeholders and user community, building ongoing relationships with them, identifying how your service benefits them, what improvements it can make to their situation.” ( CILIP Impact Toolkit, 2016 )
  11. 11. Evidence culture “(Libraries) must perform based on both common indicators of quality (such as accreditation) and unique objectives that align with the institutional mission and goals. Stakeholders judge libraries based on how well their services, collections, and spaces align across both these areas.” ( Connaway et al., 2017, p. 4 )
  12. 12. ( Connaway et al., 2017, p. 2 ) “How well can… staff demonstrate that the academic library is useful to students? …show how their programmes, collections and spaces impact student learning outcomes and institutional goals? Can they illustrate to provosts the library’s value to support increased spending?” Relevanc e and value
  13. 13. “The question confronting library leaders now is how they can increase the value of the library and more strategically articulate it in terms of the new agenda around learning outcomes.” ( Liz Jolly, (2015) quoted in Chad and Anderson, June 2017, p.4 ) Articulation of value
  14. 14. Rounded Narrative (Showers, 2015, p.xxxvi) “A mixed-method approach where both quantitative and qualitative approaches are taken, enables the service to understand what the user actually does and the context for these actions and the experience that those interactions provide. The coalescence of data is incredibly powerful.” qualitative existing qualitative reflective FACILITATED LIBRARY STAFF qualitative reflective FACILITATED STUDENTS qualitative reflective FACILITATED ACADEMIC STAFF TELL THE STORY DATA quantitative data EXISTIN G quantitative data NEW
  15. 15. A strategic approach to capturing qualitative impact evidence “Encourage students to reflect upon how they are learning, or to initiate a conversation... Instead of using a system to assess students’ performance or ability.”(Shacklock, 2016, p.5 ) “The aim of marketing is to create value for the customer and to capture value from the customer in return.” ( Kotler & Armstrong, 2009, p.26 )
  16. 16. ARTICULATE & Contextualize Facilitated Conversation NURTUR E Harvest & ARTICULATE rounded narrativeexpected outcomes a reflection or judgement evidence of actual
  17. 17. Campaign Approach ( pinterest / uniofsunlib )
  18. 18. ‘Journal Engagement’ Campaig n Rationale OVERALL STRATEGIC PRIORITY To increase academic and student engagement with journals in teaching & learning (student success and value for money of reduced collection) BY Articulating benefit messages about the contribution of journals to attaining learning outcomes (Assessment Criteria) Generating evidence to inform new Faculty Action Plans (for Relationship Management) -Understanding experience of using journals -Understanding position of journals in teaching, learning and assessment across the Faculties -Understanding how academic staff engage students with journals through assessment and feedback
  19. 19. ARTICULATE & Contextualize Facilitated Conversation NURTUR E Harvest & ARTICULATE rounded narrative expected outcomes a reflection or judgement evidence of actual
  20. 20. Articulate and contextualize • Video shown to large cohorts • Library promotion/Campus ‘Roadshows’ • Social-media campaign • Assignment Drop-Ins • Contextualized by linking to University Assessment Criteria • All library teams: ownership
  21. 21. Nurturing reflection and engagement • Opportunity for interaction and conversation • Social Media • Feedback cards- prize • Assignment Drop-Ins
  22. 22. Harvest rounded narrative Qualitative • Benefits and impact • Search experience and challenges • Student experience of academic staff engagement with teaching, learning and assessment Quantitative • Journal usage • Reading list data • Study skills data
  23. 23. Articulating our evidence ”Data-visualization is the graphical display of abstract information for two purposes: sense making… and communication. Important stories live in our data and data visualization is a powerful means to discover and understand these stories and then to present them to others.” Data Visualization ( Few, 2013 )
  24. 24. Faculty Action Planning • Programme level evidence • Conversation starters • Contextualizing usage data patterns • Evidence ‘hunches’ and anecdotal perceptions • Inform opportunities priorities and objectives • Provide benchmark for improvement
  25. 25. Cycle of FACILITATED CONVERSATI ON Drives and informs service culture, planning and delivery • plan • articulate • nurture • harvest • articulate & inform
  26. 26. “Complex story-telling calls for ever more creative approaches to data-visualization that allows viewers to discover patterns that might otherwise be hard to uncover.” ( JISC, 2014 ) Annual Reporting
  27. 27. Success es• Timely in HE climate • Model embedded and increasingly owned • Qualitative and quantitative agile evidence • Data-vizualisation skills developing • Well received by executive • Inclusion in institutional data collection • Analyzing service-wide evidence in agile manner: utilizing university expertise • Engaging academic staff: focus groups • Longitudinal impact studies (pilot with one cohort this year) • Relationship Management/Action planning – engaging liaison team and academic staff Opportunities
  28. 28. Conclusion “A new narrative for communicating our role and unique contribution to the University’s agenda.” ( Jantti, 2014, p. 3 )
  29. 29. Further Conversations kay.grieves@sunderland.ac.uk @kayjgrieves @uniofsunlib
  30. 30. References Barber, M. Donnelly, K. and Rizvi, S. (2013) An avalanche is coming: Higher education and the revolution ahead. IPPR. Available at: http://www.ippr.org (accessed 20th August 2015) Chad, K. and Anderson, H. (2017), ”The New Role of the Library in Teaching and Learning Outcomes”, Briefing Paper No. 3, Higher Education Library Technology, Ken Chad Consulting Ltd. Available at: https://doi.org/10.13140/RG.2.2.14688.89606/1 (accessed 24 July 2017). CILIP (2016) CILIP VLE: Impact Toolkit. Available at: https://vle.cilip.org.uk (accessed 30 October 2017). Connaway, L.S, Harvey, W., Kitzie, V. and Mikitish, S. (2017), Academic Library Impact: Improving Practice and Essential Areas to Research, Association of College & Research Libraries, Chicago, Illinois. Available at: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepa pers/academiclib.pdf (accessed 30 October 2017). Few, S. (2013), “Data Visualization for Human Perception”, The Encyclopedia of Human-Computer Interaction, 2nd ed., The Interaction Design Foundation, available at: https://www.interaction-design.org/literature/book/the- encyclopedia-of-human-computer-interaction-2nd-ed/data-visualization-for- human-perception (accessed 20 July 2017). Jantti, M. (2014), “Aspiring to excellence: maximising data to sustain, shift and reshape a library for the future”, presented at the Library Assessment Conference, Association of Research Libraries, Seattle, United States, pp. 1–9. JISC. (2014), “Data visualisation”, available at: https://www.jisc.ac.uk/guides/data-visualisation (accessed 20 July 2017). Neal, J.G. (2011), “Stop the Madness: The Insanity of ROI and the Need for New Qualitative Measures of Academic Library Success”, Declaration of Interdependence: The Proceedings of the Acrl 2011 Conference, March 30- April 2, 2011, Philadelphia, Pa, presented at the A Declaration of Interdependence, Assoc. of College and Research Libraries, Philadelphia, Pennsylvania. Available at: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsan dpreconfs/national/2011/papers/stop_the_madness.pdf (accessed 20 July 2017). Shacklock, X. (2016), From Bricks to Clicks - The Potential of Data and Analytics in Higher Education, Higher Education Commission, London. Available at: http://www.policyconnect.org.uk/hec/research/report-bricks- clicks-potential-data-and- analytics-higher-education (accessed 24 July 2017). Showers, B. (2015), “Going beyond the numbers: using qualitative research to transform the library user experience”, in Showers, B. (Ed.), Library Analytics and Metrics: Using Data to Drive Decisions and Services, Facet Publishing, London.

×