Developing an academic library assessment plan: a case study

Abstract

Purpose – The purpose of this paper is to analyze the process of developing an academic library assessment plan and its relation to the furtherance of a culture of assessment. Design/methodology/approach – Qualitative study of a university library’s assessment planning process; findings based on documentary evidence as well as an employee survey; analysis framed in relationship to relevant literature. Findings – Planning for the future of assessment offered the Jerry Falwell Library a significant opportunity for organizational change. Evaluations of the planning process were mixed, but generally revealed evidence of conditions associated with the development of a culture of assessment. Participants saw planning as the product of both external and internal factors. The plan’s orientation toward value and impact, though clearly understood, was not universally appreciated. Implementation of the plan remains a substantial challenge. Research limitations/implications – Reliability is subject to the limitations inherent to qualitative methods. Single case study design limits generalizability to different contexts. Practical implications – The goal of developing a culture of assessment is not to be achieved easily or quickly. Library employees may be most inclined to support an assessment agenda when it is driven by internal factors such as quality improvement and the pursuit of efficiency and effectiveness. Originality/value – The study emphasizes the process of developing an assessment plan at a university with a strong teaching mission. Additionally, it provides insight into the relationship between assessment planning and a culture of assessment.

Review Essay: The Documentation of Library Assessment Planning Process, Lessons Learned and Suggestions

“…Most of the libraries stated their plan's adaptive, evolving, and flexible nature as its strength (Smith et al, 2015;Tatarka et al, 2010). They also noted that their assessment plan was responsive to emerging needs.…”

“…The authors also emphasized that involving and considering the needs and expectations of key staff members in the research and writing phases of assessment planning helped to ensure more commitment and buy-in for the plan (Smith et al, 2015;Tatarka et al, 2010;Taylor & Heath, 2012). Staff involvement fostered a universal recognition of the importance of assessment in the library, which in turn could facilitate a culture of assessment (Taylor & Heath, 2012).…”

“…Staff involvement fostered a universal recognition of the importance of assessment in the library, which in turn could facilitate a culture of assessment (Taylor & Heath, 2012). The assessment librarians and planning committees increased key staff involvement in the process through interviews, focus groups, and surveys (Smith et al, 2015;Tatarka et al, 2010). An example of a discussion question was "How do you expect your involvement in library assessment to change in the coming year?"…”

“…As such, the academic libraries included in this review indicated several common purposes for developing outcomes-focused assessment plans. The common purposes included data-driven priority setting and decision making, better organized data collection and reporting, the justification of library value and impact, quality improvement, transparency, and efficiency (Smith et al, 2015;Tatarka et al, 2010;Taylor & Heath, 2012). Two academic libraries also saw developing an assessment plan as a way to provide support to library strategic planning (Taylor & Heath, 2012).…”

“…Table 2 provides a summary of tools utilized by the academic libraries in the assessment planning process. Reviewing the assessment literature, not necessarily specific to library assessment, was one of the most commonly employed approaches at the start of the planning process (Smith et al, 2015;Tatarka et al, 2010). The libraries also examined existing data sources, such as previously conducted surveys (e. g., LibQUAL+, Climate-QUAL), past meeting agendas, and education and training materials (Tatarka et al, 2010;Taylor & Heath, 2012).…”