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Benchmarking Library, Information and Education Services: New Strategic Choices in Challenging Times [Pehme köide]

Edited by (University Librarian at the University of Queensland, Brisbane, Australia), Edited by (Independent Consultant, UK), Edited by (Independent Consultant, Mytholmroyd, UK), Edited by (Freelance Management Consultant for HE, London, UK)
  • Formaat: Paperback / softback, 420 pages, kõrgus x laius: 229x152 mm, kaal: 1000 g
  • Ilmumisaeg: 22-Feb-2023
  • Kirjastus: Elsevier Science Publishing Co Inc
  • ISBN-10: 0323956629
  • ISBN-13: 9780323956628
Teised raamatud teemal:
  • Formaat: Paperback / softback, 420 pages, kõrgus x laius: 229x152 mm, kaal: 1000 g
  • Ilmumisaeg: 22-Feb-2023
  • Kirjastus: Elsevier Science Publishing Co Inc
  • ISBN-10: 0323956629
  • ISBN-13: 9780323956628
Teised raamatud teemal:

Benchmarking Library, Information and Education Services: New Strategic Choices in Challenging Times provides the foundations of ongoing research in the development of collections and services. The book contributes to practical outputs of general benefit to the sector, including customers, clients or stakeholders, offering ideas for how to identify comparative strengths and weaknesses and improve or enhance present practices regardless of how well institutions currently perform. The centerpiece of the book is a description, report and analysis of a major international QB exercise that culminates in a set of good practice statements.

The benefits of the QB methodology are applicable to individual institutions. Because of the current global turbulence, individuals, leaders and whole institutions are keen to learn more about what is happening and how they can develop sustainable solutions to both immediate challenges and longer-term scenarios. These include an analysis of third sector organizations, e-libraries, marketing information services, vocational training in higher education, the creative arts, and the role of partnerships in organizational openness.

  • Discusses qualitative benchmarking and it's core tenets
  • Helps readers understand the experiences of others and compare their own experiences to learn and adapt practices
  • Presents tactics readers can use to identify their organization’s professional identity, value and purpose
  • Provides an idea of what the future state of library, education and public services will look like
List of figures
xv
List of contributors
xvii
About the authors xix
Foreword xxxi
Paul Greatrix
Foreword xxxv
Ruth Murray-Webster
Preface xxxvii
Acknowledgments xxxix
Acronyms xli
1 Qualitative benchmarking: an introduction
1(16)
David Baker
Lucy Ellis
1.1 Introduction
1(1)
1.2 The need for frameworks
1(3)
1.3 Benchmarking
4(4)
1.4 Qualitative benchmarking
8(4)
1.5 Conclusion
12(5)
References
13(4)
Part One Qualitative benchmarking: process and concept
2 Qualitative benchmarking in context: environment and outlook
17(10)
David Baker
Lucy Ellis
2.1 Introduction
17(1)
2.2 Libraries, digital information, and COVID
18(1)
2.3 Place and space: physical, digital, hybrid
19(2)
2.4 People
21(2)
2.5 Financial sustainability: paying for it all
23(1)
2.6 Conclusion
24(3)
References
25(2)
3 Why qualitative benchmarking?
27(12)
Caroline Williams
3.1 Introduction
27(1)
3.2 Background and context
28(1)
3.3 Benchmarking in library and information services
29(3)
3.4 Why qualitative benchmarking?
32(4)
3.4.1 A method for learning and sharing strategies, challenges, and practice
34(1)
3.4.2 The opportunity to learn together for senior library and information service professionals
35(1)
3.5 Concluding remarks
36(3)
References
36(3)
4 The four P's framework: benchmarking across dissimilarities
39(72)
Lara Skelly
4.1 Introduction
39(2)
4.2 Integral vision
41(3)
4.2.1 Upper right
42(1)
4.2.2 Lower right
42(1)
4.2.3 Upper left
42(1)
4.2.4 Lower left
43(1)
4.2.5 Interactions
44(1)
4.3 A hypothetical case method
44(4)
4.3.1 Introduction
44(1)
4.3.2 Peter's problem to place the plans
44(2)
4.3.3 Quadrant 1: Practice
46(1)
4.3.4 Quadrant 2: Policy
46(1)
4.3.5 Quadrant 3: Personnel
47(1)
4.3.6 Quadrant 4: Professional
47(1)
4.3.7 Peter's plan of action
47(1)
4.3.8 Chris's plan of action
48(1)
4.4 A word of caution
48(1)
4.5 Conclusion
48(63)
References
49(62)
Part Two The international benchmarking exercise
Caroline Williams
Cliff Wragg
Part Three Sector-leading ideas arising from the exercise
5 The power of place
111(6)
Diane Bruxvoort
References
116(1)
6 Resilience, retention, and return of staff: the case of Stellenbosch University Library
117(8)
Ellen Tise
Henriette Swart
6.1 Introduction
117(1)
6.2 South Africa's national lockdown levels
117(1)
6.3 Management of staff during various phases of lockdown
118(2)
6.3.1 Strong and decisive leadership
118(1)
6.3.2 Managing with compassion
119(1)
6.3.3 Open and transparent communication
119(1)
6.3.4 Creating a positive organizational culture
120(1)
6.3.5 Monitoring and evaluation of work
120(1)
6.4 Staff development and empowerment
120(1)
6.5 Return of staff to work on-site
121(1)
6.6 Conclusion
122(3)
References
122(3)
7 Benchmarking on the fly and new ways of working: leveraging benefits from the pandemic experience
125(18)
Caroline Williams
Kathleen Smeaton
7.1 Introduction
125(1)
7.2 Context and background
125(3)
7.2.1 Research question
127(1)
7.2.2 Themes
128(1)
7.3 Theme 1-- Learning from others quickly or "benchmarking on the fly"
128(2)
7.4 Theme 2--Health, safety, and wellness (HSW) risk management is good management
130(1)
7.5 Theme 3--Business continuity planning and prioritizing
131(1)
7.6 Theme 4--Service development becomes business as usual
132(3)
7.7 Theme 5--Connected and situational leadership and decision-making
135(2)
7.8 Theme 6--Engagement not communication
137(2)
7.9 Leveraging benefits from the pandemic experience
139(4)
Acknowledgment
142(1)
References
142(1)
8 One library within one university: embedding a one library approach and vision
143(16)
Coral Black
8.1 Introduction
143(1)
8.2 The one library imperative
143(1)
8.3 The case study
144(1)
8.3.1 University of Newcastle, Australia
144(1)
8.4 Developing our one library approach
145(1)
8.5 Developing a new library strategy
146(4)
8.5.1 Setting the foundation
146(1)
8.5.2 Emerging themes--bringing the team into the mix!
146(1)
8.5.3 Stakeholder engagement--are we aligning and do we want the same things?
147(2)
8.5.4 Closing the loop. Have we missed anything?
149(1)
8.5.5 Finally--the launch
149(1)
8.6 Building our new team
150(1)
8.7 Keeping people informed and supported
151(1)
8.8 Engaging with our stakeholders
152(1)
8.9 Successful transition
152(2)
8.10 Where are we now--18 months on?
154(1)
8.11 What about the library team?
155(1)
8.12 Conclusions
156(3)
References
157(2)
9 Cultivating agility and resilience over time
159(14)
Gabrielle Wong
Diana Chan
9.1 Introduction
159(1)
9.2 Pandemic measures at HKUST library
160(2)
9.2.1 Space and environment
160(1)
9.2.2 User behaviors and communication
160(1)
9.2.3 Collections and services
161(1)
9.2.4 Staff arrangements
162(1)
9.3 Practices that cultivate organizational agility
162(5)
9.3.1 Strategic planning and decision-making mechanisms
162(2)
9.3.2 Quality assurance systems
164(1)
9.3.3 A forward-thinking mindset in service planning
165(1)
9.3.4 Trust within and beyond the library
165(2)
9.4 Conclusion
167(6)
References
167(6)
Part Four New applications of benchmarking
Section A Benchmarking in different contexts
10 Library partnerships in an age of openness
173(12)
Liz Jolly
10.1 Introduction
173(1)
10.2 The British Library and its partnerships
174(2)
10.3 COVID and post-COVID
176(2)
10.4 The future
178(7)
References
181(4)
11 Lessons in leadership from third sector organizations
185(16)
Sarah Mears
11.1 Introduction
185(1)
11.2 A note on report conventions and anonymity
185(1)
11.3 Interviews and areas of investigation
186(1)
11.4 Research findings
187(11)
11.4.1 The role of the CEO
187(3)
11.4.2 The motivation of the interviewees
190(1)
11.4.3 Managing risk and coping with anxieties
191(2)
11.4.4 Positioning the organization and initiating culture change
193(3)
11.4.5 Reflecting on being a woman in a leadership position
196(2)
11.5 Conclusion
198(3)
Appendix 1 Interview questions
198(2)
References
200(1)
12 Fast forward or digital mirage--benchmarking education system responses to COVID, and what comes after?
201(16)
Martin Hamilton
12.1 Introduction
201(1)
12.2 The promise and peril of edtech
202(3)
12.3 COVID-19 and the education system response
205(2)
12.4 Case study--Edtech Demonstrator Program
207(2)
12.5 Case study--Association of Commonwealth Universities
209(2)
12.6 A forward and backward look
211(6)
References
212(5)
13 Planning for continuity, aiming for sustainability: libraries in the forefront of disruption
217(8)
Evgenia Vassilakaki
Valentini Moniarou-Papaconstantinou
13.1 Introduction
217(2)
13.2 Libraries and business continuity
219(2)
13.3 Libraries, business continuity, and sustainability
221(2)
13.4 Conclusions
223(2)
References
223(2)
14 Benchmarking for effective services in Nigeria
225(14)
Stephen Akintunde
14.1 Introduction
225(1)
14.2 COVID-19 in Africa
226(1)
14.3 Methodology
226(1)
14.4 Library services during the COVID pandemic
227(1)
14.5 Benchmarking in Nigerian libraries
228(4)
14.6 COVID-19 and benchmarking in Nigeria
232(1)
14.7 How benchmarking can affect library services
233(2)
14.8 Conclusion
235(4)
References
236(3)
15 Benchmarking the impact, quality, and value of an academic online e-Library
239(26)
Lucy Roper
15.1 Introduction
239(1)
15.2 Our vision: to be the center of excellence for built environment education
239(1)
15.3 Library and information services
240(2)
15.4 What is an online e-Library?
242(1)
15.5 UCEM's library mission statement
242(1)
15.6 Benchmarking
243(2)
15.7 What is benchmarking? Reviewing the literature
245(1)
15.8 Further definitions
246(2)
15.9 Defining benchmarks and statistics
248(1)
15.10 How do you measure success of change?
249(4)
15.11 New ways of working--library provision over the COVID-19 pandemic period
253(1)
15.12 Copyright licensing agency, digital content store
253(2)
15.13 Quality assurance and benchmarking
255(1)
15.14 The importance of establishing networks and key contacts
255(2)
15.15 Recognition, accreditation, and awards
257(1)
15.16 Matrix accreditation
257(2)
15.17 At the hub of things--no student left behind
259(6)
References
261(1)
Bibliography and further reading
262(3)
16 Information users as active prosumers: perspectives from social marketing and sociocultural value for academic libraries' benchmarking processes
265(16)
Javier Tarango
Juan D. Machin-Mastromatteo
Jesus Cortes-Vera
16.1 Introduction
265(2)
16.2 Active users (prosumers) as the central focus of social marketing in academic libraries
267(3)
16.3 Benchmarking processes and the sociocultural contribution of academic libraries
270(4)
16.4 Conclusions
274(7)
References
276(5)
17 Supporting research information management: overcoming the inherent culture gap between traditional library ethics and the management of CRIS systems
281(14)
Otmane Azeroual
Joachim Schopfel
17.1 Introduction: about research information management systems
281(3)
17.2 The connection with libraries
284(2)
17.3 The challenge
286(2)
17.4 Not a threat but an opportunity
288(2)
17.5 Skills and ethics
290(2)
17.6 Conclusion
292(3)
References
292(3)
18 Best practices for developing and disseminating audiovisual contents to promote library and information services
295(14)
Juan D. Machin-Mastromatteo
18.1 Introduction
295(1)
18.2 Preproduction
296(2)
18.3 Production
298(3)
18.4 Editing and postproduction
301(1)
18.5 Dissemination and sharing
301(4)
18.6 Conclusion
305(4)
Section B Benchmarking vocational elements of Higher Education
19 Life experience of mature students and its relevance to leaders in making good strategic choices in higher education
309(20)
Nazim Uddin
19.1 Introduction
309(1)
19.2 Rationale for the benchmarking questions
310(2)
19.3 A unique set of characteristics
312(4)
19.3.1 Motivation
313(1)
19.3.2 Biological development
314(1)
19.3.3 Strong self-concept
314(1)
19.3.4 Social and professional circumstances
315(1)
19.3.5 Experience and expectations
315(1)
19.4 A case study of a selected NCL student
316(2)
19.5 Harnessing work experience for learning
318(2)
19.6 Experiential learning
320(1)
19.7 Case study: NCL teaching practices framework
321(3)
19.7.1 Context-dependent and context-independent knowledge
321(1)
19.7.2 Benchmarking questions--NCL case study
322(2)
19.8 Conclusion
324(5)
References
325(4)
20 Micro-credentials: need to be benchmarked across institutions
329(10)
Sayeda Zain
20.1 Introduction
329(1)
20.2 Defining micro-credentials
329(1)
20.3 Rationale for micro-credentials
330(1)
20.4 Challenges
331(1)
20.5 Recognition
332(1)
20.6 Quality assurance
332(1)
20.7 UK-based micro-credentials models
333(1)
20.7.1 Open University
334(1)
20.7.2 University of Birmingham
334(1)
20.7.3 University of Glasgow
334(1)
20.8 Private company learning platforms
334(1)
20.9 Regulation and benchmarking of micro-credentials
335(2)
20.10 Conclusion
337(2)
References
337(2)
21 Strategic planning for digital submissions for institutions with creative arts programs: considerations, challenges, and routes to benchmarking
339(16)
Rebekah Okpoti
21.1 Introduction
339(2)
21.2 Electronic management of assessment
341(3)
21.3 Benchmarking for digital submissions in the creative arts
344(2)
21.3.1 Legacy
344(1)
21.3.2 Accessibility
344(1)
21.3.3 Key areas for development
345(1)
21.4 Conclusion
346(9)
Appendix: Social media platforms
347(4)
References
351(4)
Part Five Conclusions and the future of benchmarking
22 Qualitative benchmarking and the future
355(8)
David Baker
Lucy Ellis
Caroline Williams
Cliff Wragg
22.1 Introduction
355(1)
22.2 Key themes
355(1)
22.3 Key attributes and approaches for the future
356(1)
22.4 Strategic choices and the new qualitative benchmarking
357(3)
22.5 Conclusion
360(3)
Index 363
David Baker has published widely in the field of Library and Information Studies, with 19 monographs and over 100 articles to his credit. He has spoken worldwide at numerous conferences and led workshops and seminars. His other key professional interest and expertise has been in the field of human resources, where he has also been active in major national projects. He has held senior positions at several institutions, including as Principal and Chief Executive of Plymouth Marjon University, and Emeritus Professor of Strategic Information Management. He has also been Deputy Chair of the Joint Information Systems Committee (Jisc). Until recently he was a member of the Board of Governors of the Universities of Northampton and South Wales. He is Chair of the Board of the Institute of Contemporary Music Performance. He is a leader in the field of library and information science. Dr Lucy Ellis is Senior Associate of David Baker Consulting and Honorary Research Fellow at the University of Exeter, UK. She is currently working as a consultant with a number of HE and FE institutions to transform their governance, research and scholarly activity. Along with David Baker she is Editor-in-Chief of the Elsevier Major Reference Work Encyclopedia of Libraries, Librarianship and Information Science (Elseiver, 2025) and Series Editor for two Elsevier book series dealing with information structures in HE titled Digital Information Reviews and Advances in Information. Her background is as a lecturer, research scientist and project development consultant Caroline Williams as University Librarian at The University of Queensland (UQ), Brisbane, Australia is responsible for leading UQ Library, with a focus on the student experience, modernizing library spaces, and support for research, including open access. Prior to UQ in the UK she was Director of Libraries at the University of Nottingham where she led a student-focused transformation strategy and oversaw an award-winning library building redevelopment and development of research data management (RDM) infrastructure. Other previous roles include Executive Director of Institute and Deputy Director of Mimas, a national data centre funded by the Joint Information Systems Committee (JISC). She has also worked in a range of library roles at Manchester Metropolitan University, the Open University, and Nottingham Trent University. Caroline holds a Postgraduate Diploma in Education Research, MBA, MA in Library and Information Studies and BA (Hons). She has written and presented internationally on change management and digital transformation. Since moving out of the sound engineering field, Cliff developed his career in the Polytechnic sector, rising through the Human Resources area (specializing in Staff Development), becoming Director of HR, and then Polytechnic Secretary (incorporating Company Secretary and Clerk to Governors). This, in turn, became University Secretary, a role he fulfilled for 10 years. In 1995, Cliff left to become a freelance management consultant for HE, and one of his early projects was to take on the development and management of a benchmarking programme, on behalf of the Association of Commonwealth Universities. He ran this programme successfully for 24 years, involving universities from around the globe. He also undertook a broad range of consultancy work for individual universities and HE organizations (such as the Leadership Foundation and the Higher Education Academy, now Advance HE). Cliffs other interests include working as a Licensed International Tennis Official. (He worked as a Chair Umpire at Wimbledon for 20 years before concentrating on his role as a Chief Umpire and Referee.)