The Impact of Library Support on Education Faculty Research Productivity: An Exploratory Study

Abstract

The authors surveyed college and university faculty members in the field of professional education to gauge their perceptions pertaining to the impact of library services on their research. The purpose was to illuminate faculty perceptions in a postsecondary education environment that emphasizes research productivity and requires libraries to provide ever more compelling evidence of their institutional value. Survey results showed that faculty members continue to rely on traditional discovery and collections-based library services, but that additional support for grant activity, data management, intellectual property management, and bibliometric analysis is needed. Implications for transforming library research support are discussed, and areas for further study are proposed.

KEYWORDS:

• faculty research
• library support
• research partnerships

APPENDIX: LIBRARY SUPPORT FOR FACULTY RESEARCH PRODUCTIVITY

Q1 Which of the following Carnegie Classifications best describes the postsecondary institution to which you are currently appointed? [If you are unsure, look up your institution at the Carnegie Classification Lookup.]

○ Master's S: Master's Colleges and Universities (smaller programs) (1)

○ Master's L: Master's Colleges and Universities (larger programs) (2)

○ DRU: Doctoral/Research Universities (4)

○ RU/H: Research Universities (high research activity) (5)

○ RU/VH: Research Universities (very high research activity) (6)

Q2 Are you affiliated with a postsecondary department or school of education?

○ Yes (1)

○ No (2)

If No Is Selected, Then Skip To Thank you for taking this survey!

Q3 Is research productivity (i.e., scholarship) part of your professional work in any way?

○ Yes (1)

○ No (2)

If No Is Selected, Then Skip To Thank you for taking this survey!

Q4 Which of the following best describes your current position in your department or school of education?

○ Faculty (tenured) (1)

○ Faculty (tenure track) (2)

○ Clinical or research appointment (3)

○ Fixed term, temporary, or visiting faculty/lecturer (4)

○ Adjunct faculty/lecturer (5)

○ Other (please specify) (6) ____________________

Q5 Which of the following best qualifies the importance of research productivity in terms of your professional work?

○ It is required. (1)

○ It is expected. (2)

○ It is encouraged. (3)

○ It is based on personal prerogative. (4)

Q6 What weight does your institution place on each of the following in terms of professional appointments, promotions, and tenure? (Please rank each item on a scale of 1 to 5, with 1 being the lowest ranking and 5 being the highest.)

Table

Q7 In terms of your own research productivity, HAVE ANY of the following elements required or benefited from library support (i.e., information-related sources or services)?

Table

Q8 In terms of your own research productivity, CAN ANY of the following elements potentially require or benefit from library support (i.e., information-related sources or services)?

Table

Q9 Is there a specific librarian assigned to serve faculty and students in your department or school of education?

○ Yes (1)

○ No (2)

○ Do not know (3)

Q10 Are there any additional elements of your own research productivity that have benefited or could potentially benefit from library support? If so, please describe.

Thank you for taking this survey!

Notes

Information concerning Carnegie Classifications is available at http://carnegieclassifications.iu.edu.

Information concerning Springshare's LibGuides is available at http://springshare.com/libguides.