A bimonthly publication of AQU Catalunya

39

November 2008

AQU Catalunya recently published its report Cross-disciplinary Assessment of Library Services1¹ which sets out the outcomes of the process for assessing library services (LS) in Catalan universities.² This process was conducted during 2006 and 2007 and is the second of its kind carried out by AQU Catalunya on LS. It involved the seven public universities (University of Barcelona, Autonomous University of Barcelona, Technical University of Catalonia, Pompeu Fabra University, University of Girona, University of Lleida and Rovira i Virgili University), two private universities (Vic University and Abat Oliba University) and the distance university (Open University of Catalonia). In other words, the process covered all LS within the university system.

A well-established project

The report Cross-disciplinary Assessment of Library Services marks the end of a stage in a highly extensive project, since the agreements concerning the first cross-disciplinary assessment were signed ten years ago. Now, one decade and two assessments later, we have built on a well-established project characterised by the application of an assessment methodology in a cyclical manner aimed at improving LS in Catalan universities. This enables us to gain a systemic overview of the quality of LS and to monitor the manner in which they develop.

The field has undergone substantial changes during this time and LS have taken on a culture of quality as a vital pillar when it comes to reaching new challenges which, by and large, stem from the European convergence process and the generalisation of ICTs in the service. Indeed, many LS have become involved in various processes leading to the obtainment of certificates or "quality labels", as they are called.

Alongside these processes, the cross-disciplinary assessment lends the scheme important values such as continual improvement, the possibility of comparing one LS with the remaining LS in qualitative and quantitative terms or comparing the same LS over the years, and the ability to adapt methodologies to specific needs at any given time. For instance, the latest assessment focussed on the fact that LS contribute to independent learning and research.

Results of the assessment

The results of the first assessment process were promising overall and the report Cross-disciplinary Assessment of Library Services also highlighted the quality of LS in Catalan universities. The text states that "an assessment has been conducted on a global service that can be classed as excellent in many respects, particularly in certain aspects pertaining to each individual LS". This illustrates the fact that the library system has adopted a culture of quality founded on management through processes, cooperation and maximum endeavours when it comes to providing a service to users. Along these lines, users are highly satisfied with LS.

The assessment also looks into the extent to which LS have contributed to independent learning and research. In this regard, the assessment shows that, although many LS have developed into becoming Resource Centres for Learning and Research (RCLR), this has not contributed to reaching the transformation goals put forward by the EHEA to a major degree. In order to fully reach these goals, LS or RCLR must be given a key role in the new learning model in order to incorporate teaching support services and resources, to perform a vital role in skill development (information literacy) and to take part in research management.

This must be achieved through cooperation between library staff and teaching and research staff. This cooperation must be ongoing and close, not only when it comes to determining the basic reading materials for a subject but also with a view to developing strategies for student learning and assessment, participating in innovation projects and planning the institution’s teaching and research policy.

The report sets out other areas for improvement identified during the assessment. It recommends strengthening internal quality assurance mechanisms and encourages teaching staff and students to become involved in user committees. In relation to staff, policies need to be set up which involve updating staff teams on the basis of new needs in terms of professional profiles stemming from adaptation to the EHEA. As far as innovation is concerned, involvement in cooperative practices with other institutions and, especially, with other European university LS is greatly encouraged.

Lastly, this second cross-disciplinary assessment has once again raised discussion about the quality of quantitative information regularly compiled by LS, which is taken by the Guide for the assessment of Library Services and their contribution to quality of learning and research³ as a benchmark. Indeed, the data and indicators made available to the assessment committees lacked the reliability and strength needed to provide firm, useful evidence for the assessment.

Quality challenges

Having reached this juncture, there are many challenges to face in terms of the quality of LS. There is a need to continue to develop LS so they become a vital gateway to information and knowledge for both students and teaching staff. In the current context where information undergoes constant technological changes, traditional teaching methods based on solely notes and textbooks are no longer practical. Accordingly, as stated earlier, teaching staff and academic managers of institutions need to be involved as far as possible in this change.

Other challenges to be faced in the coming years are those related to the LS assessment project and addressing them must be seen as an opportunity to assure the quality and suitability of the transformation that is underway.

Firstly, it is necessary to close the quality circle that has been started by means of this second assessment. In this respect, the Guide for the assessment of Library Services and their contribution to quality of learning and research determines that the final stages in the process entail setting up an improvement plan and carrying out monitoring and assessment subsequent to it. This will result in reaching European standards⁴ which state that "Quality assurance processes which contain recommendations for action (...) should have a predetermined follow-up procedure which is implemented consistently". Although a follow-up assessment tends to involve an internal and an external stage, this does not imply that the unit assessed must be immersed in another assessment such as previous ones conducted; rather, there is a need to explore strategies that make the process for reviewing improvement plans easier.

Secondly, weaknesses in the data and indicator system should also be addressed. Both the institutions assessed and the external assessment committees already identified the need to improve the quality of quantitative information as of the first cross-disciplinary assessment. Consequently, LS must work to developing a robust, agreed system that can gauge how library services perform and will prove useful for the management of LS and for future assessment processes. Beyond question, any initiative aimed at overcoming these weaknesses will receive full cooperation and backing from AQU Catalunya.

Quality challenges in relation to LS to be addressed in the coming months are therefore vital because the robustness of the whole project and compliance with European quality assurance standards will be at stake. As mentioned, the cross-disciplinary assessment project will always remain invaluable as long as it monitors our LS in a cyclical manner. Likewise, the project must make it possible to apply new approaches to its methodologies so that an assessment can be conducted on the extent to which LS meet the changing needs of our setting.

¹ AQU Catalunya. Cross-disciplinary Assessment of Library Services. Barcelona: AQU Catalunya, 2008. http://www.aqu.cat/doc/doc_53829836_1.pdf

² Esteve Arboix. "Cross-disciplinary Assessment of Library Services in Catalonia". In: El Butlletí. AQU Catalunya, 2006, issue no. 28, pp. 4-5. http://www.aqu.cat/doc/doc_10744253_1.pdf

³ AQU Catalunya. Guia d’avaluació dels Serveis Bibliotecaris i de la seva contribució a la qualitat de l’aprenentatge i de la recerca. Barcelona: AQU Catalunya, 2005. http://www.aqu.cat/doc/doc_22922137_1.pdf

⁴ ENQA. Standards and Guidelines for Quality Assurance in the European Higher Education Area. Helsinki: ENQA, 2005. http://www.enqa.eu/files/ESG_3edition%20(2).pdf