Fogler Library
 

LibQUAL Results  

libQUAL logo

Part Two: Measurement of User Perceptions

LibQUAL provided an analysis of the core and local questions indicating user satisfaction as measured by perceived level, minimum acceptable level, and desired level for each question. The core and local questions are listed in the Appendix. Users were asked to separately rank on a scale of 1-9 their minimum acceptable level, their desired level, and their perception of the current level for each question. Questions with responses showing that the perceived level is greater than the minimum level are considered to be within the zone of tolerance. Questions with responses indicating that the perceived level is less than the minimum acceptable level are problem areas. Question with responses indicating that the perceived level is more than the desired level can indicate areas that exceed expectations. The University of Maine did not have any areas that exceeded expectations.

     2.1 Area Rankings for Core Questions

The core questions deal with the areas Affect of Service, Information Control, and Library as Place. When user groups are combined, the perceived means for all areas are higher than the minimum means. This puts all areas of the library within the zone of tolerance. Looking at the users groups shows that faculty and graduate students were not satisfied with the area of Information Control. The following tables indicate the minimum mean, desired mean, and perceived mean for the three core areas. Perceived means that are not within the zone of tolerance are shown in bold. N represents the number of respondents.

Table for Affect of Service (People and Services)
User Group Minimum Mean Desired Mean Perceived Mean N
Undergraduate Students 6.10 7.67 7.04 1,013
Graduate Students 6.48 7.93 7.32 295
Faculty 6.71 8/06 7.70 169
All Users 6.28 7.77 7.18 1,610

Table for Information Control (Print and Online Resources)
User Group Minimum Mean Desired Mean Perceived Mean N
Undergraduate Students 6.37 7.94 7.05 1,013
Graduate Students 7.00 8.45 6.88 296
Faculty 7.05 8.37 6.60 169
All Users 6.59 8.08 6.97 1,610

Table for Library as Place (Building and Equipment)
User Group Minimum Mean Desired Mean Perceived Mean N
Undergraduate Students 6.32 7.92 7.29 1,013
Graduate Students 6.09 7.56 6.74 295
Faculty 5.80 7.15 6.39 163
All Users 6.21 7.72 7.06 1,602

     2.2 Problem Areas for Core and Local Questions

Undergraduates showed no problem areas in the local or core questions. Both graduate students and faculty indicated dissatisfaction for questions within the area of Information Control. The combined scores of all users indicate a problem area for the local question dealing with comprehensive collections of online full-text articles. The following tables give the minimum mean and the perceived mean. Perceived means that do not fall within the zone of tolerance are shown in bold.

Table for All Users Problem Area
Question Minimum Mean Perceived Mean N
LQ-1 Comprehensive collections of full-text articles online 6.30 6.21 1,519

Table for Faculty Problem Area
Question Minimum Mean Perceived Mean N
IC-1 Making electronic resources available from my home or office 7.13 6.72 165
IC-2 A library Web site enabling me to locate information on my own 7.14 7.01 167
IC-3 The printed library materials I need for my work 6.68 5.89 165
IC-4 The electronic information resources I need 7.19 6.18 163
IC-8 Print and/or electronic journal collections I 7.33 5.81 166
LQ-1 Comprehensive collections of full-text articles online 7.17 5.45 163

Table for Graduate Students Problem Area
Question Minimum Mean Perceived Mean N
IC-1 Making electronic resources available from my home or office 6.99 6.67 292
IC-4 The electronic information resources I need 7.07 6.54 293
IC-8 Print and/or electronic journal collections I require for my work 7.23 6.39 288
LQ-1 Comprehensive collections of full-text articles online 7.00 5.85 292

     2.3 Measurement of Priorities

LibQUAL results were also used to assess priorities by examining the top and bottom of rankings for desired level. The following tables give the top three and bottom three desired library services based on desired rankings of 1-9.

Undergraduate student desired rankings showed that they place the greatest importance on library hours, the online catalog, and the building. Graduate students and faculty desired rankings selected the same three questions dealing with Information Control.

Table for Top Three Desired Library Aspects for Undergraduate Students
QuestionMean
LQ-4 Adequate hours of service8.19
LQ-5 URSUS, the online catalog, is user-friendly for finding books 8.11
LP-3 A comfortable and inviting location8.06

Table for Top Three Desired Library Aspects for Graduate Students and Faculty
Question Mean
Graduate StudentsFaculty
LQ-1 Comprehensive collections of full-text articles online 8.67 8.53
IC-1 Making electronic resources available from my home or office 8.65 8.57
IC-8 Print and/or electronic journal collections I need for my work 8.61 8.63

     2.4 General Satisfaction

Respondents were asked to rate their general satisfaction with the library in three questions. Each question was ranked on a scale of 1-9. The table below gives the questions and the mean scores for undergraduates, graduate students, and faculty.

Question Undergraduates Graduates Faculty All Users
In general, I am satisfied with the way in which I am treated in the library. 7.50 7.62 7.93 7.57
In general, I am satisfied with library support for my learning, research, and/or teaching needs.. 7.19 6.84 6.33 7.01
How would you rate the overall quality of the service provided by the library? 7.33 7.09 6.97 7.25

     2.5 Information Literacy Outcomes Questions

Respondents were asked to rate literacy outcomes for five questions on a scale of 1-9. The table below gives the mean scores for undergraduates, graduate students, and faculty.

Question Undergraduates Graduates Faculty All Users
The library helps me stay abreast of developments in my field(s) of interest. 6.12 6.09 5.83 6.09
The library aids my advancement in my academic discipline. 6.81 6.94 6.24 6.75
The library enables me to be more efficient in academic pursuits. 7.09 6.89 6.36 6.95
The library helps me distinguish between trustworthy and nontrustworthy information. 6.35 5.84 5.70 6.16
The library provides me with the information skills I need in my work or study. 6.56 6.34 5.99 6.45

     2.6 Frequency of Library Use

Survey respondents were asked how frequently they used library resources on site, accessed the library resources online, and used non-library gateways such as Google. Respondents rated frequency by the following time units: daily, weekly, monthly, quarterly, and never. The table below gives the highest frequency for each group.

Question Undergraduates Graduates Faculty
How often do you use resources on library premises? Weekly
42.70% (433)
Weekly
46.28% (137)
Weekly
42.60% (72)
How often do you access library resources through a library Web page? Weekly
39.15% (397)
Weekly
52.36% (155)
Weekly
43.79% (74)
How often do you use Google, Yahoo, or non-library gateways? Daily
72.98% (740)
Daily
69.93% (207)
Daily
72.78% (123)

     2.7 Statistical Analysis

Pearson’s correlations were run to see if there were relationships between frequency of library use and perceptions of library services. No meaningful relationships were found. Univariate analysis of disciplines and information control questions found significant results. However, the levels of representation within disciplines make the results unreliable.


Copyright 2000-2008, Raymond H. Fogler Library
The University of Maine logo