Student Journey Work: A Review of Academic Library Contributions to Student Transition and Success

Abstract

Student Journey Work: the contribution of academic libraries to student transition and success -a review Scope and IntroductionThis review identifies and draws on accounts of recent practice (published within the last threefour years) which describe library innovations taking place nationally and internationally. Rather than an in-depth review the article identifies and explores notable examples of projects, services, and approaches that are extending the traditional function of the academic library. Consequently reports that focus on the entire student journey that also demonstrate an understanding of the complex nature of the student experience are included, whilst more traditional working is excluded -important though this is. Taki g a esea h i fo ed p a ti e perspective is fundamental to enhancing services (Weaver and Levy, 2008), and for accountability, (Haddow, 2010, 40), hence exemplars have been selected with this in mind. Interventions that span boundaries between professional services and pan-university for the benefit of student transition are a particular feature. The context and rationale for this approach is next outlined.Academic Libraries are facing unprecedented demands. The changing higher education (HE) environment, technology, (social media, mobile technology, ubiquitous internet) open access and global economic uncertainty is bringing opportunities and challenges of a scale not experienced previously. (Jubb, 2010;Harper and Corrall, 2011;Deiss and Petrowski, 2009; Nicholas et al, 2010; Gwyer, 2010, Weaver, 2012. The pace of change and the rising expectations of students from their university/college education has been well documented and has resulted in many innovations and in the UK, government legislation reforming student finance in 2010 (Great Britain, Browne, 2010) has led to a heightened sense of what really makes up the modern student experience and value for money in 2013. Student tuition fees in the UK of up to £9,000 per year, position students more as customers than ever before, placing students in more control over their experience; the student voice is being heard by HE policy makers, including academic librarians, which is in turn leading to new services and engagements.Higher education institutions (HEIs) in the UK were the subject of the influential Diamond Report published by Universities UK (the body representing all UK universities) in 2011. The report provides case studies of notable academic libraries who have used various methodologies to make efficiencies, (University of St Andrews -LEAN project), federal library services (University of London) and also made wide ranging recommendations for increasing shared services and further efficiencies in operations and services. (Universities UK, 2011). Coupled with increased internationalisation, marketisation and competition, universities and colleges are being run more like businesses than ever before with consequences and opportunities for academic library leaders. (Moropa, 2010).These changes are cultural, complex and far ...

Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships

“…Student retention is vital and lack of skills is often cited as a reason for dropout (HERE Project 2011;Emmons and Wilkinson 2011;Weaver 2013). As the library needs to justify its role in regards to user satisfaction surveys and students receiving value for money, this trend needs addressing.…”

Positioning the Academic Library within the Institution: A Literature Review

“…A strong focus on outcomes is reflected in the term student success which is commonly central to the institutional mission and linked to student expectations of employability (Adams Becker et al, 2017a). Higher student fees have promoted the view of students not only as customers (Weaver, 2013) but also as partners, with a stronger voice in decision-making (Melling, 2013). There is an increased focus on the student experience (Appleton et al, 2011), and greater scrutiny of the quality and value for money of services (Melling & Weaver, 2017).…”

“…Libraries now need to understand the entirety of the student experience from recruitment to graduate employment (Weaver, 2013). Progression incorporates retention, the subject of a literature review by Oliveira (2017) which includes a section titled "Retention is the library's business too" (p. 314).…”

“…Higher education institutions (HEIs) have been changing radically in recent years; this impacts the strategies they pursue and creates challenges of adaptation and alignment for libraries. Many operate more like businesses (Weaver, 2013), shaped by multiple drivers such as greater accountability, stronger competition for students and research funding, higher student expectations, internationalisation and challenging economic conditions. Some particular areas of institutional focus have emerged.…”

An assessment of library instruction:

“…This is supported by Karagiannopoulou (2006) and Christie et al (2016) who found in their studies that the students had increased their knowledge of academic writing, enhanced their critical skills and adopted a deep strategic approach. Weaver (2013) suggests that academic libraries also play an important part and role in the students' journey throughout their studies. Furthermore, Weaver (2013) makes the point that collaboration is necessary to teach the students the relevance of IL.…”