Using quantitative and qualitative unit profiling for identifying the contribution of library resources to teaching quality

Abstract

This paper presents the development and application of a new methodology incorporating both quantitative and qualitative profiling to help discern the characteristics of units of study that are the differentiators of student ratings of library resource quality. From the sub-set of those units with an ‘unremarkable’ rating for teaching quality, those units with the ‘extreme’ library resource quality ratings were selected for investigation. Examination of the handbook descriptions for those units suggests that units of study which explicitly incorporate student interaction with the wider literature and other information resources beyond those provided within the unit environment may lead students to engage with the library in deeper ways that highlight the value of library resources, and hence lead to higher mean ratings of library resource quality. This finding suggests potential areas for intervention to enhance student perceptions of the quality of library resources.

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