Getting More Value from the LibQUAL+® Survey: The Merits of Qualitative Analysis and Importance-Satisfaction Matrices in Assessing Library Patron Comments

Autor/inn/en	Detlor, Brian; Ball, Kathryn
Titel	Getting More Value from the LibQUAL+® Survey: The Merits of Qualitative Analysis and Importance-Satisfaction Matrices in Assessing Library Patron Comments
Quelle	In: College & Research Libraries, 76 (2015) 6, S.796-810 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
DOI	10.5860/crl.76.6.796
Schlagwörter	Surveys; Academic Libraries; Qualitative Research; Users (Information); User Satisfaction (Information); Library Services; Statistical Analysis; Foreign Countries; Content Analysis; Undergraduate Students; College Faculty; Canada + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Qualitative Forschung; Benutzerprofil; Nutzer; Benutzerfreundlichkeit; Bibliotheksarbeit; Statistische Analyse; Ausland; Inhaltsanalyse; Fakultät; Kanada
Abstract	This paper examines the merit of conducting a qualitative analysis of LibQUAL+® survey comments as a means of leveraging quantitative LibQUAL+ results, and using importance-satisfaction matrices to present and assess qualitative findings. Comments collected from the authors' institution's LibQUAL+ survey were analyzed using a codebook based on theoretical insights of customer satisfaction with library features. Qualitative findings extended the quantitative results and yielded key recommendations that were new or unclear from the quantitative results alone. Importance-satisfaction matrices were beneficial in pinpointing primary and secondary opportunities for improvement, areas to place continued emphasis, and areas where expectations were exceeded. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01