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ERIC Number: EJ1023295
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0268-0513
Can an Excellent Distance Learning Library Service Support Student Retention and How Can We Find out?
Needham, Gill; Nurse, Richard; Parker, Jo; Scantlebury, Non; Dick, Sam
Open Learning, v28 n2 p135-140 2013
Higher education libraries have traditionally sought to be able to demonstrate the impact their services have on student attainment. This is particularly important in the current economic climate where libraries frequently have to defend their budgets in the face of financial constraints, whilst needing to demonstrate better value for money to students who are now paying more for higher education. A number of studies around the world have been successful in harnessing data around library usage to begin to show strong correlation with student retention and final results. But most of these studies rely on data from book loans and engagement with a physical library, and where students follow a traditional three-year or four-year degree course. This is challenging for a distance education institution, like the UK Open University, where most students rarely or never visit the physical Open University Library and where study and assessment patterns can differ from those of traditional universities. This paper outlines the efforts of staff at The Open University Library to embed their services and resources into the learning experience of their distance learners, and to aspire to find ways of demonstrating their contribution to student retention and achievement. While there is huge potential in the amount and range of data available, the challenge is to identify an appropriate model that allows The Open University Library to demonstrate how Library Services impact on student retention, attainment and achievement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A