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An Evaluation of SLIS Student Satisfaction and its Global Impacts


Global Impacts Christina Hoffman, MLS Dr. Samantha Hastings, Interim Dean The University of North Texas School of Library and Information Sciences – PowerPoint PPT presentation

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Title: An Evaluation of SLIS Student Satisfaction and its Global Impacts

An Evaluation of SLIS Student Satisfaction and
its Global Impacts
  • Christina Hoffman, MLS
  • Dr. Samantha Hastings, Interim Dean
  • The University of North Texas
  • School of Library and Information Sciences

  • Determine student satisfaction of program
  • Stay abreast of the technological changes and
    global aspects of information environments
  • Compare findings with issues in the global LIS
  • Provide evidence for possible improvements among
    a variety of LIS programs and educators

  • During the past 5 years, SLIS conducted an End of
    Program Questionnaire of graduating masters
  • Results from student comments and answers reflect
    high satisfaction with the program
  • Important results and aspects of the program are
    compared to issues identified in the global

  • Masters students are required to
  • Complete 36 hours of coursework
  • Complete and Pass the Capstone Experience
  • Part of the Capstone Experience includes the End
    of Program Questionnaire
  • The results of the questionnaires are analyzed
    and used for research purposes in this study

  • SLIS began offering WebCT courses in 2000
  • Students can now complete the entire masters
    program online and attend web institutes
  • Currently, SLIS reaches students all over Texas
    and beyond, from Boise to Mozambique

  • The results from the End of Program Questionnaire
    were analyzed with application of Windows SPSS
  • Begins with Fall 2000 semester, ends with Summer
    2004 semester
  • Each year yielded a relative increase in the
    number of respondents

  • The Study Measures 5 key areas
  • Student Background Information
  • Goals and Objectives
  • Curriculum
  • Physical Resources and Facilities
  • Faculty and Advising

Results and Analysis Student Background
  • Dramatic increase in the number Distance Learners
  • Increased number of students from different
    geographic locations
  • Increase in diversity of backgrounds and
    experiences of student body
  • Geographical Locations
  • Work Experience

Growth in Distance Education
Results and Analysis Goals and Objectives
  • Overall, students expressed high satisfactions
    regarding how well SLIS accomplishes the
    objectives of the masters program
  • Analysis of students comments from the three
    most recent semesters indicate an important trend
    developing in the objectives emphasizing
    technology and professional development

Results and Analysis Goals and Objectives
  • Technology
  • Comments indicate differing opinions about how
    much SLIS should emphasize technology, or what
    technology and applications should be studied
  • Discrepancy about how much technology expertise
    students gained from program

Results and Analysis Goals and Objectives
  • Professional Development
  • Indication that not all students are realizing
    the importance of professional organizations and
  • Raises questions about why and what teaching
    methods might be more effective in teaching
    students the importance of professional

Results and Analysis Curriculum
  • Vast majority of students agreed that SLIS
    emphasizes and covers the core curriculum very
  • Majority of students agreed that the program
    allowed them to interact with students outside of
    their curriculum foci
  • Most strongly agree that the SLIS curriculum
    experience significantly prepared them for a
    library and information science career

Results and Analysis Physical Resources and
  • SLIS Announce-L and the SLIS Village What are
  • Students highly favor using SLIS Announce-L and
    the Village to communicate with students,
    faculty, and others on a daily basis
  • Percentages from survey show that more students
    will most likely voluntarily join the Village as
    more students feel comfortable with distance
  • Village provides many aspects of learning that
    neither traditional nor virtual classrooms can

Percent Growth in the Value of SLIS Village and
Results and Analysis Faculty and Advising
  • Overall satisfaction about faculty and advising
    is high
  • Results show that distance learners still want
    more face to face advising when possible
  • Even with growth in distance education, email and
    face to face communication consistently remained
    chief method (not telephone or WebCT)

Results and Analysis Faculty and Advising
  • Interestingly, each semester a high percentage of
    students indicate no opinion about whether
    faculty encouraged and actively participated in
    professional activities
  • Could indicate that students are not necessarily
    aware of faculty involvement in professional
    organizations, which could limit their ability to
    perceive professional involvement as important

Results and Analysis Overall Evaluation
  • Students encouraged continual utilization and
    improvement of the SLIS Village because of the
    value they received using this type of
    communication forum
  • Suggestions for breaking the barriers of distance
    education communication
  • Indication that students want LIS educators to
    consider their suggestions to tailor programs and
    communication methods to their needs

Global Implications
  • We compared the SLIS program and survey results
    with the results of the KALIPER Study
  • Realized several implications for the future of
    LIS education about how LIS educators should
    tailor programs to meet demands in the global

Global Implications
  • Suggestions and Impacts from Study
  • Recruit students from numerous areas to enhance
    global learning through student to student
  • Identify both theoretical and practical teaching
    applications and methods for specific programs of
    study by examining global library practices and
    information environments
  • Continue to identify the technological changes
    among all types of LIS environments, across
    education specializations, and through
    interaction among students from different
    programs of study

Global Implications
  1. Create social environments for learning in order
    to build communities and life long
    professional colleagues and professional
  2. Increasingly involve students in faculty
    professional development and continuing education
    activities globally, nationally, and locally,
    especially in distance education locations
  3. Incorporate bilingual education into LIS programs
  4. Develop LIS education exchange programs with
    other countries
  5. Incorporate global outreach to help build LIS
    programs where needed

  • The implications for improving LIS education and
    our profession now includes the global
    environment, which again requires LIS educators
    to reevaluate practices and methods of teaching
    and meeting student needs
  • The SLIS study and evaluation of student
    satisfactions successfully identified new
    objectives for LIS educators to meet the changes
    occurring in the global information environment

Further Study
  • The study provides opportunities for further
    research on a wider variety of global impacts
  • More comparisons of important objectives among
    LIS programs with distance education and
    traditional face to face teaching methods