The university librarian discusses Coventry University's "textbook promise" to provide undergraduate students with core textbooks. Over 23,000 textbooks were distributed to students in 3,500 bundles. This large scale distribution required significant logistical planning and labor. Initial surveys found students were positive about receiving free textbooks and some said it influenced their choice to attend the university. Ongoing data collection is exploring the impact on student progression, attainment, library usage, and engagement. Moving forward, alternatives like e-textbooks, custom publications, or voucher systems could help guarantee student access to content while reducing the library's logistical burden.

1. Promises, Pallets and Pragmatism
Caroline Rock
University Librarian
Coventry University

2. 23 September 2012

3. Outline of Session
 The Coventry University „promises‟
 why and what
 The „textbook promise‟
 what we did and how
 Alternative approaches ?
 your views on how this could be done differently

4. Promises 2012 – underlying drivers
 Recruitment - influence students‟ choice of university
through commitment to minimising „hidden extras‟
 Student satisfaction - tangible enhancement of the
student experience
 Pedagogical - critical to achieving course learning goals
 Widening participation – equal access to core material

6. Provision of items ‘core’ to the course
 Start Up Packs – e.g. protective clothing, Sports Kit,
 text books or other core learning materials e.g.
software, professional subscriptions, art materials etc.
 printing credits
 field trips/day visits
 support grants for placements, overseas experience,
or international travel

7. From the ‘Guidelines ‘2013-14’
 Applies to:
 all undergraduate courses (with exception for NHS)
 students (home, EU and/or international) who are
paying the higher fees
 both full time and part time students (with voucher
alternative for part-time students)
 Funded by Faculty (max. £250 per bundle of texts)

8. The scale of the ‘promise’

9. From promises to pallets
Library responsibilities:
 specifying requirements
 awarding the contract
 obtaining the details of texts from academics
 placing of orders
 identifying and equipping a distribution space
 receiving the bundles
 coordinating the distribution

10. The logistics:
 23,000 text books
 3,500 bundles
 use of central campus
location
 designated collection
days by Faculty
 two week period (70%
collected in Week 1)
 recorded on student
record system

11. Some lessons learned:
 when to use a forklift truck
or a pallet truck
 very labour-intensive for
University staff
 student numbers are a
moving target
 there will always be
delays…. allow for them!
 communicate with students
 use suitable packaging

12. Was it worth it?
Recruitment, pedagogy, student engagement
and satisfaction

13. Immediate impact on the students?
 Initial survey at distribution time focused on:
 the process of collecting the text books
 attitudes towards being given the text books
 influence in relation to choosing Coventry University
 Headlines:
 97% positive about collection process
 99% positive about being given books
 28% positively influenced their choice of University

14. Interim impact on students
and the library ……
 Interim online survey
 available at beginning of Semester 2 to all Stage 1
students who had received textbooks (c. 3,300)
 255 responses
 Headlines
 93% had used textbooks so far
 69% continued to borrow books from the Library
 30% had bought additional texts since enrolling.

15. Longer term impact
 AMOSSHE Students First Report (ref. UEL)
 Library currently designing a study to look at the
correlation of the textbook promise, library usage and
student progression and attainment
 Commissioning of qualitative research study in terms of
student engagement with their course and with the
University

16. Implications for the Library
 High profile project – becoming embedded
 Senior management perceptions and risks to Library
funding
 Strengthening of relationships with academic staff
 Impact on Library usage
 increased visits and occupancy (!)
 reduction in re-shelving
 reduction in income from fines (20%)

17. Pragmatic – and ‘professional’
How do we…
 avoid getting wet in the future
 assist the University with achieving the same goals
i.e. guaranteed access to „content‟ ?
 protect the role and values of the Library
The alternatives?

18. Pragmatic and professional
Textbook models:
 e-text books as an alternative to print
 customised publications
 directed buying via voucher / credit schemes
Library models:
• use of patron driven acquisitions
• enhanced licensing for e-book collections
Others:
 bursaries; cash schemes (!)

19. A note on e-books
 69% of respondents had used Library e-books so far, highest
user is HLS with 76%, EC 66%, BES 71%, CSAD 50%
 When asked for a preference for print or e-books for
2013-14, 86% wanted printed texts
 EC keenest on “e” with 30% favouring e-books, BES and HLS
roughly the same (10% keen) A & D 13%
 N.B. Evidence from „e-text book projects‟ more positive ....

21. Questions?
 Experiences from your own institutions?
 What would you consider to be viable alternatives?
 How can we measure value for money?
 How can we influence institutional decisions /directions
in this area?