CILIP Webinar Leaders Forum 28th March 2018

1. Service Engagement
and Impact Manager
Value and
impact as
service drivers: University of Sunderland
Library & Study Skills
Kay Grieves
@kayjgrieves
CILIP Leaders Forum
Webinar
29th March 2018
#cilipwebinar
a transferable
model

2. Overview
• Background to performance as service driver
- Facilitated
conversation
- Rounded narrative
- Data-visualization
• Transferable Model
• Examples
- using evidence to influence faculty action planning
- using evidence to support advocacy with University
Executive• Building on the model
• Opportunities for sharing and questions

3. University of
Sunderland
NE coast of England
(London and Hong Kong)
Approx. 19,000 students
(7000 off campus)
Post ’92 University
Two Sunderland
campus libraries
Widening participation

4. Value and Impact Model as driver of
A transferable, agile model to drive and
engage our entire service in
understanding, articulating and
evidencing the relevance, value and
impact of the Library’s contribution to
and impact upon our customers’
experience and engagement and the
learning outcomes and the strategic
priorities of the University.
service culture, planning &
delivery
Understanding to position, plan and deliver
library services which impact upon learning
outcomes and University policy (Relationship
Management).
To nurture relationships which facilitate the
articulation of our expected impact and
therefore inspire high impact engagement.
To be able to evidence that impact
and contribution so as to ensure continued
recognition and resource.

5. Why our value
and impact
model is a
service driver
• Agile and connected – informing service
going forward not just performance
• Informs our culture, values and behaviours
• Defines our credibility, role, purpose and
contribution to wider University priorities –
‘thought-leadership’
• Informs and underpins strategic action
planning; decision making and service
delivery (Relationship Management)
• Nurtures engagement and captures its
impact
• Ensures we can articulate benefit,
contribution and impact

6. PERFORMANCE MODEL PRE
2008• Performance of individual
services and systems
• Quantitative - constant increase
of output and efficiency
• Static standards and PIs: not
connected to current strategic
priorities
• Data generated from systems
not people
• Qualitative – unsolicited and
satisfaction-focused
• Stand-alone function - lack of
relevance and ownership
Did not drive service as :
• No concept of ‘impact’ or
‘engagement’ only speed and volume
as measures and levers –inward-
looking
• No overt link to outcomes for
customer or wider contribution to
University priorities – assumed
• Fixed measures not linked to priorities
• Measured against itself
• Stand alone function – lack of
ownership
• Purely retrospective. Not informing
culture, service planning or delivery

7. Emergence
of value
& impact
( Matthews (2012), quoted in Jantti, 2014, p.1 )
“Indicators, measures and analysis
that may have served libraries well
in the past, are now being questioned
for their adequacy to communicate
outcomes, impact or positive affect for the
various stakeholder groups the library
serves.”(Matthews (2012), quoted in Jantti, 2014, p.1)

8. Initial
Drivers
A new
way
• Challenging times: scrutiny, accountability,
H.E. consumer-focused climate
• People back at our heart
• True ‘engagement’ as opposed to ‘use’
• Defining our purpose, role and contribution
within the University (Relationship
Management)
• Capturing evidence of engagement, benefit,
difference and impact against current
priorities and articulating this effectively
• Strategic approach to capturing the
qualitative and maximizing it’s potential
• Culture: owned and embedded
• Agile and relevant evidence-base

9. “to embrace the human objectives like success,
happiness, productivity, progress, relationships, experiences
and impact. How can we help users attain their goals,
achieve wellbeing, realise benefits, move forward, make
personal
connections, participate fully and have significant
effect on their worlds through us?”
( Neal, 2011,
p.427 )
Humanizing our service culture
AND PERCEPTION OF PERFORMA

10. Strategic Marketing
“To be able to advocate clearly and with
strength you need to have the solid foundation
of detailed understanding of your service…
Marketing is not just about raising awareness of
the service you provide. It includes
understanding your stakeholders and user
community, building ongoing relationships with
them, identifying how your service benefits
them, what improvements it can make to their
situation.”
( CILIP Impact Toolkit, 2016 )

11. Evidence
culture
“(Libraries) must perform based on both
common indicators of quality (such as
accreditation) and unique objectives that
align with the institutional mission and goals.
Stakeholders judge libraries based on how
well their services, collections, and spaces
align across both these areas.”
( Connaway et al., 2017, p. 4 )

12. ( Connaway et al., 2017, p. 2 )
“How well can… staff demonstrate that the
academic library is useful to students?
…show how their programmes, collections
and spaces impact student learning
outcomes and institutional goals? Can they
illustrate to provosts the library’s
value to support increased spending?”
Relevanc
e
and
value

13. “The question confronting library
leaders now is how they can
increase the value of the library
and more strategically articulate it
in terms of the new agenda around
learning outcomes.”
( Liz Jolly, (2015) quoted in Chad
and Anderson, June 2017, p.4 )
Articulation
of value

14. Rounded
Narrative
(Showers, 2015,
p.xxxvi)
“A mixed-method approach where
both quantitative and qualitative
approaches are taken, enables the
service to understand what the user
actually does and the context for
these actions and the experience that
those interactions provide. The
coalescence of data is incredibly
powerful.”
qualitative
existing
qualitative reflective
FACILITATED
LIBRARY
STAFF
qualitative reflective
FACILITATED
STUDENTS qualitative reflective
FACILITATED
ACADEMIC
STAFF
TELL THE
STORY
DATA
quantitative
data
EXISTIN
G
quantitative
data
NEW

15. A strategic approach to capturing
qualitative impact evidence
“Encourage students to reflect upon how they are
learning, or to initiate a conversation... Instead of
using a system to assess students’ performance or
ability.”(Shacklock, 2016,
p.5 )
“The aim of marketing is to create value for the
customer and to capture value from the customer
in return.”
( Kotler & Armstrong, 2009, p.26 )

16. ARTICULATE &
Contextualize
Facilitated Conversation
NURTUR
E
Harvest &
ARTICULATE
rounded narrativeexpected outcomes
a reflection
or judgement
evidence of
actual

17. Campaign Approach
( pinterest / uniofsunlib )

18. ‘Journal Engagement’
Campaig
n
Rationale
OVERALL STRATEGIC
PRIORITY
To increase academic and student
engagement with journals in teaching
& learning
(student success and value for money
of reduced collection)
BY
Articulating benefit messages about the
contribution of journals to attaining learning outcomes
(Assessment Criteria)
Generating evidence to inform new
Faculty Action Plans (for Relationship Management)
-Understanding experience of using journals
-Understanding position of journals in teaching,
learning and assessment across the Faculties
-Understanding how academic staff engage
students with journals through assessment and
feedback

19. ARTICULATE
&
Contextualize
Facilitated Conversation
NURTUR
E
Harvest &
ARTICULATE
rounded
narrative
expected outcomes
a reflection or
judgement
evidence of
actual

20. Articulate and
contextualize
• Video shown to large cohorts
• Library promotion/Campus
‘Roadshows’
• Social-media campaign
• Assignment Drop-Ins
• Contextualized by linking to
University Assessment Criteria
• All library teams: ownership

21. Nurturing
reflection and
engagement
• Opportunity for interaction
and conversation
• Social Media
• Feedback cards- prize
• Assignment Drop-Ins

22. Harvest rounded
narrative
Qualitative
• Benefits and impact
• Search experience and challenges
• Student experience of academic staff
engagement with teaching, learning and
assessment
Quantitative
• Journal usage
• Reading list data
• Study skills data

23. Articulating
our evidence
”Data-visualization is the graphical
display of abstract information for two
purposes: sense making… and
communication. Important stories live in
our data and data visualization is a
powerful means to discover and
understand these stories and then
to present them to others.”
Data
Visualization
( Few, 2013 )

28. Faculty Action Planning
• Programme level evidence
• Conversation starters
• Contextualizing usage data patterns
• Evidence ‘hunches’ and anecdotal
perceptions
• Inform opportunities priorities and
objectives
• Provide benchmark for
improvement

29. Cycle of
FACILITATED
CONVERSATI
ON
Drives and
informs service
culture, planning
and delivery
• plan
• articulate
• nurture
• harvest
• articulate & inform

30. “Complex story-telling calls for
ever more creative approaches to
data-visualization that allows
viewers to discover patterns
that might otherwise be
hard to uncover.”
( JISC, 2014
)
Annual Reporting

32. Success
es• Timely in HE climate
• Model embedded and
increasingly owned
• Qualitative and quantitative
agile evidence
• Data-vizualisation skills
developing
• Well received by executive
• Inclusion in institutional data collection
• Analyzing service-wide evidence in agile
manner: utilizing university expertise
• Engaging academic staff: focus groups
• Longitudinal impact studies
(pilot with one cohort this year)
• Relationship Management/Action planning –
engaging liaison team and academic staff
Opportunities

33. Conclusion
“A new narrative for communicating
our role and unique contribution to the
University’s agenda.”
( Jantti, 2014, p. 3 )

34. Further Conversations
kay.grieves@sunderland.ac.uk
@kayjgrieves
@uniofsunlib

35. References
Barber, M. Donnelly, K. and Rizvi, S. (2013) An avalanche is coming: Higher
education and the revolution ahead. IPPR. Available at: http://www.ippr.org
(accessed 20th August 2015)
Chad, K. and Anderson, H. (2017), ”The New Role of the Library in Teaching
and Learning Outcomes”, Briefing Paper No. 3, Higher Education Library
Technology, Ken Chad Consulting Ltd. Available at:
https://doi.org/10.13140/RG.2.2.14688.89606/1 (accessed 24 July 2017).
CILIP (2016) CILIP VLE: Impact Toolkit. Available at: https://vle.cilip.org.uk
(accessed 30 October 2017).
Connaway, L.S, Harvey, W., Kitzie, V. and Mikitish, S. (2017), Academic Library
Impact: Improving Practice and Essential Areas to Research, Association of
College & Research Libraries, Chicago, Illinois. Available at:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepa
pers/academiclib.pdf (accessed 30 October 2017).
Few, S. (2013), “Data Visualization for Human Perception”, The Encyclopedia
of Human-Computer Interaction, 2nd ed., The Interaction Design Foundation,
available at: https://www.interaction-design.org/literature/book/the-
encyclopedia-of-human-computer-interaction-2nd-ed/data-visualization-for-
human-perception (accessed 20 July 2017).
Jantti, M. (2014), “Aspiring to excellence: maximising data to sustain, shift
and reshape a library for the future”, presented at the Library Assessment
Conference, Association of Research Libraries, Seattle, United States, pp. 1–9.
JISC. (2014), “Data visualisation”, available at:
https://www.jisc.ac.uk/guides/data-visualisation (accessed 20 July 2017).
Neal, J.G. (2011), “Stop the Madness: The Insanity of ROI and the Need for
New Qualitative Measures of Academic Library Success”, Declaration of
Interdependence: The Proceedings of the Acrl 2011 Conference, March 30-
April 2, 2011, Philadelphia, Pa, presented at the A Declaration of
Interdependence, Assoc. of College and Research Libraries, Philadelphia,
Pennsylvania. Available at:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsan
dpreconfs/national/2011/papers/stop_the_madness.pdf (accessed 20 July
2017).
Shacklock, X. (2016), From Bricks to Clicks - The Potential of Data and
Analytics in Higher Education, Higher Education Commission, London.
Available at: http://www.policyconnect.org.uk/hec/research/report-bricks-
clicks-potential-data-and- analytics-higher-education (accessed 24 July 2017).
Showers, B. (2015), “Going beyond the numbers: using qualitative research to
transform the library user experience”, in Showers, B. (Ed.), Library Analytics
and Metrics: Using Data to Drive Decisions and Services, Facet Publishing,
London.