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Dissertation Information for Frances Casserly

NAME:
- Frances Casserly

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- Rutgers University (USA) (1984)

ADVISORS:
- Herbert R. Kells

COMMITTEE MEMBERS:
- Ralph Blasingame
- Hendrik Edelman
- Duane E. Webster

MPACT Status: Fully Complete

Title: SELF-STUDY AND PLANNED CHANGE IN ACADEMIC LIBRARIES: A CASE STUDY ANALYSIS OF REGIONAL ACCREDITATION SELF-STUDY EXPERIENCES

Abstract: The purpose of this study was to investigate planned change processes in academic libraries and formulate recommendations for improving them. The study focused on one type of planned change technique, the self-study, and consisted of a descriptive, in-depth analysis of the regional accreditation-related self-study processes conducted at four academic libraries. Research questions incorporating Lindquist's Adaptive Development Model of planned change and Kells' Desired Attributes of Self-Study served as the framework for the study. Data was collected via questionnaire, interview and document analysis.

Eleven process-related factors were found to be associated with successful self-study processes: Approach Factors, i.e., commitment, motivation, leadership, and design; Activity Factors, i.e., participation openness, focus on goals and effectiveness, and use of user and expert opinion; and Organizational Factors, i.e., past experiences with self-study and planning processes, timing, and group self-perception.

The self-study reports were predominantly descriptive and focused on library processes. The successful sites employed user and/or expert opinion as types of assessments in their reports. No relationships were found between the success of the processes and: classes of evaluation addressed; specific resources, capabilities, products and services addressed; number of assessment measures included; or extent to which the accrediting association standards were addressed. The annual reports were richer sources of quantitative assessments of library processes and outputs than the self-study reports.

The analysis of these processes indicates that self-study success for academic libraries can be described in terms of changes and improvements, and organizational and personal benefits. Many of the important outcomes that were included in Kells' and Lindquist's models were not realized at these sites.

The implications of this study include the need to emphasize the approach and planning factors, the value of using user and/or expert opinion, and the importance of the effects of organizational factors, evaluation team training, and accreditation standards which provide guidance in assessing effectiveness. The study also suggests that a useful general theory of planned change must be developed through the integration of numerous technique- and situation-specific models.

MPACT Scores for Frances Casserly

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:09:38

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Students under Frances Casserly

ADVISEES:
- None

COMMITTEESHIPS:
- None