Impact of Total Quality Management (Tqm) in University Academic Libraries of the United Arab Emirates (Uae) on the Quality of Their Services

IMPACT OF TOTAL QUALITY MANAGEMENT (TQM) IN UNIVERSITY ACADEMIC LIBRARIES OF THE UNITED ARAB EMIRATES (UAE) ON THE QUALITY OF THEIR SERVICES

Thesis Submitted to the Padmashree Dr. D. Y. Patil University Department of Business Management In partial fulfillment of requirements for the award of the Degree of

DOCTOR OF PHILOSOPHY IN BUSINESS MANAGEMENT

Submitted by: SOPHIA JOHNSON THOMAS (Enrollment No. DYP-Ph.D.-106100011)

Research Guide PROF. DR. PRADIP MANJREKAR DEAN

PADMASHREE DR.D.Y.PATIL UNIVERSITY DEPARTMENT OF BUSINESS MANAGEMENT, Sector-4, Plot No.10 CBD Belapur, Navi Mumbai – 400614

October 2014

IMPACT OF TOTAL QUALITY MANAGEMENT (TQM) IN

UNIVERSITY ACADEMIC LIBRARIES OF THE UNITED

ARAB EMIRATES (UAE) ON THE QUALITY OF THEIR

SERVICE

DECLARATION

I hereby declare that the thesis titled “Impact Of Total Quality Management (TQM) in

University Academic Libraries of the United Arab Emirates (UAE) on the quality of their services”, submitted for the Award of Degree of Doctor of Philosophy in Business

Management at the Padmashree Dr. D.Y. Patil University‘s Department of Business

Management, Navi Mumbai is my original work and the thesis has not formed the basis for the award of any degree, associate ship, fellowship or any other similar titles. The contents of this thesis represent my own unaided work, opinions, & views and no other body should be held responsible for the same.

The material borrowed from other sources are incorporated in the thesis has been duly acknowledged.

I understand that I myself could be held responsible for plagiarism, if any declared later on.

The research papers published based on the research conducted out of and in the course of study are also based on the study and not borrowed from other sources.

Place: Navi Mumbai. Signature of the Student

Date: Enrollment no: 106100011

CERTIFICATE

This is to certify that the titled “Impact Of Total Quality Management (TQM) in

University Academic Libraries of the United Arab Emirates (UAE) on the quality of their services”, is a Bonafide research work carried out by Ms. Sophia Johnson Thomas, student of Doctor of Philosophy (Business Management), at Padmashree Dr. D. Y. Patil

University‘s Department of Business Management, Navi Mumbai during the year 2010-

2013, in partial fulfillment of the requirements for the award of the Degree of Doctor of

Philosophy in Business Management and that the thesis has not formed the basis for the award previously of my degree, diploma, associate ship, fellowship or any other similar title of any University or Institution. Also certified that the thesis represents an independent work on the part of the candidate.

Prof. Dr. Pradip Manjrekar Prof. Dr. R. Gopal Dean Director & HOD Dept. of Business Mgmt. Dept. of Business Mgmt. Padmashree Dr. D.Y. Patil University, Padmashree Dr. D.Y. Patil University, Navi Mumbai Navi Mumbai

Place: Navi Mumbai Date:

ACKNOWLEDGEMENTS

I acknowledge my sincere gratitude to my guide Dr. Pradip Manjrekar, for guiding and encouraging me with his extensive knowledge, vast experience, disciplinary to the core, and totally committed to his responsibility as a guide. I consider myself fortunate in being able to complete my thesis under his guidance.

I am indebted to Padmashree Dr. D. Y. Patil University‘s Department of Business

Management which has accepted me for Doctorate program and provided me this life time opportunity to carry out this research work.

My sincere gratitude to Dr. R. Gopal, Director, and Head of the Department of Business

Management, Padmashree Dr. D.Y. Patil University whose expert guidance was beyond expectations and of very high value.

Finally, very special thanks to my beloved parents for their prayers and encouragement & also to my husband and daughters whose faithful support during the Ph.D. process is so appreciated.

I thank one and all who helped me to complete this work successfully.

Place: Navi Mumbai Date: (Sophia Johnson Thomas) Signature of the Student

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TABLE OF CONTENTS

Chapter Sub Page Chapter Name No. Section No. Declaration i Certificate ii Acknowledgements iii Table of Contents iv

List of Tables vii List of Figures and Graphs xi List of Abbreviations xiii Executive Summary xv

INTRODUCTION 1

1.1 Definition of Higher Education 7 1.2 Total Quality Management in Higher Education 9 1 1.3 Arab Higher Education 10 1.4 Quality in UAE Universities 13 1.5 TQM in Higher Education Academic Libraries 14 1.6 Accreditation status in the United Arab Emirates 15

QUALITY PERSPECTIVES IN LIBRARIES 22

2 2.1 TQM definition 23 2.2 TQM in Higher Education and Libraries 36 2.3 Service Quality 41

UNITED ARAB EMIRATES AND HIGHER EDUCATION 50

3 3.1 History of United Arab Emirates 50 3.2 Higher Education in United Arab Emirates 58 Statistics of Higher Education in United Arab 3.3 61 Emirates

UNIVERSITY LIBRARIES OF UNITED ARAB 80 EMIRATES 4 4.1 University Library 81 4.2 Universities of U.A.E 84

ROLE OF ACADEMIC LIBRARIES IN UNITED ARAB 111 EMIRATES

5.1 Academic Library: Functions 113 5.2 Academic Library: Staff 115 5 5.3 Academic Library: Collection Development 117 5.4 Academic Library: Services 118 5.5 Users of Academic Libraries 121 5.6 Role of academic Libraries in UAE 122 5.7 Role of Librarians in UAE 124

REVIEW OF LITERATURE 141

6.1 Total Quality Management 142 6 Total Quality Management in Academic 6.2 153 Libraries 6.3 Quality in Library Services 165 6.4 Literature Gap 208

OBJECTIVES AND RESEARCH METHODOLOGY 210

7.1 Statement of the Problem 210 7.2 Utility of the Study 211 7 7.3 Scope of the Study 212 7.4 Statement of the Research Objectives 214 7.5 Hypothesis 215 7.6 Research Methodology 218 7.7 Data processing 224

7.8 Limitations of the Study 224 7.9 Scope for future Research 225

DATA ANALYSIS & HYPOTHESIS TESTING 226

8.1 Validation of Questionnaire 226 8 8.2 TQM related factors 228 8.3 Impact of TQM 231 8.4 Analysis of TQM 234 8.5 Analysis of Impact factors 245

FINDINGS AND CONCLUSIONS 320

9 9.1 Total Quality Management 320 9.2 Impact of Total Quality Management 323

10 SUGGESTIONS AND RECOMMENDATIONS 328

11 ANNEXURE

1 BIBLIOGRAPHY 332

2 QUESTIONNAIRE 367

LIST OF TABLES

Page Number Description No. 2.1 Chronology of Quality Movement 25 2.2 Hierarchy of Quality Management 26 2.3 Contributors to Quality Management 27 2.4 Features of TQM library 39 2.5 Various models of service quality in marketing field 43 2.6 Service quality models applied in LIS field 46 3.1 Location of the Emirates 52 Distribution of enrolments by nationality and gender – 3.2 62 Academic year 2011-12 3.3 Distribution of enrolments – Academic year 2011-12 63 3.4 Statistics of enrolments with respect to area of specialization 70 3.5 Relative distribution of enrolments by gender and nationality 71 Distribution of students by area of specialization & type of 3.6 72 institution 3.7 Type of Higher Education Institutions in UAE 75 3.8 Country of origin and level of study offered 77 7.1 Total Sample Size 221 7.2 Questionnaire design 223 8.1 Cronbach’s Alpha Scores (Validation of the Questionnaire) 227 Names of states, frequency and percentage of TQM 8.2 227 respondents 8.3 Gender, frequency and percentage of respondents 228 8.4 Position, frequency and percentage of TQM respondents 229 8.5 Qualification, frequency and percentage of respondents 230 8.6 Service, frequency and percentage of respondents 230 8.7 Experience, frequency and percentage of respondents 231 8.8 Names of states, frequency and percentage of respondents 232 8.9 Gender, frequency and percentage 233

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8.10 Category, frequency and percentage 233 8.11 Qualification, frequency and percentage 234 8.12 Quality Management as a factor of TQM 235 Descriptive Statistics of Quality Management as a factor of 8.13 236 TQM 8.14 Infrastructure as a factor of TQM 237 8.15 Descriptive Statistics of Infrastructure as a factor of TQM 238 8.16 Productivity as a factor of TQM 239 8.17 Descriptive Statistics of Productivity as a factor of TQM 240 8.18 Educational Resources as a factor of TQM 240 Descriptive Statistics of Educational Resources as a factor of 8.19 242 TQM 8.20 Staff Development as a factor of TQM 242 Descriptive Statistics of Staff Development as a factor of 8.21 243 TQM 8.22 Mean Scores of TQM factors 244 8.23 Quality Awareness as a factor of Impact 245 Descriptive Statistics of Quality Awareness as a factor of 8.24 247 Impact 8.25 Facilities as a factor of Impact 247 8.26 Descriptive Statistics of Facilities as a factor of Impact 249 8.27 Services as a factor of Impact 249 8.28 Descriptive Statistics of Services as a factor of Impact 250 8.29 Learning Resources as a factor of Impact 251 Descriptive Statistics of Learning Resources as a factor of 8.30 252 Impact 8.31 Staff Quality as a factor of Impact 253 8.32 Descriptive Statistics of Staff Quality as a factor of Impact 254 8.33 Mean Score of factors of Impact 254 8.34 Bivariate frequency on Quality of Learning Resources 257 Chi Square Analysis on Quality of Learning Resources in 8.35 258 Different Emirates. ANOVA test on Quality of Learning Resources in different 8.36 259 Universities

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Descriptive Statistics of Learning resources in different 8.37 260 Emirates 8.38 Bivariate frequency on Quality of Library services 262 8.39 Chi Square Analysis on Quality of Library services 264 8.40 ANOVA test on Quality of Library services 265 Descriptive statistics on Quality of Library services in 8.41 266 different Emirates Bivariate frequency of Library facilities in different 8.42 268 Emirates Chi Square Analysis of Library facilities in different 8.43 269 Emirates 8.44 ANOVA test of Library facilities in different Universities 270 Descriptive statistics of Library facilities in different 8.45 271 Emirates Bivariate frequency of Quality of Library staff in different 8.46 273 Emirates Chi Square Analysis of Quality of Library staff in different 8.47 275 Emirates 8.48 ANOVA of Quality of Library staff in different Universities 276 Descriptive statistics of Quality of Library staff in different 8.49 277 Emirates 8.50 Quality of Learning Resources and gender 278 Chi Square test for Quality of Learning Resources and 8.51 279 gender 8.52 Quality of Learning Resources and category 280 Chi Square test for Quality of Learning Resources and 8.53 282 category 8.54 Quality of Learning Resources and qualification 283 Chi Square test for Quality of Learning Resources and 8.55 284 qualification 8.56 Quality of Library services and gender 285 8.57 Chi Square test for Quality of Library services and gender 286 8.58 Quality of Library services and category 287 8.59 Chi Square test for Quality of Library services and category 288 8.60 Quality of Library services and qualification 289 Chi Square test for Quality of Library services and 8.61 290 qualification

8.62 Quality of Library facilities and gender 292 8.63 Chi Square test for Quality of Library facilities and gender 293 8.64 Quality of Library facilities and category 294 8.65 Chi Square test on Quality of Library facilities and category 295 8.66 Quality of Library facilities and qualification 296 Chi Square test on Quality of Library facilities and 8.67 297 qualification 8.68 Quality of Library staff and gender 298 8.69 Chi Square test on Quality of Library staff and gender 299 8.70 Quality of Library staff and category 300 8.71 Chi Square test on Quality of Library staff and category 301 8.72 Quality of Library staff and qualification 302 8.73 Chi Square test on Quality of Library staff and qualification 303 8.74 Mean scores of TQM and quality of learning resources 304 8.75 Correlation between TQM and learning resources 306 8.76 Mean scores of TQM and quality of library services 307 8.77 Correlation between TQM and quality of library services 308 8.78 Mean scores of TQM and quality of library facilities 309 8.79 Correlation between TQM and quality of facilities 310 8.80 Mean scores of TQM and quality of staff assistance 311 8.81 Correlation between TQM and quality of staff assistance 312 8.82 Mean scores of TQM and quality awareness 313 8.83 Correlation between TQM and quality awareness 314 8.84 Hypothesis results at a glance 314

LIST OF FIGURES & GRAPHS

Page Number Description No. 3.1 UAE Map 51

3.2 Distribution of enrolments by gender and type of institution 62

3.3 Distribution of enrolments by nationality and level of studies 64

3.4 Distribution of UAE Nationals students by level of study 65

3.5 Distribution of Expatriate students by level of study 66

3.6 Enrolments growth (2008-11) 67

3.7 Growth in number of UAE National students 68

3.8 Growth in number of Expatriate students 69

3.9 Distribution of students by area of specialization 70

3.10 Percentage of UAE National students per type of institution 74 Distribution of International Higher Education Institutes by 3.11 75 Emirates 3.12 Country of origin of International HEIs in UAE 76

3.13 Nationalities of Student population 78

3.14 External student population 79

8.1 Frequency of TQM respondents according to each Emirate 228

8.2 Frequency of respondents according to each Emirate 232

8.3 Mean Scores of TQM factors 244

8.4 Mean Score of factors of Impact 255

8.5 Bivariate frequency on Quality of Learning Resources 258

8.6 Score of Quality of Learning resources in different Emirates 261

8.7 Bivariate frequency on Quality of Library services 263

8.8 Score of Quality of Library services in different Emirates 266

8.9 Bivariate frequency of Library facilities in different Emirates 269

8.10 Descriptive statistics of Library facilities in different Emirates 272 Bivariate frequency of Quality of Library staff in different 8.11 274 Emirates 8.12 Score of Quality of Library staff in different Emirates 277

8.13 Quality of Learning Resources and gender 279

8.14 Quality of Learning Resources and category 281

8.15 Quality of Learning Resources and qualification 283

8.16 Quality of Library services and gender 286

8.17 Quality of Library services and category 288

8.18 Diagram of Quality of Library services and qualification 290

8.19 Quality of Library facilities and gender 292

8.20 Quality of Library facilities and category 294 Chi Square test on Quality of Library facilities and 8.21 296 qualification 8.22 Quality of Library staff and gender 299

8.23 Quality of Library staff and category 301

8.24 Quality of Library staff and qualification 303

8.25 Impact of TQM on quality of learning resources 305

8.26 Impact of TQM on quality of library services 307

8.27 Mean scores of TQM and quality of facilities 309

8.28 Mean scores of TQM and quality of staff assistance 311

8.29 Mean scores of TQM and quality awareness 313

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LIST OF ABBREVIATIONS

Sl. No. Abbreviation Full Form

1 AACR Anglo American Cataloguing Rules 2 ABET American Board of Engineering Technology 3 ACRL The Association of College and Research Libraries 4 ANOVA Analysis of Variance 5 ANQAHE Arab Network for Quality Assurance in Higher Education 6 AQIP Academic Quality Improvement Project 7 ARL Association of Research Libraries 8 ASQC American Society for Quality Control 9 ATI Administrative Training Institutes 10 BLLD British Library Lending Division 11 BPR Business Project Re-engineering 12 BSC Balanced Score Card 13 CAA Commission of Academic Accreditation 14 CAS Current Awareness Service 15 CHEDS Commission of Higher Education Data Statistics 16 CIA Central Intelligence Agency 17 CII Confederation of Indian Industry Institute 18 DEA Data Envelopment Analysis 19 DESIDOC Defense Scientific Information & Documentation Centre 20 DUL Dhaka University Library 21 EAQA European Association for Quality Assurance 22 ECDL European Computer Driving License 23 EEI Engineering Educational Institutions 24 EFQM European Foundation for Quality Management 25 ENQA European Network for Quality Assurance 26 GCC Gulf Co-operation Council 27 HCT Higher College of Technology

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28 IASLIC Indian Association of Special Libraries and Information Centres 29 ICT Information and Communication Technology 30 IiP Investors in People 31 INQAAHE International Network for Quality Assurance Agencies in Higher Education 32 INSDOC Indian National Scientific Documentation Centre 33 ISA Indian Scientific Abstracts 34 IT Information Technology 35 LIC Library Information Commission 36 LIS Library and Information Science 37 MOHESR Ministry of Higher Education and Scientific Research 38 MUMS Mashhad University of Medical Sciences 39 NAAC National Assessment and Accreditation Council 40 NCA North Central Association 41 OPAC Online Public Access Catalogue 42 PLSQ Perceptions of Library Service Questionnaire 43 PSQ Perceived Service Quality 44 SDI Selective Dissemination of information 45 RUSA Reference & User Services Association 46 TQ Total Quality 47 TQM Total Quality Management 48 UAE United Arab Emirates 49 UAEU The UAE University 50 UGC University Grants Commission 51 UK United Kingdom 52 UNDP The United Nations Development Program 53 USA United States of America

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EXECUTIVE SUMMARY

Quality is often used synonymously with excellence. In everyday life, quality is a concern even when grocery shopping, eating in a restaurant, and making a major purchase such as automobile, a home, a television, or a personal computer. Therefore for proper quality management, defining quality and its measurement are essential. Quality can be defined very clearly using specifications, standards, and other measures. When it is linked to performance, quality implies evaluation for comparative purposes.

‗Measures‘ of quality involve norms & standards and judgments of quality are assisted through use of norms or criterion referenced indicators (Nunan and Calvert, 1995).

Total Quality Management takes a systematic and combined approach for assuming quality in an organization. The four basic principles explain the nature of Total Quality

Management: 1) Concern of the customer- what would be the interest of the customer and what are the requirements of the customer? 2) Knowing the quality standards of the product and knowing the facts at all levels for continuous improvement.3) People-based management where people must understand what to do and how to do in order to develop or progress on their work.4) Total Quality Management is aimed at Continuous

Improvement. (Saroja, G, 1999).

Total Quality Management started in 1931 when Deming lectured on quality control in the United States. Later Japan started producing high quality products using Deming‘s 14 points of Quality Management. Juran developed Quality trilogy in 1988 with Quality

xv planning, Quality control, and Quality improvement theory. Crosby, 1979 believed that the goal of Quality improvement was zero defects. All the Quality Management thinkers stressed the importance of satisfying the customers, both internal and external. Total

Quality Management was implemented in manufacturing industries first and later in service sectors.

In the mid of 1980‘s Total Quality Management began to increase implementation in all levels of education from elementary to higher education. Most educational institutions started TQM in their business and administration areas. Later TQM was implemented in course content and to improve teaching methods. The philosophy of TQM started spreading so rapidly and was implemented widely, not just because it increases efficiency and productivity in difficult times, but because it also incorporates a philosophy about work, people and relationship.

According to the reports of UNESCO and the World Bank, a social and private return of the Higher Education is less than those of primary and secondary education. It is estimated that social return of primary education is 25% while that of higher education is only 1%. This led to the thinking that the returns of the Higher Education are largely personal/private and therefore, subsidy on this should be reduced.

Accreditation is used as proxy for quality in Higher Education, thus Colleges and

Universities define quality based on accreditation (institutional and programmatic, as deemed appropriate). Today, as Higher Education undergoes dramatic changes in

xvi countries in transition, as private Higher Education institutions increase in number, and as student enrolments increase, the Quality assurance processes, i.e. accreditation, accountability, and assessment have become relevance in Higher Education.

Globalization of Higher Education services has become an area of key focus for many countries. In order to fuel the socio-economic development of the country, Higher

Education is playing active role and this required a paradigm shift in terms of governance and service delivery. Application of TQM concepts is one of the measures which will go a long way in revolutionizing the higher Education.

The practice of TQM in Library and Information sector existed since the evolution of the subject itself, but the terminology used for these varied widely as Performance Indicators, Performance Evaluation, etc. Quality studies were mostly restricted to special and academic libraries with ISO 9000 and accreditation schemes were conducted in UK, USA, and Canada.

TQM in higher education libraries has been construed as an approach that enabled focused attention on the core activities which include resources and facilities development, while improving the overall quality of its services towards its users, in order to achieve sustainable institutional outcomes and user satisfaction. The Total Quality (TQ) is a concept where one should ensure a total functional library with total satisfaction from users.

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The UAE is paving the way to meet international standards and bring to life a knowledge-based future by offering academic programs of the highest quality.

The Ministry of Higher Education and Scientific Research is playing an imminent role in steering and devising policies that have metamorphosed the educational landscape of the country.

As the United Arab Emirates strives to build a knowledge – based economy, it is essential that it is underpinned by a tertiary education system of the highest quality. With the globalization of higher education and increased student mobility between institutions and nations, students need to be assured that their qualifications are of a high standard and are recognized and respected across borders. Since 1990s, quality and quality assurance have become the key themes for higher education in many countries in the world. The UAE is not an exception. More and more people are concerned about the output of higher education institutions, whether society is getting real value for its investments in higher education. In response to the diverse and ever-growing system of higher education, issues of quality and quality assurance are becoming a central concern. The UAE state that took the lead in adopting rules and regulations concerning accreditation in particular has been UAE, which has established a

Commission for Academic Accreditation (CAA), national body for quality assurance and accreditation. In 2000, the CAA was set up by the Ministry of

Higher Education and Scientific Research (MOHESR) of UAE to ensure quality in higher education, conducts a program of licensure of colleges and universities

xviii and accreditation of each of their academic programs. The CAA uses two interrelated standards- based quality assurance processes- institutional licensure and program accreditation- to assess educational quality, thereby assuring members of the public that the licensed institutions and accredited programs they offer indeed meet international standards of quality.

Library, information resources, other technological support, and the laboratories must be sufficient in quality, depth, diversity and currency in order to support the institution‘s curricular offerings at the appropriate level for the programs offered, and they must meet the needs of the faculty, students, and academic support personnel, regardless of where they are located. As per accreditation standards, to ensure the quality of Library and Learning Resource, the Library must fulfill certain criteria.

Rosalin, R. (2013), has attempted to present the current Quality Management practices within higher education institutions which relies on industrial models and therefore achieving only partial success. In her paper she stresses on the benefits that Quality

Management in education can provide. The findings reveal that it provides better prospects to the students and also facilitates sharing of best practices and knowledge across the world. The paper also explores the factors related to policy, planning, technical requirements as well as the training required by the teachers, staff and management for the successful implementation of TQM in an education system.

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Ahmed, Mohammed Ahmed Hamadtu; Siddiek, Ahmed Gumaa (2012) have attempted to shed light on total quality management as a tool that can help in achieving the objectives of educational institutes. The researchers have traced the TQM philosophy since Edward

Demings and Joseph Juran and their findings proved that there is significant relationship between total quality management and strategic management. They also proved that

TQM system is linked with the objectives of the educational institutions and its strategic management which helps to attain long-term goals. The researchers therefore, proved the critical and practical need for applying TQM in educational institutions in the Arab world.

Albu, Cristina; Cristian Adriana; and Pistol, Nicoleta (2012) in their paper aims to study the quality of services as an indicator of quality improvement in university libraries. They have opined that users should be permanently consulted and their satisfaction should be a permanent concern. In order to monitor the difficulties encountered by users, a periodical evaluation of the services should be a priority. The analysis of strong and weak points of the services provided, leads to improvements in the quality of service. The paper aims to help librarians to improve their library services by increasing quality and user satisfaction.

Kiran Kaur, Pauziaah Mohamad, and Sossamma George, (2006) explained in their paper the steps in attaining the ISO 9001-2000 quality management system certification at the

University of Malaya library. This article includes description of the planning, implementation and maintenance of the quality management system by the library, along

xx with continual improvement efforts to provide quality service to the library users. This paper emphasizes on library planning and implementation of quality management system to improve the quality of service and increase customer satisfaction.

Kulkarni, Manoj Krishnarao (2013) has categorized service quality expectations of library users in State Administrative Training Institutes (ATI) in India. The service quality dimensions covered in the study are the resources, staff, services, guidance, and environment. The author has prepared a questionnaire for library staff and the users to assess the service quality. After proper understanding of expectations it is important to satisfy expectations so as to enhance use of the library services and resources. Therefore, author has also suggested model for library development according to the expectations of library users and elaborated on various indicators of service quality.

Poll Roswitha (2009) in his paper stated that since IFLA handbook of measuring quality was published in 1996, it has influenced performance measurement in many countries.

The approach used is to acquaint librarians and information professionals with the present state of performance measurement and the different ways of assessing in specified library services. Based on the research for the handbook, the paper presents an overview of today‘s performance measuring worldwide, as well in individual libraries. Examples show typical varieties in measuring processes and results and possible methods for the evaluation of specified library services and products. The new edition widens the perspective to public libraries and adds indicators for electronic services and cost- effectiveness. The 40 performance indicators in the handbook follow the structure of the

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Balanced Scorecard. Each indicator shows examples of results obtained in libraries and information about other possible methods, and a comprehensive overview and state-of the

–art analysis of the core publications concerning performance measurement in libraries.

Mahesh, G. and Mittal, Rekha (2009) showed that communication skills were perceived as the most important skills required for emerging Information professional‘s followed by

Information-Communication- Technology (ICT), management, organization, research, marketing and negotiation skills. This paper highlights the necessity of re-training in the areas of ICT applications for professionals already working in libraries by re-enforcing education and training programs in the country. Library schools should focus on communication skills which clearly has been accorded importance ahead of ICT skills for the future information professionals. ICT skills currently taught should be upgraded to latest ICT skills.

Camara, Ousmane.A. (2009) investigates the need for continuing professional development for librarians in Kuwait. It aims at identifying qualifications and competence levels of academic librarians. Though the library professionals are academically qualified, the library and information skills are found deficient which have tremendous negative effects on the efficiency and effectiveness of library services in

Kuwait. Training and professional development opportunities should be given by moral and financial incentives.

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Dasgupta (2004) describes the importance of the assessment and evaluation process leading to accreditation and the fact that libraries are now exposed to mandatory external evaluation. There is scope to improve on the formats and questionnaire prescribed for gathering information about library resources and services; and the desirable quality standards and indicators appropriate for different types of libraries also need to be identified. In a way, accreditation system puts more pressure on authorities to pay more attention to libraries. Measuring the quality of library products and services is considered as a significant responsibility of a modern library. There are various tools developed, tested and used for this purpose. However, it is preferable to prepare and use a tool suitable to the library to be assessed.

The comprehensive review of literature reveals that lots of studies have been done on

Total Quality Management, Quality in Academic Libraries and Quality of Services.

Although most of the TQM studies are found in the field of industries and manufacturing, it is seen that there is no shortage for studies on Quality of services related to academic libraries in higher education. There have been a few references and researches about quality services and customer satisfaction in libraries but it is very uncommon to come across studies which focus on TQM in academic libraries of higher education management.

Moreover there have been no studies found on the aspect of quality of library services in universities of U.A.E. Therefore the intention of the researcher is to find out how far the

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TQM is enforced in the libraries and what is the impact of TQM on various aspects of library services in the universities of U.A.E.

To ensure the quality of Libraries in U.A.E, the Library must fulfill the criteria laid down by Standards of Ministry of Higher Education and Scientific Research

(MOHESR). Therefore the study would intend to look into measuring the impact of the quality factors in all academic libraries in U.A.E.

This study attempts to understand the effect of Total Quality Management on academic libraries, with special reference to universities offering business and management programs in the seven emirates or states of U.A.E., on the quality and services. After thorough literature review, the following research questions were developed to guide the study:

1) What are the important Total Quality Management (TQM) factors that can

evaluate quality of libraries?

2) What are the impact factors that can help to evaluate the effect of TQM?

3) Is there any impact of TQM on the quality of learning resources in academic

libraries of U.A.E?

4) Is there any impact of TQM on the quality of services in academic libraries of

U.A.E?

5) Is there any impact of TQM on the quality of facilities in academic libraries of

U.A.E?

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6) Is there any impact of TQM on the quality of staff in academic libraries of U.A.E?

7) Does it mean that if TQM is positive, there is high impact on the quality of

resources, services, facilities, and staff and vice versa?

8) What is the level of measurement of these variables on different demographic

factors in different Emirates of U.A.E?

Based on the research questions the following objectives have been formulated:

1. To study the Total Quality Management factors that can scrutinize the quality in

libraries.

2. To study the impact factors that can measure the effect of TQM.

3. To study the impact of TQM on the quality of resources in the academic libraries

of UAE?

4. To study the impact of TQM on the quality of services in the academic libraries of

UAE?

5. To study the impact of TQM on the quality of facilities in the academic libraries

of UAE?

6. To study the impact of TQM on the quality of staff in the academic libraries of

UAE?

7. To study the relationship between TQM and various demographic factors (gender,

category, and qualification) in academic libraries of U.A.E.

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In this research study, individual respondents (students, faculty and staff) constituted the unit of analysis. The present study is descriptive with independent and dependent variables. Total Quality Management (TQM) is the independent variable and Impact factor is considered as dependent variable. The researcher aimed at studying the impact of quality management factors on library services of the academic universities in the

United Arab Emirates (U.A.E). Various parameters were framed based on the Standards,

Stipulations and Criteria designed for achieving the Licensure and Accreditation, released by the Ministry of Higher Education and Scientific Research (MOHESR) in the U.A.E.

An exploratory study was done by gathering information from different Universities offering Business and Management programs in all seven Emirates of the country. Out of the seven Emirates, only six Emirates had Universities offering Business programs.

The data collection was done in two steps. In the first step a pilot survey was conducted to ascertain the parameters and to test the validity and reliability of the tools used in the study. In the second step the primary data was collected using questionnaire as a tool in the study. The dependent variables in this study are the overall satisfaction of the users and independent variables are different dimensions of the quality in library services. The dimensions included in this variable are the learning resources quality, library service quality, quality of facilities and the quality of staff assistance. The five point Likert scale was used to collect the opinion about the selected variables.

The researcher has selected purposive sampling method (non-probability sampling) in order to focus limited number of respondents who are very frequent users of library and

xxvi is confined to limit those who have in-depth knowledge about the library and its activities. Though UAE has a high literacy rate, library users are few as per the culture of the local population. The sample units are students, faculty members, managerial staff, and library staff. Survey was conducted among universities offering business and /or management programs in seven different Emirates of the United Arab Emirates.

However, one of the Emirates has not set up any university yet, therefore the study was confined to six Emirates only.

The study is focused only on accredited Universities because non-accredited institutions and Colleges are not obliged to follow the Standards of Quality. Also the study is restricted to universities offering Business and Management programs because highest enrolments of students are found in this program as per 2011-2012 statistics.

To frame the TQM outlines as per accreditation standards, the library staff and top level decision makers were approached, while the impact of TQM is sought from the students and faculty. The study is conducted to assess the perception and satisfaction of the users regarding the quality and services of the libraries. Therefore the study is confined to regular users of libraries only.

The present study is found to have the following limitations:

1. Collecting the information from students and faculties was a hard task due to low

rate of library users.

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2. Approaching the top level managers for collecting information was difficult task

due to their time and availability at office.

3. The restriction of the research only to accredited universities was an important

limitation.

4. The research was conducted only to Universities offering Business and

Management programs were another limitation.

The following were the findings of the study:

The factors included in measuring the TQM are: 1. Quality Management, 2.

Infrastructure, 3. Productivity, 4. Educational Resources, 5. Staff development. The mean scores for each of these factors are: 4.05, 3.90, 4.09, 4.18, and 4.45 respectively on a five point Likert scale. The mean score for Infrastructure is found to be lowest (3.90) in comparison to other factors. The mean score for Staff development is found to be highest

(4.45) among other factors.

The factors measuring the impact of TQM are: 1. Quality Awareness, 2. Facilities, 3.

Services, 4. Learning Resources, and 5. Staff Assistance. The mean score for each of these factors are: 4.02, 3.78, 3.96, 3.88, and 4.31 respectively, on a five point Likert scale. The mean score for Facilities is found to be the lowest (3.78) and that of Staff

Assistance is the highest (4.31) among other factors.

xxviii

1. It is statistically found that there is significant difference in the mean scores of

quality of learning resources in different Universities and Emirates.

2. It is statistically found that there is significant difference in the mean scores of

quality of library services in different Universities and Emirates.

3. It is statistically found that there is significant difference in the mean scores of

quality of library facilities in different Universities and Emirates.

4. It is statistically found that there is significant difference in the mean scores of

quality of staff assistance in different Universities and Emirates.

5. There is significant difference in rating of the quality of learning resources among

genders. There is no significant difference in rating of learning resources among

students and faculty. There is no significant difference in rating of learning

resources and qualification of respondents.

6. There is significant difference in rating of library services according to gender.

There is no difference in rating of library services among students and faculty.

There is significant association in rating of library services and qualification of

respondents.

7. Therefore, there is no association between rating of library facilities and gender.

There is significant relation between rating of library facilities and category of

students and faculty. There is significant relation between rating of library

facilities among qualification of respondents.

8. There is significant relation between rating of staff assistance among genders.

There is no relation between rating of staff assistance among students and faculty.

xxix

There is significant relation between rating of staff assistance and qualification of

respondents.

9. There is high level of positive correlation between TQM and the quality of

learning resources, quality of services, quality of library facilities, quality of staff

assistance.

10. There exist correlation between Quality management and Quality Awareness.

The present study ‗Impact of Total Quality Management (TQM) in University academic libraries of the United Arab Emirates (U.A.E.) on their quality and services‘ is to explore the role of TQM in university academic libraries and its effect on the quality of library resources, library services, library facilities and the staff of Library. With the help of different tests, it has been observed that application of TQM has significant impact on the quality of learning resources, services, facilities, and staff performance. The study has explained that there is positive correlation between TQM and impact factors.

The study has proved that TQM execution leads to quality products and services. The implementation of Total Quality Management in the university academic libraries of

UAE has resulted in quality end products. Based on the Quality standards imposed by the

Ministry of Higher Education & Scientific Research in the U.A.E., every library department has taken necessary steps to implement qualitative functions and the researcher is able to conclude that some factors and area of study would need improvement which would automatically lead to a better satisfaction rate of users.

xxx

The present study ‗Impact of TQM on academic University libraries in the U.A.E. on their quality and services‘ is an attempt to consider the Quality Management factors and its impact on various library services. The study was conducted among the University

Libraries in the United Arab Emirates (U.A.E.). Out of seven states or Emirates, only six

Emirates owned universities and therefore the study was conducted in the six Emirates.

Moreover, the focus of study was only on universities offering Business and Management programs. Therefore, it is highly recommended that further studies should be undertaken to find out whether there are any other factors that affect the service and quality of libraries in U.A.E. or in the Middle East region.

xxxi

CHAPTER 1

INTRODUCTION

Quality is a dynamic state associated with products, services, people, processes, and environments that meets or exceeds expectations and helps produce superior value. But total quality is even more than that. People deal with the issue of quality continually in their daily lives. Quality has its specifications, standards, and measures. Therefore quality lies in the eye of the beholder. Although quality has been defined in a number of different ways by a number of different people and organizations, quality involves meeting or exceeding customer expectations; quality applies to products, services, people, processes, end environments; and quality is an ever-changing state because something which is considered quality today may not be good enough to be considered quality tomorrow.

Total quality management is a management approach centered on quality, based on the participation of the entire team of organization‘s and aiming at a long term success (ISO

8402:1994). Total quality management is a practical but strategic approach to running an organization or unit that contains elements like mission, vision, objectives, and activities that must be completed to accomplish the goals. The advantage of total quality management is to gear toward achieving excellence and improving on it, continually forever. Total quality is a broad-based approach and encompasses all the elements in providing excellence through continuous improvement. Total quality consists of continuous improvement activities involving everyone in the organization whatever their

1 status, position or role, is the managers of their own responsibilities striving at improving performance at every level. This improved performance is directed towards satisfying goals such as mission needs, quality, processes, suitability, and cost. Total quality includes management techniques, improvement efforts, technical tools under a disciplined approach focused on continued improvement process. The activities are ultimately focused on increased user satisfaction.

There are eight principles of quality management:

 customer-focused organization – where organizations depend on their customers

and therefore should understand the current and future customer needs, meet

customer requirements and strive to exceed customer expectations

 leadership – in which leaders establish unity of purpose, direction and the internal

environment of the organization. They create the environment in which people

can become fully involved in achieving the organization‘s objectives

 involvement of people – include people at all levels since they are the essence of

an organization and their full involvement enables their abilities to be used for the

organization‘s benefit

 process approach - when related resources and activities are managed as a

systematic process, the desired result is achieved more efficiently

 system approach to management - identifying, understanding and managing a

system of inter-related processes for a given objective contributes to the

effectiveness and efficiency of the organization

 continual improvement - continual improvement is a permanent objective of an

organization

 factual approach to decision making - effective decisions are based on the logical

and intuitive analysis of data and information

 mutually beneficial supplier relationships - mutually beneficial relationships

between the organization and its suppliers enhance the ability of both

organizations to create value

Adopting the TQM philosophy will:

 make an organization more competitive

 establish a new culture which will enable growth and longevity

 provide a working environment in which everyone can succeed

 reduce stress, waste and friction

 build teams, partnerships and co-operation

The concept of TQM is applicable to academics as well. Many educators believe that the

Deming‘s concept of TQM provides guiding principles for needed educational reform.

John Jay Bonstingl in his article, ―The Quality Revolution in Education,‖ outlines that the

TQM principles are most salient to education reform. He calls them the ―Four Pillars of

Total Quality Management.‖

Principle 1: Synergistic Relationships

According to this principle, an organization must focus, first and foremost, on its suppliers and customers. In a TQM organization, everyone is both a customer and supplier; this confusing concept emphasizes ―the systematic nature of the work in which all are involved‖. In other words, teamwork and collaboration are essential. The very application of the first pillar of TQM to education emphasizes the synergistic relationship between the ―suppliers‖ and ―customers‖. In a classroom, teacher-student teams are the equivalent of industry‘s front-line workers. The product of their successful work together is the development of the student‘s capabilities, interests, and character. In one sense, the student is the teacher‘s customer, as the recipient of educational services provided for the student‘s growth and improvement. Viewed in this way, the teacher and the school are suppliers of effective learning tools, environments, and systems to the student, who is the school‘s primary customer. The school is responsible for providing for the long-term educational welfare of students by teaching them how to learn and communicate in high- quality ways, how to access quality in their own work and in that of others, and how to invest in their own lifelong and life-wide learning processes by maximizing opportunities for growth in every aspect of daily life. In another sense, the student is also a worker, whose product is essentially his or her own continuous improvement and personal growth.

Principle 2: Continuous Improvement and Self Evaluation

The second pillar of TQM applied to education is the total dedication to continuous improvement, personally and collectively. Within a Total Quality school setting,

4 administrators work collaboratively with their customers: teachers. Today it is in our best interest to encourage everyone‘s potential by dedicating ourselves to the continual improvement of our own abilities and those of the people with whom we work and live.

Total Quality is, essentially, a win-win approach which works to everyone‘s ultimate advantage. According to Deming, no human being should ever evaluate another human being. Therefore, TQM emphasizes self-evaluation as part of a continuous improvement process. In addition, this principle also laminates to the focusing on students‘ strengths, individual learning styles, and different types of intelligences.

Principle 3: A System of Ongoing Process

The third pillar of TQM as applied in academics is the recognition of the organization as a system and the work done within the organization must be seen as an ongoing process.

The primary implication of this principle is that individual students and teachers are less to blame for failure than the system in which they work. Quality speaks to working on the system, which must be examined to identify and eliminate the flawed processes that allow its participants to fail. Since systems are made up of processes, the improvements made in the quality of those processes largely determine the quality of the resulting product. In the new paradigm of learning, continual improvement of learning processes based on learning outcomes replaces the outdated ―teach and test‖ mode.

Principle 4: Leadership

The fourth TQM principle applied to education is that the success of TQM is the responsibility of top management. The school teachers must establish the context in

5 which students can best achieve their potential through the continuous improvement that results from teachers and students working together. Teachers who emphasize content area literacy and principle-centered teaching provide the leadership, framework, and tools necessary for continuous improvement in the learning process.

According to the practical evidences, the TQM principles help the schools in following clauses:

a) Redefine the role, purpose and responsibilities of schools.

b) Improve schools as a ―way of life.‖

c) Plan comprehensive leadership training for educators at all levels.

d) Create staff development that addresses the attitudes and beliefs of school staff.

e) Use research and practice-based information to guide both policy and practice.

f) Design comprehensive child-development initiatives that cut across a variety of

agencies and institutions.

In order to achieve the above as opportunities to the academic scenario, in addition to patience, participatory management among well-trained and educated partners is crucial to the success of TQM in education; everyone involved must understand and believe in principles. Some personnel who are committed to the principles can facilitate success with TQM. Their vision and skills in leadership, management, interpersonal communication, problem solving and creative cooperation are important qualities for successful implementation of TQM.

As TQM finds its way into schools, more and more educators are discovering the natural fit that quality principles and practices have with their own aspirations for the continuous improvement of education. Educational organizations including higher Education institutions around the world are now recreating their work processes, systems of human interaction, mission statements, and their long-term vision and strategies, all with the tools and philosophy of Total Quality Management. Quality education system is a fundamental element in the socio-economic development and prosperity of any society.

Education constitutes the core of human capital formation. It does not only provide returns to the educated individuals, but also helps facilitating economic development and growth, and thus alleviating poverty and bringing other social benefits to the society.

1.1 DEFINITION OF HIGHER EDUCATION

Higher education is an educational level that follows a completion of school providing a secondary education and then a tertiary education often delivered at universities, academies, colleges, seminars, and institutes of technology. Higher education is education provided by universities, colleges, and other institutions that award academic degrees. Higher education includes both the undergraduate

(i.e. college) and the graduate (or postgraduate) levels. Higher education includes most professional education and is strongly vocationally or professionally oriented. Higher education differs from other forms of post- secondary (after high school) education such as vocational education.

Vocational education is a form of secondary or post-secondary education but is considered non-academic as compared to higher education.

Higher Education is defined in various dictionaries and encyclopedias as:

―Higher education is also available through certain college level institutes, including vocational schools, trade schools, and other career colleges that award academic degrees or other professional certifications. Higher education in the

US and Canada specifically refers to post-secondary institutions that offer

Associate degrees, Bachelor‘s degrees, Master‘s degrees, Education Specialists

(Ed.S) degrees, or Doctor of Philosophy (Ph.D) degrees or their equivalents, and also higher professional degrees‖. (Wikipedia, the free encyclopedia).

―Education at a university or at a college of a similar level‖. ―Education at colleges that train people or particular jobs for further education‖. (Macmillan

Dictionary).

―Education at universities or similar educational establishments, especially to degree level‖ (Oxford Dictionary).

―Education at a college or university where subjects are studied at an advanced level‖. (The Cambridge Advanced Learner‘s Dictionary & Thesaurus.)

Higher education improves an individual‘s quality of life. Studies show that compared to high school graduates, college graduates have greater economic stability and security, more prestigious employment and greater job satisfaction, greater knowledge of government, etc.

1.2 TOTAL QUALITY MANAGEMENT IN HIGHER EDUCATION

Education is important for the development of excellence, expertise and knowledge leading to overall development in economy. This has necessitated a sound strategy for the development of Higher Education in almost all countries of the world. A well-developed system of Higher Education paves way to efficiency, leadership and success in the world. Therefore the efficiency remains the sole criterion to evaluate performance. The system of Higher

Education is found efficacious in making available to the society a dedicated, committed, devoted and professionally sound team of human resources to decide the future of any nation. This is possible only when the principles of quality management are introduced in the Higher Education system. Therefore TQM is an inevitable factor that will shape the strategies of Higher Educational institutions to satisfy the community and society.

TQM is an on-going multi-dimensional process even in educational institutions with an aim of improving their quality standards. TQM efforts in colleges and universities largely involved in administrative sections focusing on management

9 commitment, strategic planning, and training and also on non-academic processes such as bill collection, admission applications, inventory, job scheduling etc. The most important challenges facing institutions of today relate to the curriculum, faculty tenure, use of faculty time, technological innovations in instruction, knowledge management, use of learning resources etc.

Knowledge is the basic element in the process of creating and developing new products or services, to reach high levels of quality and technical innovation.

Knowledge is necessary to implement management, to take decisions, to manage resources ensuring efficiency and effectiveness. The Confederation of Indian

Industry Institute (CII) of Quality released its excellence model in September

2008. The excellence framework in education is based on nine criteria, five are grouped under ―enablers‖ (leadership, policy and strategy, staff, resource management and partnership and processes) and four are considered as ―results‖

(student results, staff results, society results and key performance results). Such quality models emphasize on the leadership efforts to achieve performance- based results.

1.3 ARAB HIGHER EDUCATION

The Gulf countries, accustomed to strong returns from oil revenues, realized that the income from the hydrocarbons cannot sustain their economies in the long run. Therefore, the government has implemented policies and programs to encourage citizens to pursue higher education, especially in business, engineering and information technology. The

Gulf region‘s rapidly growing population has created an unprecedented demand for higher education, and as nationalization of the region‘s workforce gathers pace, there is an increased awareness of the need of quality tertiary education both at national and international level. A number of U. S universities have opened branch campuses, and many local institutions now follow the U.S. system of education and have created affiliations with U.S universities. Most of the local institutions have developed the curricula in cooperation with either American /British institution. Many universities established locally have also modified the curriculum with the help of accreditation bodies in order to suit the requirements of the local market.

The UAE constituted by seven Emirates is bonded through a political federation. The country‘s constitution identifies it as an Arab state with Islam as its religion and Arabic as its official language. The U.A.E. is a member of the Arab League and the Gulf

Cooperation Council (GCC), a regional group that joins the Gulf states of Kuwait, Saudi

Arabia, Qatar, Bahrain, U.A.E and Oman. In general, GCC countries share many political, economic and social characteristics including a high reliance on an imported work force. In the last decade the UAE has undergone phenomenal change. Fifty years ago the country had little to no electricity, plumbing or simple infrastructure such as surfaced roads and bridges. In 1950, there was no hospital and but a single school in

Dubai. Dubai was a city comprised of barasti huts and clay buildings lining sand streets.

As late as the 1970s the literacy rate of the UAE in general hovered around 20 percent with only a fraction of adults having any formal schooling.

Today the landscape of UAE has been radically transformed. The UAE is experiencing a

11 level of prosperity never before seen. Physically the city has been morphed from a sleepy regional trading post to the premier economic and tourist hub of the Middle East.

The transformation of UAE is marked by its rapid installation of a modern infrastructure, the embracing of technology and both the vision and resources to rapidly roll change out to the general population. The implementation of higher education for both men and women alike to meet the needs of this rapidly evolving society with local expertise is well underway. The UAE has boldly invested to position itself within the global economy.

Yet universities in the Arab states suffer from relatively low research productivity at international ranking. As per 2012 report on global competitiveness, it was indicated that Arab states have started research program in their quality education systems. For example, Egypt ranked 135 in the world out of 142 countries and Yemen was the last. With reference to the research productivity in universities, out of twenty two Arab states, Egypt and Saudi

Arabia were included among the top 50 countries. Among the academic ranking of world universities, as per report in 2012, Egypt and Saudi Arabia were among the top 500, but no Arab university ranked among the top 100. Therefore efforts are being made by the governments in Arab country to implement quality standard and focus on research and developments.

1.4 QUALITY IN U.A.E. UNIVERSITIES

Education sector holds the key to prosperity for any nation. The UAE is paving the way to meet international standards and bring to life a knowledge-based future by offering academic programs of the highest quality. The Ministry of

Higher Education and Scientific Research is playing an imminent role in steering and devising policies that have metamorphosed the educational landscape of the country.

It is quite natural that the principles of Quality Management be extended to service sectors such as educational institutions, consultancy/ Research &

Development services as well. Studies in quality management and service quality literature by researchers and practitioners have put forth numerous total quality frameworks in the context of Higher Education institutions with the aim of improving their quality standards. The role of management /leadership in

Higher Educational institutions gained significance in the recent research

13 studies. The studies highlighted in the role of management/leadership in evolving a vision for quality and also improving institutional effectiveness.

Total Quality Management (TQM) has got substantial attention in the library world since the early 1990s. There has been a widespread awareness of libraries‘ changing roles in today‘s society and their continuous efforts to adjust to the technological and economic changes. Though there have been long time debates on TQM applicability to non-profit organizations and service sectors, it will not only bring a conceptual challenge to the conventional wisdom of library management, but it will transform the culture of library as an organization.

1.5 TQM IN HIGHER EDUCATION ACADEMIC LIBRARIES

The rapid growth of library-focused TQM literature have encourages lot of academic libraries to implement TQM. A large number of libraries are now considering this new user oriented, teamwork based process for continuous quality improvement. The quality of library operations and services will be improved by implementing TQM.

Benefits of TQM in libraries are various. If implemented carefully, quality management principles yield positive benefits such as: 1) incremental changes lead to continues improvement and may yield better results; 2) allows library managers to develop leadership skills; 3) involvement of team work and support

14 increases the staff participation in decision making, giving a feeling of

‗ownership‘ to staff; 4) improves the level of training and skills; 5) helps breakdown barriers between the library departments and improves relation between departments and within organizations; 6) provides new ways or methods to improve services

1.6 ACCREDITATION STATUS IN THE UNITED ARAB EMIRATES

Since 1990s, quality and quality assurance have become the key themes for higher education in many countries in the world. The UAE is not an exception.

More and more people are concerned about the output of higher education institutions, whether society is getting real value for its investments in higher education. In response to the diverse and ever-growing system of higher education, issues of quality and quality assurance are becoming a central concern. The UAE state that took the lead in adopting rules and regulations concerning accreditation in particular has been UAE, which has established a

Commission for Academic Accreditation (CAA), national body for quality assurance and accreditation. Other Arab Countries have adopted or are in the way of adoption of rules and procedures for quality assurance and accreditation.

As the United Arab Emirates strives to build a knowledge-based economy, it is essential that it is underpinned by a tertiary education system of the highest quality. With the globalization of higher education and increased student mobility between institutions and nations, students need to be assured that their qualifications are of a high standard and are recognized and respected across borders. In 2000, the CAA was set up by the Ministry of Higher Education and

Scientific Research (MOHESR) of UAE to ensure quality in higher education, conducts a program of licensure of colleges and universities and accreditation of each of their academic programs. The CAA uses two interrelated standards- based quality assurance processes- institutional licensure and program accreditation- to assess educational quality, thereby assuring members of the public that the licensed institutions and accredited programs they offer indeed meet international standards of quality. The licensing and accreditation standards used by the CAA are broadly based on the quality assurance standards used by regional accreditation agencies in the USA.

The foreign universities operating their campuses are accredited or recognized by the relevant education authorities in their home country. In order to maintain the quality, the relevant authority in the home country is responsible for the

16 accreditation and quality assurance of the branch campus operating in this region. Some institutions of higher education have, in the recent years, requested, and sometimes obtained, accreditation for some of their programs, from foreign internationally recognized bodies, such as ABET or other

American or European boards.

The Commission conducts its review procedures with reference to the

Guidelines of Good Practice of the International Network for Quality Assurance

Agencies in Higher Education (INQAAHE), the Guidelines for Quality

Assurance from the European Association for Quality Assurance in Higher

Education (ENQA), and the common core standards for quality review endorsed by the Arab Network for Quality Assurance in Higher Education (ANQAHE).

This reflects the understanding that a regional approach to Quality Assurance in

Higher Education offers the possibility of reducing national costs and improving both national and regional competitiveness in the global market.

The Institutional Licensure and Program Accreditation Approval Process include review of the following:

1) Mission , Organization and Governance

2) Quality Assurance

3) The Educational Program

4) Faculty and Professional Staff

5) Students

6) Learning Resources

7) Physical Resources

8) Budgeting

9) Public Disclosure and Integrity

10) Research and Scholarly activities

11) Community Engagement

The Institution provides learning resources and services for students and faculty members that adequately support teaching and learning and, as applicable research, in ways that are consistent with the institution‘s mission and goals.

Those learning resources typically include the library, technology and laboratories. Library, information resources, other technological support, and the laboratories must be sufficient in quality, depth, diversity and currency in order to support the institution‘s curricular offerings at the appropriate level for the programs offered, and they must meet the needs of the faculty, students, and academic support personnel, regardless of where they are located.

As per accreditation standards, to ensure the quality of Library and Learning

Resource, the Library must fulfill the following criteria. The library must:

1) Demonstrate, as evidenced by a multi-year projected budget and evidence

of appropriate expenditures, that the library and its services are

adequately supported and sustainable;

2) Demonstrate that the library provides adequate space, electronic imaging

equipment, and an environment conducive to study and research;

3) Ensures that non-campus based and auxiliary learning or training

facilities are equipped with adequate learning resources;

4) Demonstrate that the library is open for a sufficient number of hours to

meet the needs of students and faculty

5) Demonstrate that the library provides an appropriate range of services

including bibliographic instruction, efficient book and periodical

acquisition, and circulation;

6) Demonstrate that the library staff provides students and faculty with

appropriate orientation programs, workshops, individual assistance and

other services so that they develop the key skills of information literacy

and can locate, evaluate, and appropriately use knowledge and

information available online, in print, or in other media;

7) Demonstrate that the institution provides electronic library services which

are in keeping with international practice and which support the needs of

students and faculty members, as appropriate to its mission;

8) Demonstrate that students and faculty have access to electronic resources,

as appropriate to their program, level and mode of study;

9) Document that the library has both short and long range plans, supported

by adequate budgets, for adding to the library collection;

10) Document that faculty and other stakeholders are involved in the

development of collections and in decisions regarding the elimination of

materials;

11) Demonstrate that the library collection is catalogued according to

accepted bibliographic formats and conventions, to provide both on-

campus and off-campus users with convenient access to resources

including electronic databases;

12) Document that all cooperative agreements with other libraries and

agencies are appropriate to the mission of the institution, are current and

are subject to periodic evaluation;

13) Document that the professional library staff is sufficient in number, has

appropriate professional training and is able to serve the students and

faculty through bibliographic instruction, access to collections, both print

and electronic, and to other forms of information technology during all

hours of operation.

The accreditation body is constantly working to keep up the international standards of colleges and universities in the UAE. Institutions in the UAE which are not located within the free zones are required to be licensed by the CAA.

They are also required to have their programs accredited by the CAA. In view of the review committee, all the standards must be fulfilled in order to maintain and enhance the quality of Library and Learning Centers.

CHAPTER 2

QUALITY PERSPECTIVES IN LIBRARIES

Quality is the defining element of all aspects in the walks of life. The importance of TQM is very evident after the high profile award, such as, the

Malcolm Bridge Quality Award in USA, the Deming Prize in Japan, the

European Quality Prize and also the latest emergence of the Singapore Quality

Award. These quality awards identify companies with the best quality management practices and they are committed to implement TQM in order to attain and achieve ―world class‖ standards; at the same time motivating other companies to adopt TQM policies and practices. As a result both manufacturing and service industries widely practice many of the TQM practices.

TQM has its roots in manufacturing and is more process–oriented, thus focuses on quality of products. The quality focus is therefore on the continuous improvement of all operations, functions and above all, process of work. On the other hand, many service firms, both small and large, are gradually adopting

TQM. In service firms, the definition of TQM is slightly modified giving importance to employees training and empowerment, customer focus and top management commitment.

It is quite natural that the principles of Quality Management be extended to service sectors such as educational institutions, consultancy/ Research &

Higher Educational institutions gained significance in the recent research studies. The studies highlighted in the role of management/leadership in evolving a vision for quality and also improving institutional effectiveness.

2.1 TQM DEFINITION

There are various definitions of quality:

1) Quality is conformance to specifications – British Defense Industries

Quality Assurance Panel

2) Quality is conformance to requirements – Philip Crosby

3) Quality is fitness for purpose - Dr. Juran

4) Quality is synonymous with customer needs and expectations – R.J

Mortiboys

5) Quality is a predictable degree of uniformity and dependability, at low

cost and suited to the market – Dr. Edward Deming

6) Quality is meeting the (stated) requirements of the customer now an in

the future – Mike Robinson

7) Quality is the totality of features and characteristics of a product or

service that bears on the ability to satisfy given needs- American Society

for Quality Control (ASQC).

8) TQM is a system of continuous improvement employing participative

management and centered on the needs of customers – Jurow and

Barnard, 1993.

9) Total Quality Management (TQM), if properly implemented, can enable

organizations to dynamically provide cope with their ever changing

environments in a sustainable manner. – Hackman and Wageman, 1995

10) Besterfield, et.al (2003), defined the three words comprising the

abbreviation of TQM as: ―Total‖ refers to made up of the whole;

―Quality‖ refers to the degree of the excellence of a product or service;

and ―Management‖ refers to an act, art or manner of handling,

controlling, leading and planning.

The concept of Quality was developed in the 20th century that has its roots in the industry and business firms. Quality became an issue with the advent of

24 industrialization and adoption of new scientific approach to management based on strict division of labor as propounded by F. W. Taylor. There are many scholars who have contributed significantly to what we know today in the field of ‗quality‘. Some of them are W. Edwards Deming, Joseph Juran, Phillip B.

Crosby, Kauru Ishikawa, and Genichi Taguchi.

Chronology of the quality movement and hierarchy of quality management extracted from Dr. Sanjay Mishra‘s book, ―Quality assurance in Higher

Education‖ is as below:

Prior to 1900 Quality as an integral element of craftsman

1900 to 1920 Quality control by foreman

1920 to 1940 Inspection-based quality control

1940 to 1960 Statistical process control

1960 to 1980 Quality assurance/total quality control

1980 to 1990 Total Quality management

1990 to present TQM, the culture of continuous improvement, organization-wide quality movements.

Table 2.1 Chronology of Quality Movement .

Hierarchy of Quality Management is shown below:

Total Quality management  Involves supplier and customer  Aims for continuous improvement  Concerns products and processes  Responsibility with all workers  Delivered through team work

Quality Assurance  Use of statistical process control  Emphasis on prevention  External accreditation  Delegated improvement  Audit of quality systems  Cause and effects analysis

Quality Control  Concerned with product testing  Responsibility with supervisors  Limited quality criteria  Some self-inspection  Paper based system

Inspection  Post production review  Re-working  Rejection  Control of workforce  Limited to physical products Table 2.2 Hierarchy of Quality Management

Three most important contributors to the evolution of quality movement are W.

Edwards Deming, Joseph Juran, and Phillip B. Crosby. Though all three of them have concentrated on quality in the industrial and manufacturing sector, discussion on quality is incomplete without exploring their philosophies. Their contribution can also be applied to other sectors, including education. Other individuals who have helped to shape the thinking of Quality Management include Masaaki Imai, Armand V. Feigenbaum, Kaoru Ishikawa, Genichi

Taguchi, Shigeo Shingo and Walter A. Shewhart.

Key contributors to Quality Management are:

Contributor Key Contributions

Deming 14 points, special versus common causes of variation

Juran Quality is fitness-for-use, quality trilogy.

Feigenbaum Quality is a total field, the customer defines quality

Crosby Quality is free, zero defects

Ishikawa Cause-and effect diagrams, quality circles

Taguchi Taguchi loss function

Table 2.3 Contributors to Quality Management

W. Edwards Deming

Deming is regarded as the father of quality management. Deming‘s theory of quality management can be summarized as:

Deming‘s 14 point philosophy:

1. Create constancy of purpose.

2. Adopt the new philosophy.

3. Avoid mass inspection and motivate, train staff to monitor and develop

their own quality.

4. End the practice of awarding only to the basis of the cost.

5. Consistent improvement in the production of systems and services.

6. Institute training on the job to improve quality.

7. Develop leadership quality.

8. Drive out fear.

9. Break down the barriers between departments.

10. Eliminate work standards that prescribe numerical quotas.

11. Provide appropriate workforce with the methods to do the job better.

12. Encourage the people of their rights to pride of workmanship.

13. Institute a vigorous program of education and self-improvement.

14. Put everyone in the company to work to accomplish the transformation.

Joseph Juran

Juran defined quality as ‗fitness for purpose‘. According to him, a product or service can meet its specification and yet not be fit for its purpose. The specification may be faulty and thus the specification should be what the customer wants. He identified three steps to quality improvement:

1. Structural annual improvement plans.

2. Training for the whole organization.

3. Quality directed leadership.

Juran‘s quality improvement steps:

1. Create awareness of the need and opportunity for improvement.

2. Set explicit goals for improvement.

3. Create an organizational structure to drive the improvement process.

4. Provide appropriate training.

5. Adopt a project approach to problem solving.

6. Identify and report progress.

7. Recognize and reinforce success.

8. Communicate results.

9. Keep records of changes

10. Build an annual improvement cycle into all company processes.

Phillip B. Crosby

Crosby is probably the most influential management thinker in the United States and Europe in the field of quality. He focuses on the senior management, and has given two popular statements- ‗Quality is free‖ and ― Zero-defects‖.

Crosby‘s fourteen steps:

1. Management should be convinced of the need for quality improvement,

and there should be full commitment.

2. Set up a quality team to drive the program.

3. Introduce quality management procedures.

4. Define and apply the principle of the cost of quality.

5. Institute a quality awareness program.

6. Introduce corrective action procedure.

7. Plan for the implementation of zero-defects.

8. Implement supervisory training.

9. Announce zero defects day to launch the process.

10. Set goals to bring about action.

11. Set up employee-management communications systems.

12. Recognize those who have actively participated.

13. Set up quality councils to sustain the process.

14. Do it all over again.

ISO 9000 Quality Management Principles

According to ISO 9000, the ISO 9001 and 9004 standards are based on eight quality management principles. These principles were chosen because they can be used to improve performance and achieve success.

1) Focus on your customer

Organizations rely on customers. Therefore:

 Organizations should understand customer needs.

 Organizations should meet customer requirements.

 Organizations should exceed customer expectations.

2) Provide leadership

Organizations rely on leaders. Therefore:

 Leaders should establish a unity of purpose and set the direction the organization

should take.

 Leaders should create an environment that encourages people to achieve the

organization‘s objectives.

3) Involve your people

Organizations rely on people. Therefore:

 Organization should encourage the involvement of people at all levels.

 Organizations should help people to develop and use their abilities.

4) Use a process approach

Organizations are more efficient and effective when they use a process approach.

Therefore:

 Organizations should use a process approach to manage activities and related

resources.

5) Take a systems approach

Organizations are more efficient and effective when they us a systems approach.

Therefore:

 Organizations which identify interrelated process and treat them as a system.

 Organizations should use a systems approach to manage their interrelated

processes.

6) Encourage continual improvement

Organizations are more efficient and effective when they continually try to improve.

Therefore:

 Organizations should make a permanent commitment to continually improve their

overall performance.

7) Get the facts before you decide

Organizations perform better when their decisions are based on facts. Therefore:

 Organizations should base decisions on the analysis of factual information and

data.

8) Work with your suppliers

Organizations depend on their suppliers to help them create value. Therefore:

 Organizations should maintain a mutually beneficial relationship with their

suppliers.

Quality Assurance and Quality Sustenance

Quality assurance is the process of ensuring the performance at optimum or enhanced level, being identified with standards and methods of evaluation and by assessing scientifically. It involves both individual and institutional performance. In the context of the libraries, the qualities and qualifications of library professionals, the infrastructure and service capabilities of library as a system need to be assessed. Carley and Waldron (1984) defines quality assurance as ―planned, deliberate actions or activities instigated and carried out with the intent and purpose of maintaining and improving the quality of learning for participants.‖ Sometimes quality assurance is expressed as a continuing, active and integrative process for maintaining and improving quality rather than simply a system of evaluation and checking for errors. All the personal data in a quality information system should be anonymous or at least pseudonymous, but for statistical analysis usually there seems to be no problem.

Quality sustenance is the legitimate process of Quality Assurance. It has been nourished by top management. Once the quality assurance is made by the

33 external agencies, the spirit of the quality has to be sustained by inculcating number of various quality improvement programs at all levels in an organization which is inevitable to sustain the quality. Quality sustenance is a dynamic process and that will be using explicit results with the best practices at different service points of an organization. In terms of library, providing opportunities to the Librarian/ library professionals to excel and sustain the quality are the programs of quality sustenance.

According to Deming (1950) Total Quality Management refers to a management process and set of disciplines that are coordinated to ensure that the organization consistently meets and exceeds customer requirements. TQM engages all divisions, departments and level of the organization. Top management organizes all of its strategy and operations around customer needs and develops a culture with high employee participation. TQM companies are focused on the systematic management of data of all processes and practices to eliminate waste and pursue continuous improvement.

TQM, therefore, is a long-term quality-centered management approach which requires participation of people (ISO 8402:1994). It ensures customer satisfaction and, in the process, benefits all members of the organization. TQM is an organizational improvement strategy through development and participation of people to ensure that right things are done right first time itself.

With TQM, organizations can transform attitudes and behavior of their employees and transfer them into result-oriented performers.

Need for TQM implementation

According to Norton and Sussman (2009) the ability to produce and deliver quality products and services in hyperactive competitive, and to achieve excellence, it must seek and implement effective tools and techniques to transform quality from just a concept to a value embedded in every part of the organization.

According to Bardoel and Sohal (1996) the major benefit of TQM implementation is to increase awareness and focus of all employees on satisfying internal and external customers.

According to Williams (1997) TQM implementation should be an opportunity to involve staff and review the processes and operations of the organization.

According to Idris, Mcewan, and Belvendram (1996) the main benefits of TQM has been improved customer satisfaction, teamwork, productivity, communication and efficiency. As long as TQM in an organization is adopted fully and practiced effectively, it will strengthen the performance and competitive advantage.

Benefits of TQM implementation

According to Kotelnikov (2009) there are five main advantages of TQM implementation:

1) It encourages a strategic approach to management at the operational level,

through involving multiple departments, in cross-functional improvement

and systematic innovation processes.

2) It provides a high return on investment through improved efficiency.

3) It works equally well for the service and manufacturing sector.

4) It allows organizations to take advantage of the development that enables

managing operations as a cross functional process.

5) It fits an orientation towards inter-organizational collaboration and

strategic alliances through establishing a culture of collaboration among

different departments within organizations.

2.2 TQM IN HIGHER EDUCATION AND LIBRARIES

In 1980s TQM was implemented in educational institutions, and by mid 1980s forward strides have been made in the educational support and administrative areas (Hubbard, 1994). In an effort to become more competitive, higher education institutions have looked to business for techniques to improve quality.

Many institutions understand that merely getting by or producing an ―acceptable

36 level of quality‖ is not enough (Slywka, 1989). Change must occur in the competitive market of higher education where rising costs, reductions in funding and fluctuating enrollments, combined with demands for higher quality, are causing a variety of questions to be asked. (Fram, 1995). The tool higher education is using to improve quality and customer service is a successful business technique called Total Quality Management (TQM).

Green and Harvey (1993) identified five different approaches to quality in higher education. These are, quality:

 In terms of exceptional (high standards);

 In terms of consistency;

 As fitness for purpose (meeting stated purposes);

 As value for money; and

 As transformative (transformation of the participant).

At the same time, Nunan and Calvert (1995) have pointed out that, ―the term quality defies any definition which will be universally accepted. When it is linked to performance, quality implies evaluation for comparative purposes;

‗measures‘ of quality involve norms standards for judgments of quality are assisted through use of norm or criterion referenced indicators. Where measurement focuses on the student as a product of education, quality is seen as

‗value-based‘ by the process of education. When the emphasis is management of quality, attention focuses on strategies for achieving for improving quality.‖

Application of TQM means meeting and exceeding the customer or stakeholder‘s needs or expectation. If we are not able to satisfy all the stated and implied needs of the stakeholders with respect to quality and employability, one cannot survive in the academic arena. Closely linked to the application of TQM is the concept of operational excellence, which means adopting change and reaching out for new and higher standards of performance. The quality strategy provides an overall framework for continuous improvement in the academic processes of an organization. It forces individuals to define customer satisfaction, measures and uses them to improve it. So it uses customer-focused goals and measurement, and drives continuous improvement at all levels of the institution.

TQM in University Libraries:

The traditional method of measuring the quality of academic library in quantifiable terms of its collection and usage is no longer successful in attaining goals and objectives. New ways to conceive and measure quality in libraries are needed. Libraries usually follow internal quality measures for better physical organization and providing information services. Quality assurance should deal with the library resources and collection; time as a measurement for quality

38 library services, time spent by users to access the resources and information, time lag between information presented and information available etc. The primary objective of the library is to serve the stakeholders in a way that satisfies them. Even in the digital era, timely service is the main motto of the library professionals. This has become a threat to the library professional to improve their service skills in order to provide the best service that will satisfy the changing needs of the stakeholders.

With the application of TQM, the distinguished features of TQM library are as:

Features of TQM library

Non-TQM Library TQM Library

1. Driven by Library Drive by Users

2. Driven by Opining Driven by Feedback and data

3. Tolerance of waste resources Elimination of waste resources

4. Short-term guidance Continuous guidance

5. Inspection Prevention

6. Monopoly of sections and activities Cross-function teams

7. Blame Problem-solving

8. Isolation System thinking

Table 2.4 Features of TQM library

The concept of quality is being rooted in the library principles and activities advocated by Dr. S. R. Ranganathan in his ―Five Laws of Library Science‖.

According to him, the quality of a library can be evaluated in terms of whether or not it is able to provide the requisitions of the stakeholders at the required time. All the five laws focus on the quality development and improvement on a regular basis.

The first Law of Library Science, ― Books are for use‖, implies on the collection of good books, their content, usefulness, value, quality, location, access methods, access time, were one of the quality indicators to measure the library collections.

The second Law, ―Every reader his/her book‖, implies the need for giving importance to the users, the right of every user to use the books.

The third Law, ―Every book its reader‖, implies the necessity to inform the user about the library holdings through OPAC (Online Public Access Catalog) system which the user should be able to access anytime anywhere.

The fourth Law, ―Save the time of the reader‖, indicates the efficient and quick delivery of services to users. Digital library access with electronic resources like e-books and e-journals, databases etc. should be made available to users in quickest time. Off campus access should be provided to access the electronic

40 resources from anywhere and at any time. Use of advanced technologies like modern computers and devices, latest version of software etc. should be available in libraries for easy access of resources. Proper signage on the bookshelves should be provided for easy location of books. Easy access and retrieval of information should be available from the website.

The fifth Law, ―Library is a growing organism‖, indicates that as there is developments in the world, library vision, mission, goals and objectives should also grow by adopting the changes for developments. In this digital era, the library functions, activities, techniques, methods of delivery and service should also change and develop. Developments should include well equipped modern facilities, modern computers, networked libraries, digital libraries, virtual libraries etc.

Due to technological developments, there is substantial shift in the functions of libraries and roles of library professionals. TQM in higher education libraries has been construed as an approach that enabled focused attention on the core activities which include resources and facilities development, while improving the overall quality of its services towards its users, in order to achieve sustainable institutional outcomes and user satisfaction. The Total Quality (TQ) is a concept where one should ensure a total functional library with total satisfaction from users.

In this study, the researcher has identified four key factors (TQM enablers) that reflect quality in libraries namely, learning resources, services, environment & facilities (infrastructure) and employees (staff).

2.3 SERVICE QUALITY

Quality of services is a difficult and elusive concept to measure (Gronroos,

1990; Parasuraman et.al. 1988). The measurement of quality in service sector is based on user‘s perceptions of the service, hence evaluating quality. Managing service quality is the identification of users‘ expectations and needs, designing the service system as per their requirements, so as to fulfill their needs and satisfying the users. Parasuraman et.al. (1985) mentions ten factors for evaluating service quality: tangibles, reliability, responsiveness, competence, courtesy, credibility, security, accessibility, communication, and understanding the customer. These factors were simplified and revised into five factors,: 1) reliability (the ability to perform the promised service dependably and accurately); 2) responsiveness (the willingness to help clients and to improve and provide prompt service); 3) assurance (the knowledge and courtesy of employees and the ability to convey trust and confidence); 4) empathy (the provision of caring, individualized attention to customers); and 5) tangibles (the appearance of physical facilities, equipment‘s, personnel and communication materials).

Various theories and researches have been done to develop scales for measuring service quality which would help the service organizations to determine the extent to which their service is effective. Many researchers have formulated several service quality models for the better understanding of service quality dimensions as shown in Table 2.4.

No. Gronroos Garvin Sasser et.al Lehtinen Rust & Zahorik 1 Technical: Performance Materials, Physical: Sales, service Physical tangibles Equipment, elements Building, Ambiance

2 Functional Features Facilities: Corporate Billing process Process Environment, image or part Service Delivery profile

3 Reliability Personnel, Interactive Product, Goods Employees service 4 Conformance

5 Durability

6 Serviceability

7 Aesthetics

8 Perceived quality

Table 2.5 Various models of service quality in marketing field:

Gronroos (1978) has considered both subjective and objective aspects of service quality. According to him two types of service quality exists: Technical quality

(objective part) and the functional quality (subjective part).

A) Technical quality – It is the objective measure and refers to the physical component related to the service delivery. It indicates the ‗what‘ component of the service. In the field of library, it is the acquisition, cataloguing, indexing and process of documents referred to as technical quality.

B) Functional quality – It refers to the delivery and actual process part of the service. It indicates ‗outcome‘ of the service. It is important to assess ‗how‘ well one reacts to the system. Thus service quality is blending of subjective and objective elements. Therefore, Technical Quality answers ―what‘ the consumer obtains and Functional Quality answers ―how‖ the consumer obtains it.

Garvin (1984) has suggested five basic perspectives based on judgment; product specification; user satisfaction; price or value consideration; and manufacturing determinants. He further examined the quality with specific reference to eight principles related to the product or services. They are:

1) Performance: How a product or service performs and satisfies the

customer.

2) Features: The overall appearance or characteristics of the products.

3) Reliability: The dependability or the consistency of the product or

service.

4) Conformance: Whether meeting of the expected requirement from the

product.

5) Durability: The sturdiness and toughness expected of a product.

6) Serviceability: The features, which make the product more service –

oriented.

7) Aesthetics: Overall impression which gives a better feeling about the

product.

8) Perceived quality: Appeared features of the product.

Service Quality in Libraries

Focus of Quality Movement slowly shifted from production industries to service providing organizations and institutions. Therefore, 1970 onwards the concept of ‗ service quality‘ called attention of managers, researchers and scholars as field of application, study and resulted in developing the society from industrial society to service society as mentioned by Bo Edvardsson. Library profession, being a service sector, is not away from such dynamic changes. Most of the

Library activities like selection and acquisition of books and other reading materials, classification, cataloguing, indexing, digitization, etc. are carried out in order to provide various services to the users. With the proliferation of information resources, technology, and products, the library professionals have

45 to cope up with the increasing demand for information retrieval, processing, and dissemination of information to redefine services, roles, and responsibilities.

Quality in University libraries is given by:

 The degree of supporting the educational and learning process;

 The accomplishment of the targeted aims and objectives;

 The fulfillment of the users‘ demand for information and research; and

 Performances achieved.

The quality of services offered to users in the university libraries, represents the extent to which the service meets the users‘ needs, expectations and requirements. In fulfilling the Policy of Quality (PoQ), the interests of the users should be considered. The user satisfaction model or the SERVQUAL approaches can be used to meet the quality measurements.

The SERVQUAL model from the marketing field is the most researched and applied in the library profession, which is shown in Table 2.6.

Service quality models applied in LIS field:

No. SERVQUAL LibQUAL+ Hernon and Altman (Parasuraman et.al.) 1 Tangibles Effect of service Guidance: help from staff, finding materials, equipment

2 Reliability Library as a place Building and the library environment: comfort, lighting, furniture, other utilities 3 Responsiveness Access to Service: reliability, accuracy collection 4 Assurance Reliability Staff: courteous, welcoming 5 Empathy Resources: Comprehensive, useful Table 2.6 Service quality models applied in LIS field

The objective of this study is to develop a quality framework to determine the success factors of a quality program by analyzing the relationship between individual quality management practices, quality performance and user satisfaction.

Quality Assessment in libraries

Service quality has its origin in the field of marketing, as discussed earlier.

Parasuraman et.al developed a gap model which is widely used as the base for many marketing research. The gap theory model critically verifies the incongruity between customer‘s expectation of quality and their perception of real service provided. Large number of libraries has been influenced by the

SERVQUAL instrument to measure the service quality among its users. Many researchers have used various attributes of service quality. The attributes to service quality are considered according to the specific requirement of the service field and depending upon the specific user groups. Some of the attributes

47 may be common to all groups or they can be modified according the specific groups.

LibQual+ is a standardized measure of library service quality across institutional library contexts, adapted from SERVQUAL. The tool allows a web-based method of administration and analysis and creates a scalable and replicable protocol to make easy administration. It makes readily available, large normative data on user perceptions, and expectations of library service quality.

International Standards for Library Quality like ISO 2789 for assessing quantity

(International Library Statistics) and ISO 11620 for assessing quality

(Performance indicators for libraries) are used as reference documents and strategic tools in performance assessment process in library. ISO 2789 dates back to 1974 with latest version published in 2006 and deals with assessing quantity in terms of collection size, number and type of users, usage of services, staff, space, equipment, and training. ISO 11620 was published in 1998. The latest version was completed in 2008 where the main library performance indicators are: a) resources, infrastructure- what service does the library offer; b) use – how are the services accepted; c) efficiency- are the services offered cost- effectively; d) potentials and development- are there sufficient potentials for the future development.

ISO 9000 is an international standard services for quality management in any type of organization. The eight principles of quality management as defined in

IS0 9000 reflects the essential features of TQM. Library is a suitable place to comply with ISO 9000 and can be a strong catalyst to TQM because focusing on customer satisfaction and customer needs is one of the eight principles defined in IS0 9000 and is a basis of TQM. Many European libraries have passed the authentication of ISO 9000. Recently many Asian libraries of Malaysia and

Thailand have passed authentication of IS0 9000. In China, few libraries implement TQM and make quality management conform strictly to the requests of ISO 9000.

Quality is associated with time, place, environment and the people. A quality product or a quality service in one place may not necessarily be a quality product or a quality service in another. Similarly one can impose one‘s own notion of quality on others. To determine the quality and service of academic libraries, it is necessary to understand the perceptions of users regarding various factors responsible for quality sustenance.

Quality dimensions covered in this study are: quality of learning resources, service quality, quality of physical facilities/environment, and quality of staff in academic libraries of United Arab Emirates.

CHAPTER 3

UNITED ARAB EMIRATES AND HIGHER EDUCATION

The United Arab Emirates, sometimes simply called the Emirates or the UAE is an Arab country in the southeast of the Arabian Peninsula on the Persian Gulf, bordering Oman to the east and Saudi Arabia to the south, and sea borders shared with Qatar and Iran.

3.1 HISTORY OF UNITED ARAB EMIRATES

The UAE is a federation of seven emirates or states established on 2nd December, 1971.

Each emirate is governed by a hereditary emir. The emirs choose one of their members to be the president of the federation. The constituent emirates are Abu Dhabi, Dubai,

Sharjah, Ajman, Fujairah, Ras al-Khaimah, and Umm al-Quwain. The capital is Abu

Dhabi, which is also the state's center of political industrial and cultural activities. Islam is the official religion of the UAE, and Arabic is the official language

The United Arab Emirates occupies an area of 83,600 square kilometer along south eastern tip of Arabia Peninsula. The UAE is situated in Southwest Asia, bordering the

Gulf of Oman and the Persian Gulf, between Oman and Saudi Arabia; it is in a strategic location along southern approaches to the Strait of Hormuz, a vital transit point for world crude oil.

The UAE lies between 22°30' and 26°10' north latitude and between 51° and 56°25′ east longitude. It shares a 530-kilometer border with Saudi Arabia on the west, south, and southeast, and a 450-kilometer border with Oman on the southeast and northeast. The largest emirate, Abu Dhabi, accounts for 87% of the UAE's total area (67,340 square kilometers). The smallest emirate, Ajman, encompasses only 259 square kilometers.

(Figure 5.1)

United Arab Emirates map

Figure 3.1 UAE Map (Source: UAE, Administrative divisions map)

The UAE coast stretches for more than 650 kilometers along the southern shore of the

Persian Gulf. The UAE also has a stretch of the Al Bāţinah coast of the Gulf of Oman, although the Musandam Peninsula, the very tip of Arabia by the Strait of Hormuz is an enclave of Oman within the UAE. Four-fifths of the UAE is desert, yet it is a country of contrasting landscapes, from awe-inspiring dunes to rich oasis, rocky mountains to fertile plains.

Location of the Emirates

% of total Area Area % of total Emirate Capital Population Density population (km²) (mi²) area

Abu Dhabi Abu Dhabi 1,548,655 31.2% 67,340 26,000 86.7% 25

Ajman Ajman 372,923 7.5% 259 100 0.3% 996

Dubai Dubai 1,770,533 35.6% 3,885 1,500 5.0% 336

Fujairah Fujairah 137,940 2.9% 1,165 450 1.5% 109

Ras al- Ras al- 171,903 3.4% 1,684 650 2.2% 122 Khaimah Khaimah

Sharjah Sharjah 895,252 18.0% 2,590 1,000 3.3% 262

Umm al- Umm al- 69,936 1.4% 777 300 0.9% 88 Quwain Qaiwain

UAE Abu Dhabi 4,967,142 100% 77,700 30,000 100% 56

Table 3.1 Location of the Emirates (Source: Wikipedia.org/)

Demographics

The United Arab Emirates and United Kingdom have something in common. Both countries accommodate 7.8 million migrants each, according to a UN report that was released recently. The report supported the fact that more people than ever are living away from their native land. It also stated that the Gulf oil states are perceived as one of the most attractive spots to migrate to. The United Arab Emirates‘ National Bureau of

Statistics estimated the country‘s total population to have been 8,264,070 in 2010, based on census data; immigrants make up more than 80% of the total population, according to

UN data (2013) (July 2014 est.) Generally, population data for the UAE is somewhat unreliable given that a census is not held very frequently, and for various reasons, even when there is a census, that data could be suspect (for example inhabitants of overpopulated villas will probably be reluctant to draw attention to themselves, similarly for unmarried couples living together, or those living in the UAE on repeated visit visas).

Total population (2013) of UAE is 8.39 million inhabitants as per Annual Statistics

Bulletin 2013.

UAE Culture

UAE‘s Arab culture is of a social mien, concerned with a person‘s status, contacts, and education. As is the case in many traditional societies, Emiratis‘ attitudes differ in relation to the person they are addressing, young or old, family or non-family. Children are taught to respect their parents, elders in their family and people in authority.

Behavior is also highly personalized, trust in the other party and a good personal relationship is a precondition of all social and business transactions, (Long 2005). Under

Arab tradition, three days of full hospitality is offered to any guest, after which the relationship returns to its previous state. However, language is an issue; although Arabic is UAE‘s official language, the preponderance of non-nationals results in English being the lingua franca in business and frequently in social settings. This undermines the cultural prerogative for citizens to use their country‘s language.

Traditions

Many traditional UAE practices are still in evidence, and are being reintroduced or formalized as ‗living memories‘ for the urbanized population (Davidson 2005). Indeed,

Findlow (2000) supports this view ‗this modern Muslim Gulf Arab nation-state retains strong elements of traditional conservatism while endeavoring simultaneously to preserve indigenous cultural authenticity‘. An example is thoroughbred camel racing to preserve

UAE‘s Bedouin heritage, which is a profitable and widely televised sport. Further, a program of development for Islamic-oriented projects, such as new mosques and Islamic centres, is continuing (Davidson, 2005). However, Islamic heritage and cultural pursuits are competing with new interests. Emiratis adopted the global lifestyle with alacrity, dispensing with older pursuits such as pearling, which were abandoned thirty years ago.

Other traditional occupations such as farming and fishing remain, but these are mechanized and use the latest technology.

In a drastic change from self-reliance to dependency, Emirati parents use non-national to care for their children and thus the children miss out on the day-to-day absorption of their

Arabic culture (Hurreiz 2002). Together with Emiratis‘ preference for the generous public sector work, such dependency on others filters through UAE society, and weakens initiative and resolve. Davidson (2005) status that many nationals believe that the near- destruction of their country‘s heritage is caused through globalization and external forces outside their control, thus the situation will not be resolved and traditional UAE heritage will be lost over the coming years.

Social Change

Prior to federation in 1971, the Emirates‘ populations were generally that of a tribal desert people, the Bedouin. Indeed, modernization has not come without cost. Although economic development gives great advances in education, health care, transport, communications and other social services; it also challenges traditional UAE family values. A major impact of social change is family fragmentation. In the past, three generations of a family resided together, with the younger deferring to their elders.

Generational financial relationships have become redundant, thus elders do not have the same influence, and the generations lead separate lives. UAE has a young population who, whilst not necessarily embracing change, are removed from its worst effects through an exceptional average income. The GCC countries are developing social infrastructure of education, housing, health and security that, with sensitive attention to the older generations, can achieve Pratt‘s transformation in a stable political environment.

Lifestyle

Since federation, Emiratis of each generation embraced the economic windfalls of new developments and social infrastructure that grow by the year, taking UAE to one of the highest per capita incomes in the world. Lifestyles necessarily change to respond to the rapid development-taking place socially and in business, as it does worldwide (Davidson

2005; Long 2005). In addition, UAE nationals, who just two generations ago rarely left their homelands, became inveterate travelers, indulging their tastes for new experiences and ensuring their children are accorded their every need (Davidson 2005).

Consequently, families created, in the main, a UAE generation with unsustainable financial expectations. Exposure to foods of other cultures has widened the tastes of

Emiratis, mainly toward the ubiquitous fast food chains (Long 2005). Meals are still made and consumed at home, but new ingredients are added to traditional dishes, such as lamb with spaghetti instead of rice or bulgur (cracked wheat) (Long 2005). Notably, apart from the veil, the impact of globalization has not yet absorbed Arabic traditional clothing, which remains defiantly in vogue for men and women, young and old, for bother formal and informal occasions (Davidson 2005; Hurreiz 2002; Long 2005). The exception is that whilst travelling, Emiratis trend to adopt global dress codes (Davidson

2005).

Language

The Arabic language is increasingly marginalized in society, as recorded and transmitted entertainment and news is frequently in English (Davidson 2005). However, the use of

English facilitates the exchange of ideas and views and forges greater links with others, therefore providing mutual support and a chance for greater accomplishments.

Business

The impact of globalization is everywhere. Traditional business hours, that allowed long midday breaks to account for the heat of summer, are being replaced through fiat and air- conditioning, to comply with international business hours and an hour midday break.

Further, traditional Islamic weekends of Thursday and Friday are now being replaced with global Friday and Saturday. These changes reflect the global nature of business, and, given time zones, the ability to communicate readily with Asia, Europe and USA.

Education

Before the discovery of oil, as noted, there was little development on the Arabian

Peninsula, and no standardized education. In 1962, when oil production started in Abu

Dhabi, the country had just 20 schools for less than 4,000 students, most of them boys

(Taryam 1987). Upon federation in 1971, with growth to 28,000 students, education was a high priority for the first UAE president, Sheikh Zayed bin Sultan Al Nahyan, who declared: ‗Youth is the real wealth of the nation. Today every village in the UAE has at least its own primary school and number of secondary schools in the cities offering boarding facilities to ensure that all citizens have access to education. The primary through secondary level of education is monitored by the Ministry of Education. It consists of primary schools, middle schools and high schools. UAE government funds the

57 public schools and the curriculum is designed in order to match the goals and values of

United Arab Emirates‘ development plan. The medium of instruction in the public school is Arabic with English as a second language. Free education is provided in public schools for citizens of the UAE, while there are private schools which are internationally accredited and fees are charged.

3.2 HIGHER EDUCATION IN UNITED ARAB EMIRATES

Educational opportunities in the UAE have blossomed since the establishment of the

Federation. Today, the UAE offers a comprehensive education to all male and female students from kindergarten to university, with education for the country‘s citizens being provided free at all levels. There is also an extensive private education sector, while several thousand students, of both sexes, pursue courses of higher education abroad at

Government expense. The higher education system is monitored by the Ministry of

Higher Education. Now that the infrastructure is in place, the educational focus is on devising and implementing a strategy that will ensure the youth of the country are ready to meet the challenges of the twenty-first century workplace.

The country now has one of the highest application participation rates in the world.

Ninety-five per cent of all females and 80 per cent of all males who are enrolled in the final year of secondary school apply for admission to a higher education institution or to study abroad. Currently there are thousands of nationals pursuing formal learning at 86 adult education centres spread across the country. Some 114 literacy and adult education

58 facilities were reported to be in operation over 2010-2011, while home schooling facilities were introduced in 77 locations; 15,242 pupils were educated at the centres, including 10,517 Emiratis, with most pursuing secondary education.

A growing interest in women‘s education has also been noted. Compared to zero per cent literacy among women in the 1960-1961 academic year, 95.9 per cent of women in Abu

Dhabi were enrolled at schools in the 2010-2011 academic year, representing 150,010 female students. (Media release- Gulf News daily newspape, published on 25 Aug, 2012).

Formal education in the emirate began in the 1960s, but the rapid development of this sector started in 1971, the year in which the UAE Federation was declared and the

Ministry of Education and Youth was created. Emirati women, have been able to notch up several achievements in different spheres of life, most notably in the field of education. Female education started for the first time in Abu Dhabi in the academic year

1963/64 and at the time the total female enrolment was only 131 pupils. This number continued to increase dramatically in the course of the following decades, exceeding

150,000 in 2011, with females considerably outnumbering males in government schools.

The ratio of female to male pupils in all stages of general education has continually and gradually increased, with growing interest in woman's education, rising from 0 per cent in the school year 1960/1961 to 95.9 per cent in the school year 2010/2011.

Female Graduates‘ Prospects: However, despite their dominance in the educational sphere, female graduates are challenged by personal and structural barriers when entering the workforce. According to Al-Oraimi (2004), social and family pressures that some

59 women stay at home until they get married. Affluent families provide for girls and young women, who at this stage of the country‘s prosperity, do not need or seek any form of self-support. Others who do enter the workforce may leave their jobs after marriage, or retire early to have children. Finally, the open-market policy encourages the influx of non-national labor, which competes on a cost-effective basis with UAE nationals, including women.

Career women also face discrimination regarding their technical competency and their intentions regarding parenthood. Nevertheless, Kabbani and Kothari (2005), referring to the GCC countries, state that if labor markets operate efficiently, non-nationals can be absorbed into the economic activities of a labor market without considerably affecting unemployment rates.

Gender gap in the UAE narrowed as women‘s participation rate in the labor force increased and literacy rate for women in the UAE is higher than men in the UAE, said a report released today. According to the World Economic Forum‘s Global Gender Gap

Report 2010, the labor force participation rate of women has increased from 41 per cent in 2009 to 43 this year while the wage gap narrowed relative to the $40,000 maximum value for men. The report said there are small gains in primary, secondary and tertiary enrolment data, and the proportion of women holding ministerial level positions has increased.

All these factors helped the country to attain top position in the Arab world in gender equality and also pushed the country‘s ranking up by nine places worldwide, the report said. According to the World Economic Forum‘s Global Gender Gap Report 2010, the

UAE remained top Arab country in equality between men and women, lifting its ranking to 103 this year from 112 last year in a survey of 134 countries. The UAE was followed by Kuwait with a ranking of 105, Bahrain (110), Lebanon (116), Qatar (117), Oman

(122), Egypt (125) and Saudi Arabia (129). The literacy rate in 2012 was recorded 90% among males and females. Although UAE has a high literacy rate among the citizens, very few have a reading habit for pleasure and most of the time books are read only for exams. Historically, Arab culture relied largely on oral story-telling due to illiteracy. In schools children were not encouraged to read much and therefore their reading habits are not developed. Therefore, even students at Higher Education level have no interest in libraries except during exams.

3.3 STATISTICS OF HIGHER EDUCATION IN UNITED ARAB EMIRATES

3.3.1 Enrolments a) Enrolments by Nationality and Gender

As per CHEDS (Center for Higher Education and Data and Statistics), in the academic year 2011-12, the 109,942 higher education students in the UAE were enrolled in a large number of programs at different levels. Fig. 3.2 & Table 3.2 show the differentiation of enrolments with respect to UAE national and expatriates, students

61 enrolled in private and federal institutions. The table and figure also shows differentiation of enrolments with respect to gender.

Table 3.2 and Figure 3.2 shows that:

 62% of HE students are UAE nationals

 37% of HE students are enrolled in the federal institutions

 58% of HE students are female students

Enrolments UAE Private Institutions Federal Institutions

Nationality UAE Nationals Expatriates UAE Nationals Expatriates UAE Nationals Expatriates

Gender M F M F M F M F M F M F

Number 26,773 41,079 19,714 22,376 16,361 14,238 18,451 20,459 10,412 26,841 1,263 1,917

Total-1 67,852 (62%) 42,090 (38%) 30,599 (44%) 38,910 (56%) 37,253 (92%) 3180 (8%)

Total-2 109,942 69,509 (63%) 40,433 (37%) Table 3.2 Distribution of enrolments by nationality and gender – Academic year 2011-12

Fig.3.2: Distribution of enrolments by gender & type of institution

34,812; 31.66% 34,697; 31.56%

11,675; 10.62%

28,758; 26.16%

Male-Private Male-Federal Female-Federal Female-Private Fig. 3.2 Distribution of enrolments by gender and type of institution

62 b) Enrolments by programs at different levels

As per enrolments in 2011-12, a total of 22,938 students enrolled for Diploma, 73,847 students were enrolled for Bachelor programs, 12,870 students were enrolled for Post

Graduate Diploma and Master programs, and 287 students were enrolled for PhD program.

Fig. 3.3 and Table 3.3 show that:

 21% of the students are enrolled in Diploma & Higher Diploma programs;

 67% of the students are enrolled in Bachelor programs,

 11.7% of the students are enrolled in Postgraduate Diploma & Master programs,

 0.3% of them are PhD students.

Diploma Bachelor PG-Diploma &MSc PhD

Nationality Nationals Expatriates Nationals Expatriates Nationals Expatriates Nationals Expatriates

Federal

Institutions 12,192 226 19,667 2,731 5,331 167 61 58

Private

Institutions 5,978 4,542 21,340 30,109 3,170 4,202 111 57

Total 18,170 4,768 41,007 32,840 8,501 4,369 172 115 Table 3.3 Distribution of enrolments – Academic year 2011-12

Fig. 3.3: Distribution of enrolments by nationality and level of studies

172; 0.16% 4,369; 3.97% 115; 0.10% 4,768; 4.34% 8,501; 7.73% Diploma Nationals 18,170; 16.53% Diploma Expatriates Bachelor Nationals 32,840; 29.9% Bachelor Expatriates 41,007; 37.30% PG-Diploma & MSc Nationals PG-Diploma & MSc Expatriates PhD Nationals PhD Expatriates

Fig. 3.3 Distribution of enrolments by nationality and level of studies

Fig. 3.3 shows distribution of enrolment of students by nationality and level of studies.

The numbers of national and expatriate students are nearly equal (53% & 47% respectively) for graduate and bachelor programs whereas UAE national students represent 78% of the enrolments of diploma and higher diploma programs.

c) Enrollment of UAE Nationals at different levels:

The partition of UAE National students according to the level of study is as follows ( Fig.

3.4):

 26.8% of UAE Nationals are enrolled in Diploma and Higher Diploma programs

 60.4% of them are enrolled in Bachelor programs

 12.5% of them are enrolled in Postgraduate Diploma and Master programs

 0.3% UAE National students are enrolled in PhD programs

Fig.3.4: Distribution of UAE Nationals students by level of study

172; 0.25%

8,501; 12.53% 18,170; 26.78%

41,007; 60.44%

Diploma Bachelor PG-Diploma & MSc PhD

Fig. 3.4 Distribution of UAE Nationals students by level of study

The National Bureau of Statistics provided statistics to CHEDS from which CHEDS estimated that the total number of UAE nationals whose age is between 18 and 23 is

119,720 (59,120 Males, and 60,600 Females). This means that 57% of the UAE National population of this age band is enrolled in higher education. This percentage is 68% for females and 45% for males.

65 d) Enrollments of Expatriate students at different levels:

Fig. 3.5 shows that the distribution of expatriate students by level of study is different from that of UAE nationals:

 Only 11.3% of the Expatriate students are enrolled in Diploma & Higher Diploma

programs

 78% of the Expatriates are enrolled in Bachelor programs

 10.4% of them are enrolled in PG – Diploma & Master programs

 0.3% of them are PhD students

Fig.3.5: Distribution of Expatriate students by level of study 115; 0.3%

4,369; 10.4% 4,768; 11.3%

32,840; 78.0%

Diploma Bachelor PG-Diploma & MSc PhD

Fig. 3.5 Distribution of Expatriate students by level of study

3.3.2 Enrolment Growth (2008-2011)

Fig. 3.6 illustrates the significant growth of the total enrolments in higher education institutions during the last four academic years. In the academic year 2011-12, the total

66 enrolments increased to 109,942 from 103,641 students in 2010-11, an increase of 6%.

This increase is also 6% for the federal and the private institutions considered separately.

Fig.3.6: Enrolments growth (2008-11) 120,000

100,000

80,000

60,000

40,000

20,000

0 2008 2009 2010 2011 Federal Institutions 33,164 35,323 38,069 40,433 Private Institutions 52,926 59,876 65,572 69,509 Federal & Private 86,090 95,199 103,641 109,942

Fig. 3.6 Enrolments growth (2008-11)

Growth of Number of UAE National students in 2008-2011

Fig. 3.7 depicts the growth of male and female UAE national students between 2008 and

2011. The total number of UAE national students has increased for each academic year since 2008-09 in both federal and private institutions. In fact, their number increased from 52,577 in 2008-09 to 67,852 in 2011, an increase of 29% in four years. The number of male students has increased more in the private institutions (57%) than in the federal ones (25%) whereas that of female students has increased by 30% in the private institutions and by 17% in the federal ones.

Female UAE nationals prefer to enroll in federal institutions: 65% of them are enrolled in the federal institutions whereas this percentage is only 39% for male students. On the other hand, the number of UAE male students in the private institutions became greater than that of female ones since 2009. It may also be seen that the percentage of UAE male students represented 35% of UAE national students in 2008 and it has increased to 39% in 2011-12.

Fig.3.7: Growth in number of UAE National students

30,000

25,000

20,000

15,000

10,000

5,000

0 2008 2009 2010 2011 Private-Male 10,404 12,512 15,346 16,361 Private-Female 10,891 12,391 13,414 14,238 Federal-Male 8,353 8,875 9,827 10,412 Federal-Female 22,929 24,252 25,546 26,841

Fig. 3.7 Growth in number of UAE National students.

Growth of number of Expatriate students in 2008-2011

As compared to UAE national students, the number of expatriate students has increased.

It rose from 33,513 (in 2008) to 42,090 (in 2011), increasing for both genders.

Fig. 3.8 the three-year increase is only 26% which is less than that of UAE national students (29%). This percentage is 21% and 30% for male and female expatriate students respectively. 93% of expatriate students are enrolled in the private institutions.

25,000 Fig.3.8: Growth in number of Expatriate students

20,000

15,000

10,000

5,000

0 2008 2009 2010 2011 Private institutions Male 15,606 16,847 17,630 18,451 Private institutions Female 16,025 18,126 19,182 20,459 Federal Institutions Male 698 793 1,095 1,263 Federal Institutions Female 1,184 1,403 1,601 1,917

Fig. 3.8 Growth in number of Expatriate students

3.3.3 Distribution of students by area of specialization

Fig. 3.9 show the distribution of students over the broad areas of specialization, ranging from Art and Design, Business Administration, Education, Engineering, Foundation and

Undeclared, Information Technology, Languages, Law and Sharia, Mass

Communication, and Medical and Health Sciences.

The figure also shows distribution of student among nationals and expatriates with respect to area of specialization.

35,000 Fig. 3.9: Distribution of students by area of specialisation 30,000 25,000 Nationals Expatriates total 20,000 15,000 10,000 5,000 0

Fig. 3.9 Distribution of students by area of specialization

Table 3.4: Statistics of Enrolments 2011-12

UAE Nationals Expatriates All

Area of Specialization M F M F Total %age

Arts &Design 30 946 192 941 2109 1.9%

Business Administration 7,687 11,319 6,996 5,959 31,961 29.1%

Education 136 2,250 259 1,450 4,095 3.7%

Engineering 5,098 3,753 5,436 2,742 17,029 15.5%

Foundation& Undeclared 3,704 7,170 658 536 12,068 11.0%

Information Technology 2,119 3,586 1,285 738 7,728 7.0%

Languages 64 571 145 429 1,209 1.1%

Law &Sharia 5,500 3,360 1,826 1,444 12,130 11.0%

Mass Communication 1,671 2,919 861 1,590 7,041 6.4%

Medical& Health Sciences 379 2,132 1,286 4,209 8,006 7.3%

Science 87 580 230 363 1,260 1.1%

Social Sci.& Humanities 298 2,493 540 1,975 5,306 4.8%

Total 26,773 41,079 19,714 22,376 109,942 100.0%

Total--Nationality 67,852 42,090 109,942 100.0%

Table 3.4 Statistics of enrolments with respect to area of specialization.

In Figure 3.9 and Table 3.4, the enrolment statistics shows that business administration program is more preferred among nationals and expatriates with total of 31,961 enrolments and calculated as 29.1%. Also UAE nationals enrolments are more compared to expatriates.

Table 3.5 gives the distribution of students across the various areas of specialization for each gender and nationality excluding those enrolled in foundation programs.

Area of Specialization UAE Nationals Expatriates

M F M F

Arts &Design 0.1% 2.8% 1.0% 4.3%

Business Administration 33.3% 33.4% 36.7% 27.3%

Education 0.6% 6.6% 1.4% 6.6%

Engineering 22.1% 11.1% 28.5% 12.6%

Information Technology 9.2% 10.6% 6.7% 3.4%

Languages 0.3% 1.7% 0.8% 2.0%

Law &Sharia 23.8% 9.9% 9.6% 6.6%

Mass Communication 7.2% 8.6% 4.5% 7.3%

Medical& Health Sciences 1.6% 6.3% 6.7% 19.3%

Science 0.4% 1.7% 1.2% 1.7%

Social Sci.& Humanities 1.3% 7.4% 2.8% 9.0%

Total 100% 100.0% 100.0% 100.0%

Table 3.5 Relative distribution of enrolments by gender and nationality

This shows that among total students, 33.3 percent male nationals, and 33.4 percent female nationals prefer business administration program. It is noteworthy that females are equal in percentage of enrolment. Also among the expatriates, 36.7 percent males and

27.3 percent females have enrolled for business administration programs.

Table 3.6 gives the distribution of students by ‗area of specialization‘ and by ‗type of institution‘ (federal & private), providing further details on the concentration of students.

Here, preference is seen for business administration program; and in comparison with

5,069 national males, 7,267 national females are enrolled. This is clear indication that female nationals are more encouraged.

UAE-Nationals Expatriates

Specialization Male Female Total Male Female Total

Private Federal Private Federal Private Federal Private Federal

Arts &Design 22 8 347 599 976 191 1 929 12 1,133

Business 5,069 2,618 4,052 7,267 19,006 6,519 477 5,411 548 12,955 Administration

Education 96 40 550 1,700 2,386 243 16 1,324 126 1,709

Engineering 2,311 2,787 1,690 2,063 8,851 5,190 246 2,525 217 8,178

Foundation & 690 3,014 620 6,550 10,874 585 73 383 153 1,194 Undeclared

Information 1,184 935 1,014 2,572 5,705 1,203 82 706 32 2,023 Technology

Languages 64 0 270 301 635 143 2 351 78 574

Law &Sharia 5,075 425 2,353 1,007 8,860 1,756 70 1,390 54 3,270

Mass 1,507 164 1,559 1,360 4,590 842 19 1,532 58 2,451 Communication

Medical& 219 160 1,180 952 2,511 1,265 21 4,133 76 5,495 Health Sciences

Science 7 80 43 537 667 29 201 70 293 593

Social Sci.& 117 181 560 1,933 2,791 485 55 1,705 270 2,515 Humanities

Total-1 16,361 10,412 14,238 26,841 67,852 18,451 1,263 20,459 1,917 42,090

Total-2 26,773 41,079 67,852 19,714 22,376 42,090

Grand total 109,942

Table 3.6 Distribution of students by area of specialization & type of institution

3.3.4 Clusters of Institutions

CHEDS (Center for Higher Education and Data and Statistics) has computed indicators for 12 clusters which were identified using the following clustering criteria across four dimensions like 1) Level of programs offered, 2) Size of institution, 3) The Federal institutions and CAA-licensed institutions, and 4) Location of main campus.

 Level of programs offered: (up to Diploma, Bachelor degree, Master Degree , and

Doctoral programs) (clusters 1-4)

 Size of institution: Small (<1000 students), Medium (1,000 to 3,999 students),

and large (>3999 students) (clusters 5-7)

 The Federal institutions and the CAA-licensed institutions (clusters 8-9)

 Location of main campus: Abu Dhabi, Dubai, and Northern Emirates (Clusters

10-12).

3.3.5 Distribution of UAE National Students

Fig. 3.10 shows that UAE National students represent 80 percent, 40 percent and 35 percent of the total enrolments in the three regions of Abu Dhabi Emirate, Dubai, and the

Northern Emirates, respectively. UAE national students represent less than 40 percent of students enrolled in small institutions (Cluster 5) and they represent 70 percent of the students enrolled in institutions which offer only Diploma programs (Cluster 1). The high percentage of UAE national students in Cluster 2 (Bachelor degree) is due to Higher

College of Technology (HCT) which is a member of this cluster. Finally, 92 percent of enrolments of federal institutions are UAE Nationals.

Fig.3.10: Percentage of UAE National students per type of institution

1.0 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0.0

Fig. 3.10 Percentage of UAE National students per type of institution

3.3.6 Higher Education in UAE with International (foreign) Universities

Higher Education Institutions in UAE are categorized into Federal or Government aided,

Private-International, and Private – Local.

32% of the Higher Education Institutions in the UAE are international ( i.e. non-Emirati)

Only 13 are locally accredited by the UAE MOHESR

Table 3.7: Type of Higher Education Institutions in UAE

Type of HEIs Number of HEIs Number of Students % Total Students

Federal 3 36,672 40%

Private-International 49 28,717 32%

Private-Local 44 25,765 28%

Total – All HEIs 96 91,154 100%

Table 3.7 Type of Higher Education Institutions in UAE

Distribution of International Higher Education Institutes by Emirates:

Fig. 3.11 Distribution of International Higher Education Institutes by Emirates

Fig 3.11 shows the distribution of International HEIs in UAE. The largest concentration is in Dubai, accounting for 79% of all International HEIs in the UAE, followed by Abu

Dhabi by 10% and Sharjah and Ras Al Khaimah by 4% and Ajman by 2%.

Country of origin of International HEIs in UAE:

Fig. 3.12 Country of origin of International HEIs in UAE

Fig. 3.12 indicates that 73% of all the International HEIs in the UAE are of UK (25%),

USA (27%), and India (21%) followed by other nationals.

Country of origin and level of study offered:

Country of origin UG PG Only UG Only PG Total

UK 3 14% 1 13% 8 42% 12 25%

USA 6 29% 2 25% 5 26% 13 27%

India 4 19% 2 25% 4 21% 10 21%

Australia 2 10% 2 25% 4 8%

France 1 5% 1 13% 1 5% 3 6%

Canada 1 5% 1 2%

Other* 4 20% 1 5% 5 10%

All 21 44% 8 17% 19 40% 48 100%

Table 3.8 Country of origin and level of study offered

*Belgium, Pakistan, Iran, Russia, Sri Lanka UG: Undergraduate; PG: Postgraduate

Table 3.8 indicates that 44 percent of the international Higher Education Institutions

(HEIs) in the UAE offer undergraduate and postgraduate degree programs; 17 percent offer only graduate programs and 40 percent offer only postgraduate programs of study.

3.3.7 Nationalities of Student population:

Fig. 3.13 shows that Asians constitute 51 percent and is the largest community in the

UAE. Emiratis (11 percent), other Arabs (28 percent) and other nationalities (10 percent)

- Europeans, Americans, nationals of Commonwealth Independent States (CIS) countries,

Africans) account for the remaining 49 percent of students enrolled in international universities in the UAE.

Among Asians, Indians are the single largest nationality group, followed by Pakistanis.

Nationalities of Student population

Others Emiratis 2,524 2,754 10% 11%

Other Arabs 7,151 28% Asians 13,093 51%

Fig. 3.13 Nationalities of Student population

External student population statistics (Fig. 3.14) shows that altogether 6125 students or

24% of the total student population in international institutions in the UAE are ‗external students‘ (those on student visas in the UAE). The largest proportions on international students are Asians (51%) followed by GCC/Middle East nationals.

External student population

Other (Europe, US, CIS, Africa) 1,170 19%

Asia 3,148 GCC / ME 51% 1,807 30%

Fig. 3.14 External student population

The United Arab Emirates follow the U.S. pattern of education almost in higher education. There are about 115 educational institutions offering courses at undergraduate, graduate and post graduate level. The Ministry of Higher Education and Scientific Research in the UAE has appointed the Commission of Academic Accreditation (CAA) to discharge the authority of licensing non-federal educational institutions, grant degrees and accredit programs. They strive to enhance quality of Higher Education in the UAE. By providing high quality educational qualifications students have assurance that their qualifications are of a high standard and are recognized and respected across borders. Quality education also accelerates high level of human resources in the UAE. Since Library and information centers become service units/sectors of the educational institutions, research on effectiveness of quality management systems should be taken up at regular intervals. The study will cover university and college libraries throughout the state of United Arab Emirates (U.A.E).

CHAPTER 4

UNIVERSITY LIBRARIES OF UNITED ARAB EMIRATES

Originally the term university meant a ―universe‖ which is a community of teachers and students. But in its modern meaning, a university stands for a centre of teaching and research, with emphasis on the later. To fulfill the basic functions of the university, the library plays a vital role. In general, libraries collect, preserve, and organize the knowledge that has accumulated throughout the ages- knowledge that educates the universe, and open doors to new ideas and places that the community otherwise may never have dreamed existed. At one time, a library was regarded as a storehouse and books were meant for preservation. The librarian was supposed to be a custodian, who did not encourage the use of books. The readers were expected to use the library on their own. At the most, if a reader asked for a book, then the so called librarian would pass the book and leave him alone. As far as possible the librarian kept out of the way of the readers. Libraries tended to be passive and archival institutions.

A modern library is regarded as a service institution. Its aim is to enable the users to make the most effective use of the resources and services of the libraries. This type of library acquires materials, processes them, and makes it available for use rather than preservation. It allows open access to its collection and provides service to its users. It is expected to convert potential users into habitual and regular users.

Libraries that have undertaken to manage traditional collections, services and resources using a ―just-in-case‖ approach, now are faced with the paradigm of developing a service that is ―just-in-time‖.

4.1 UNIVERSITY LIBRARY

A university library is a part of a university set-up. In order words, a university library should aim to advance the functions of its university. The major distinction between a college library and university library lies in the fact that a university library lays emphasis upon research. At one time a university library was regarded as a mere storehouse of reading materials collected for the purpose of preservation. However, significant changes have taken place in the outlook of university administrators, research scholars, teachers and students. They have started realizing the role of a university library as an active force in teaching and research. It is being considered as an integral part of the university.

During the recent years, certain factors have added a new dimension to the problems being faced by university libraries. These factors are: Change in the method of teaching in some universities (more emphasis on discussion method); Growth in enrolment; Inter- disciplinary and multi-disciplinary nature of research; Explosion of knowledge on an unprecedented scale (lesser ability to build adequate collections); Budget cuts; and

Increasing use of libraries. University libraries have to face the problems created due to the new factors mentioned above. Therefore, these must respond meaningfully to the changing needs. University libraries must become active agencies responsive to the needs of the users. A university is supposed to perform the following functions: teaching,

81 research, publication, conservation of knowledge and ideas, extension and service, and interpretation.

According to Wilson and Tauber, ―the well-administered university library directs its activities towards the fulfillment of these functions. By accumulating and organizing books, manuscripts, journals, and other materials the university library serves as an invaluable aid in the conservation of knowledge and ideas and as an active force in the teaching, research, and extension programs of the university. Through direct assistance to the members of the faculty and research staff and through the service of members of the library staff as instructional officers, the university library participates in the interpretative function of the university. Through its many bibliographical and other reference services the library aids individuals of the instructional and research staff who are engages in the preparation of materials for publication‖.

A librarian in a university is supposed to perform a variety of functions. However, the profession is not in full agreement as to what should be the functions of a librarian at different levels. The reason being that at present the job description has not been linked with the professional status. (Kumar, K.).

The traditional roles of the librarian in the print era include:

Collection development and acquisition: to select and purchase material – printed journals, abstracts and indexes, monographs, etc.

Cataloguing and classification: to organize and provide access to information – physically and via lists and catalogues.

Circulation: to reserve materials for and lend materials to users, and recover materials from them.

Reference work: to advise library users and to provide and facilitate quick and easy access to information.

Preservation, conservation and archiving: to archive, preserve and conserve information in perpetuity.

The functions carried out by a librarian in the electronic era include:

Collection development and acquisitions: deciding what materials to obtain for their user community, finding out how to get hold of the chosen materials, and buying them.

Cataloguing and classification: Arranging the collection in such a way that users can find items within it, with search tools such as indexes and catalogues.

Circulation: Lending items to users, reserving items for users, and getting them back again and re-shelving them.

Reference work: Discussing users' information needs with them, and advising them how best to use the library's resources to find the information that they need.

Preservation, conservation and archiving: ensuring that materials remain available to users in perpetuity

4.2 UNIVERSITIES OF U.A.E.

In 1977 the first national university opened with the name UAE University (UAEU) with the model of American university system. Later in 1988, it paved way for establishing

Higher College of Technology (HCT) with 12 branches in different Emirates. These colleges provide a wide range of professional skills to the job market, from Business

Administration to Chemical Engineering. A special university was opened exclusively for women in 1998 named Zayed University.

Profile of the universities and their respective libraries selected for study is as follows:

1) Al Ain University of Science and Technology

Al Ain University of Science & Technology (AAUST) is licensed by the UAE Ministry of Higher Education and Scientific Research. It has two campuses one in Abu Dhabi and other in Al Ain. The university was established in 2005, and since then the University‘s student enrolment has tripled. The University offers accredited programs in Business

Administration, Education, Engineering and I.T, Law and Pharmacy with 11 bachelor degrees. It also offers a Master of Business Administration (MBA) and a Professional

Diploma in Education.

About AAU Library

AAU Library was inaugurated in September 2005 with approximately 5000 items.

Currently the library has more than 30, 000 items, comprising books, journals, magazines, multimedia, and audio-visuals materials in English and Arabic. In addition to providing access to the internet, the library also subscribes to online databases/ e-journals and e-books, and it uses the Library of Congress Classification (LCC) to organize its collections. Library operations are computerized using an integrated library automation system, Symphony. The system allows for speedy and convenient access to the library's catalogue both from within the library and remotely through the Internet. The main library building in Al-Ain provides a spacious and conducive study environment. The

Library has a spacious reading room, group study rooms, computer section with internet access, wireless access, photocopying and printing facilities. It has a seating capacity for

98 users. In addition, the Library also has 40 computers for the Internet use and database searches. The library has always been the nucleus of academic institutions. It is a cornerstone that supports learning, teaching, and research activities. With a variety of knowledge and information resources, facilities, and latest information and communication technologies available in this library, you should find all you need to expand your knowledge, skills and performance. Library collection is divided into six categories which include general, reference, multimedia, electronic, reserve, and serial

85 collections. In addition to print materials, the library offers thousands of electronics books, journals, magazines, newspapers, legal documents and many more. You can access these resources anytime from anywhere. The library offers Inter-library loan and

Document Delivery services to the members. Some materials especially articles which are not available locally may be obtained from overseas. The service may be charged for where necessary. Library orientation programs help to familiarize new students with the services and facilities the use of library by the students. The programs are usually conducted at the beginning of each semester.

2) Al Ghurair University

Al Ghurair University (AGU) was founded in 1999 and is licensed by the UAE Ministry of Higher Education and Scientific Research. AGU offers accredited programs to serve the needs of the UAE and the GCC. Al Ghurair University offer undergraduate and graduate programs, for Business Administration, Engineering & Computing, Interior

Design, Law, and Education. AGU also offers Master of Business Administration program. The University‘s educational programs foster student's learning that contributes to the development of individual and society. The University adopts a global view in its educational programs to provide opportunities to launch and enhance careers in a diverse global society.

About the AGU Library

The University has a well sourced Library having a wide variety of educational and research material for the benefit of AGU members. Library being the key provider of

86 quality information and related services, directly contribute to the drive for quality learning and excellence supporting the mission of the University. Al Ghurair University library holdings comprise of 12,000 volumes of books, periodicals, audio/video/

CD/DVD collection and subject-oriented databases of e-books, e-journal articles and e- reference works. The Library has a spacious reading room, group study rooms, computer section with internet access, wireless access, photocopying and printing facilities. Library has been provided with a space of approximately 1200 sq. meters, with a total seating capacity of more than 250 students at a time. The main hall in the library can accommodate more than 100 students. Library operates from 8:30 AM to 9: 00 PM. and is open on weekends also to cater the needs of the users.

3) Ajman University of Science and Technology

Ajman University of Science and Technology (AUST) was founded in 1988 as a private institution of Higher Education. Today, AUST is firmly established as an institution of expertise, providing the local community and the region with distinguished and high- quality experts in a variety of fields. AUST campuses of Ajman and Fujairah also provide open and innovative environments in which the latest educational methods and communication tools - CCTV, e-learning, videoconferencing, smart boards and multimedia labs - are used to further interactivity.

About AUST Library

The library's Online Public Access Catalogue (OPAC) enhances search facility for library users with the help of key word searches in title, subject and name files and bliographic

87 information is also included. OPAC comprises all library holdings while the periodicals are recorded in a computer print-out catalogue. Databases have been subscribed to provide access to electronic resources. Working hours are from 7:30 AM to 8:00 PM and open also on weekends to cater the needs of the users.

4) American University in the Emirates

American University in the Emirates (AUE) also offers students accredited undergraduate, graduate, and professional programs that encourage you to become proactive, reflective and critical thinkers and researchers. AUE students learn to become part of a fully engaged community, whose members embrace their own culture and are responsive to other cultures and views. AUE also offers students accredited undergraduate, graduate, and professional programs that encourage you to become proactive, reflective and critical thinkers and researchers. AUE students learn to become part of a fully engaged community, whose members embrace their own culture and are responsive to other cultures and views.

About the AUE Library

The American University in the Emirates (AUE) Library and Information Resources

Center (LIRC) plays a vital role in supporting the College‘s academic work at all levels and is committed to providing access to a wide range of resources to support learning, teaching and research. The LIRC provides a wide range of relevant materials including books, reference sources, periodicals, e-journals, e-books, databases and multimedia

88 presentations. It seeks to promote the use of Information and Communication Technology

(ICT) in line with the College‘s Information Technology infrastructure and the wider world.

5) American University in Dubai

The American University in Dubai (AUD) is a private, non-sectarian institution of higher learning founded in 1995. AUD offers both undergraduate and graduate degrees and a

Certificate in Middle Eastern Studies. In addition to courses in their chosen program/major, undergraduate students in all disciplines must follow a curriculum in Arts and Sciences. This is in fulfillment of the general education portion of their degree requirements.

About the AUD Library

The Library at the American University in Dubai (AUD) provides books, magazines/journals and electronic resources to enrich the university's educational program. AUD's Library has a large English language collection of approximately

120,000 volumes, both print and e-books. The Library provides an extensive collection of around 63 online resources offering access to over 30,000 full-text journals, magazines, international newspapers and e-resources. The Library also provides over more than 300 print journals, magazines and newspapers. The collection is particularly strong in resources for disciplines in which AUD grants degrees. The Library catalog and many databases can be accessed both on-campus and off-campus. Such access creates a "library

89 without walls" open 24/7 for students. The AUD Library provides the tools needed to complete research and create presentations. It contains two computer labs (24 computers) and one teaching lab (24 computers) in addition to 11 computer workstations in the

Reference area, a photocopier, two printers, four scanners and four study rooms. Wireless access is also available. AUD's library staff is committed to the student. Their knowledge of information resources, professionalism and willingness to assist, provides a learning environment where students feel comfortable knowing they can always receive help. Professional library staff acquaints students with various search techniques and offer advice about which resources to use for their information searches. Course- integrated library sessions are provided to ensure that students develop the skills needed to research the full range of information resources. Experienced library staff is on duty each day until closing and on weekends to provide research assistance. In addition, students can make an appointment for individual library instruction.

6) American University of Ras Al Khaimah

American University of Ras Al Khaimah (AURAK) located at Ras Al Khaimah is licensed by Ministry of Higher Education and Scientific Research of the United Arab

Emirates in 2009 to award degrees in higher education. It provides American curriculum for undergraduate and graduate programs. The university contributes to human development through providing a high quality education based on scientific merits and the principles of objectivity. It encourages lifelong learning and professional education.

About the AURAK Library

The book collection covers all subjects and supports all programs offered by American

University of Ras Al Khaimah (AURAK). The Library uses the Library of Congress

Classification System for shelf arrangement. The library subscribes to a collection of international refereed periodicals to support the current AURAK academic programs.

Reference Collection includes standard collection of reference books (such as dictionaries, encyclopedias, handbooks, yearbooks), to satisfy the basic information needs of the users and small collection of basic, classical fiction and non-fiction titles, acquired in most cases through personal donations to the library. The Library has a spacious reading room, group study rooms, computer section with internet access, wireless access, photocopying and printing facilities.

7) American University of Sharjah

American University of Sharjah (AUS) was founded in 1997. The university is licensed and its programs are accredited by the Ministry of Higher Education and Scientific

Research in the United Arab Emirates. American University of Sharjah is based upon

American model of higher education.

About the AUS Library

The majority of AUS library's rapidly growing physical collection of 125,000 items is in

English; there are also materials available in Arabic. The print journal collection comprises of approximately 680 print titles. The Reference collection contains 4,000+

91 encyclopedias, dictionaries and handbooks. Special Collections, Arabic Collection and

Media (music, DVDs and video) are also part of the collection. In addition to print materials, the library subscribes to over 70,000 e-books and provides access to thousands of online journals and 50 research databases through the library‘s website. Off campus access is available via university login and password. The online catalog can be used to search for library materials from any location on or off campus. Using the library website, students and faculty can access e-books, online databases, full-text journals and other digital resources. Library facilities include the Information Commons with 135 desktop computers, group study rooms, quiet study areas and media viewing rooms. The library offers hands-on information literacy classes to teach students research skills. It also works in conjunction with all parts of the university to provide academic resources for all classes taught at AUS.

8) Abu Dhabi University

Abu Dhabi University (ADU) started in the year 2000, by his Highness Sheikh Hamdan

Bin Zayed Al Nahyan and other distinguished citizens of the United Arab Emirates. In

September 2003 it enrolled 1000 students in 2 campuses of Abu Dhabi and Al Ain. ADU has all its degree programs accredited by the Ministry of Higher Education and Scientific

Research. The founders of the university envisioned an institution that would be among the best in the United Arab Emirates, the Arabian Gulf region and throughout the world.

This is a great challenge for a new institution of higher learning, but one that can and will be attained in the years ahead. Abu Dhabi University's programs, encompassing a variety

92 of different cultures and structures, mirror the past and present of our society and anticipate the emerging future needs of the United Arab Emirates. Abu Dhabi University offers a range of undergraduate and postgraduate degrees based on the American model of higher education, as well as several professional diploma and postgraduate programs, utilizing the British system of postsecondary education. All the university degree and diploma programs are both in English and Arabic. The English Language Institute at Abu

Dhabi University assists students to improve their English language skills to help them study university programs regardless of their previous language proficiencies.

About the ADU Library

Large, modern, library with state of the art electronic resources, facilities with ample

reading and research area Abu Dhabi University (ADU) library supports all the

Instructional programs offered by the University. ADU has a collection of books, periodicals and electronic resources available in the Abu Dhabi and Al Ain campuses. In addition to subscriptions to a diverse range of online periodicals and databases, ADU library continuously build their collections to better relate to students' current interests and needs. Information service includes: online catalogue; orientation and information literacy sessions to new users; circulation services (borrowing, inter-library loan, etc.); wireless internet access; learning enhancement centre; discussion rooms; reference service; reserved section / textbooks; photocopying etc. ADU has a wide range of online resources.

9) Al Hosn University

ALHOSN University believes in educating professionals to be leaders for a modern community. As an institution of higher education, it prides itself on being a creative agent for change and diversity. It pledges to emphasize a faculty-student learning community that promotes the value of service and research and employs collaborative educational strategies that develop teamwork, utilizes real-life experience, fosters caring, and prepares for the realities of the marketplace of the future. The university offers 18 programs and 9 departments. The accredited programs include Bachelor in Industrial

Engineering, Business Administration, Management Information Systems, Bachelor of

Urban Planning and Bachelor of Education (English, Arabic and Islamic Studies). In addition, the university offers Master of Business Administration (MBA) program with six majors.

About the Al Hosn Library

The ALHOSN University library serves the entire university community. The collections support all programs taught at the university by housing a number of collections in various formats to suit all needs. Reference materials, monographs, multimedia collections, on line electronic databases, journals, a state of the art Library Management

System and professional staff have been dedicated to ensure an efficient and supportive learning environment to all. The library collections are of sufficient size and quality to ensure effectiveness in the instructional programs of the university. To meet current and projected educational needs and trends, collection development is carefully outlined by

94 the librarians, in conjunction with faculty members. The library uses the Library of

Congress Classification System (LCC) for stack arrangements. Resources could be searched using the library Online Public Access Catalog (OPAC). The library portal includes access to full-text electronic journals databases, a collection of e books and other web- based portals and links

10) British University in Dubai

British University in Dubai (BUiD) offers postgraduate degree programs and Continuing

Professional Development programs in disciplines which have been selected for their relevance to the UAE and the Middle East region. Apart from other subjects, BUiD offers

MSc degree in Finance and Banking, Project Management as well as PhD in Project

Management.

About the BUiD Library

The University Library houses academic research materials to support programs offered by the Faculty of Business, Informatics, Engineering and Education. Furthermore, the library offers a variety of other resources of general interest. The collections are organized according to the Dewey Decimal Classification System. An Online Public

Access Catalogue is available to search on the library holdings to locate books, periodicals, audio visual materials or other items. The class number of the item will direct the user where to find material following the classification used by the Library. OPAC is available on the University website and can be accessed on Library iPortal. Electronic resources are organized on the University Library iportal by subject area to facilitate

95 access to those resources relevant to a particular field of study or research. The

University Library maintains on its iportal a searchable catalogue of all print and non- print materials as well as links to all of the electronic resources it holds, including: E- journals; Electronic reference materials including dictionaries, encyclopedias, and newspapers; Databases providing bibliographic references to literature in specific subject areas, abstracts, and synopses of literature and, in some instances, full-text articles;

Networked CD-ROMS encompassing bibliographic databases, reference works, and textbooks; and Web-based resources such as online databases, bibliographic resources, subject gateways and search tools. There is a collection of wide variety of print resources in various subjects. Periodicals are arranged alphabetically.

11) The Canadian University of Dubai

The Canadian University of Dubai (CUD) is a private University owned by

Emivest, one of the leading investment companies in the UAE. CUD offers undergraduate and graduate programs accredited by the Ministry of Higher

Education and Scientific Research.

About the CUD Library

CUD library collection includes both print and electronic books and periodicals. It contains total collection of 1680 volumes; circulates 100 items per year; serves a population of 700 students, faculty and staff. The facility has sufficient size and quality to ensure the effectiveness of the instructional and research programs at the College. Library

96 collections are constantly upgraded to ensure continued improvement and to meet current educational needs and trends.

12) Hamdan bin Mohammed e-university

Hamdan Bin Mohammed e-University (HBMeU) is committed to instigate excellence and research through e-learning in the Arab world, with emphasis in the academic disciplines of quality management, business, healthcare and environment, and education.

The university is established in 2002 and ever since it has taken a lead in developing a knowledge-based economy with pioneering research initiatives in response to the research needs of the Arab World. The learner-centric environment extends full support for learners with automated pre-enrolment and admissions support, e-virtual communities and learners‘ clubs, and additional learning resources such as the e-Library, e-Career and Placement Services, using the latest in ICT technologies to communicate with learners across the globe.

About the HBMeU Library

In order to support the learning experience, the University provides learners, faculty and other staff members with access to a vast collection of learning resources and research material. These resources are made available through the development of a number of initiatives such as: the University e-Library. Accessible from the Univerisity Official

Website, the Hamdan Bin Mohammed e-University e-Library is the access point for all learning resources. The aim of the University‘s e-Library and Learning Resource Center

97 is to provide information services and resources required to support the teaching, learning and research endeavors of the University Community. The e-Library houses current scholarly information, regardless of format, which supports the research, administrative and educational needs of its patrons. The core collection includes electronic databases, Hamdan Bin Mohammed e-University publications, web resources and various library services. The e-Library was designed with the needs of patrons in mind; it provides various users with easy access to electronic books, journals, articles, databases and other public and non-public domain websites; irrespective of the geographical location and time of the day. The library staff organizes frequent trainings and orientation sessions that helps patron optimize their time when navigating the various databases and resources.

13) Manipal University

Manipal University was opened in Dubai in 2000. It has enrolled over 1,500 students from 26 nations across the globe. The university offers a variety of disciplines line

Engineering, Information technology & Bio technology, Interior Design, Media &

Communication programs. It also offers Management and Business Studies program at undergraduate and graduate level.

About Manipal University Library

The Library has wide range of educational and research material, general and curriculum related information, facilities and systems to support the quality and standards of

98 academic programs. Access to digital library & databases, books, journals, audio/visuals etc. is facilitated. Reprographic service is available for photocopying and printing materials.

14) Middlesex University

Middlesex University‘s quality credentials are outstanding. Middlesex University is audited by the UK‘s Quality Assurance Agency (QAA) for Higher Education and the

Dubai campus is an integral part of this audit process. Our Dubai campus is subject to the same rigorous quality assurance procedures that have earned Middlesex University the highest possible endorsement from the QAA. Middlesex University Dubai is also licensed by the Dubai government‘s Knowledge and Human Development Authority

(KHDA). Furthermore, the University Quality Assurance International Board at KHDA reviews all programs on offer in Dubai to ensure that the quality of programs taught in

Dubai are equivalent to those at the home campus in London.

About Middlesex University Library

The Library is spacious and located on the ground floor of the campus. It aims to provide the learning materials needed for each module. These include more than 8,000 books and

20,000 online journals, a magazine collection and audio visual materials – some in print and others in electronic formats. The Library catalogue shows what is available. The electronic sources pages display the University‘s data bases and full text online journals.

Students are helped to access these and to gain the skills they need to evaluate information sources critically. The Library is growing and developing as the university

99 expands, both in terms of electronic and book resources. Since opening in January 2005 the Library has been enlarged with the addition of two study rooms and extra computers for students‘ use. The University Library abides by the national and international copyright law in force.

15) Murdoch University, Dubai

Located in the heart of Dubai International Academic City, Murdoch University, Dubai, currently specializing in media, communication, business and IT undergraduate courses.

Murdoch also offers Masters in Business Administration, Human Resource Management and Education. The Murdoch University Network across the UAE, Australia, Singapore,

China and Malaysia is well known for its unique blend of student focus, quality teaching, multicultural ethos, and enviable level of student and graduate satisfaction. We constantly strive to meet the unique needs and challenges that face UAE students as they assume leadership roles in this vibrant, exciting region and across the world. Our students also have the option to transfer credits earned within and across our global network of campuses on a short or long-term basis, for a truly international learning experience.

The facilities we offer to students in Dubai are second to none: cutting-edge technology, forward-thinking and dynamic curriculum, and a dedicated, caring and globally-educated faculty. Murdoch Dubai provides state-of-the-art facilities and world class technology so that the students have access to the highest education standards globally. All courses follow the same academic requirements as the courses offered in Australia, taught by highly qualified international lecturers. The degrees awarded are issued from Australia

100 and are exactly the same as the ones conferred on campus in Australia.

The facilities at the Dubai branch include modern lecture theatres, administrative offices and student support services. The campus features fully professional high-tech TV and radio studios, as well as post-production facilities

About Murdoch University Library

A centrally located library learning common acts as a one-stop-shop for student learning and services. It also offers students access to all electronic databases that are provided by the main campus in Australia. Library collection includes both print and electronic books and periodicals

16) New York University

New York University opened in 2010 in downtown area of Abu Dhabi, with 22 majors in

Liberal Arts, Social Science, Science, Mathematics and Engineering subjects. It accepted its first class of 150 students. There are classrooms with state-of –the art audio/visual technology, seminar rooms, language and computer labs. The campus offers a two-storey library.

About NYU Library

NYU Library is double-storied with spaces for group and individual study, as well as faculty and resource center. The Library provides access to media resources and to the

Bobst Library in New York. The Library has a spacious reading room, group study

101 rooms, computer section with internet access, wireless access, photocopying and printing facilities.

17) Skyline University

Skyline University College (SUC) was established in 1990 in Sharjah, and is in pursuit to offer high quality education. SUC believes in responding innovatively and effectively to train human resources and fulfill educational needs of industries like Aviation,

Hospitality, Travel & Tourism, Information Systems, Marketing, Business Management and Finance sectors, and is presently one of the leading Universities in Northern

Emirates. The campus is well equipped to cater to the needs of the students by offering programs which are intended to help the young managerial workforce meet the challenges of the new century by acquiring knowledge, skills and values in managing businesses. To fulfill the needs of industry, SUC has introduced Finance major in its

Bachelor of Business Administration (BBA) program and emphasis in Human Resource

Management (HRM) in its Master of Business Administration (MBA) program during the academic year 2011-12 and intends to introduce emphasis in Strategic Leadership and

Management in its MBA program along with Doctorate in Business Administration

(DBA) in its program portfolio in the coming years.

About the SUC Library

The Skyline University College (SUC) Library was established in 1990. The Library caters to all the students, faculty and staff of SUC to pursue higher studies and research in

102 accomplishing their degrees as well as the local community. The Library provides conducive learning environment in teaching and research programs of SUC by acquiring and making available all learning resources. The Library is growing and developing as the university expands, both in terms of electronic and book resources. The sole objective is to serve the right information to the right user at the right time. SUC Library strives to enhance the personal growth of students and contribute to the development and sustainability of students, faculty and other members through free access to ideas, information, educational and scientific research, cultural experiences and educational opportunities.

18) University of Dubai

The University of Dubai (UoD) was establish in 1997 by the Dubai Chamber of

Commerce and Industry to address the skills and qualifications gap in the workforce and to support the government‘s Emiratization initiative through human resource development programs in both public and private sectors. The year 2001 was turning point in the history of the university, recognized then as Dubai University College, when the Ministry of Higher Education and Scientific Research accredited the Bachelor of

Business Administration (BBA) and the Bachelor of Science (BSc) in Computing &

Information Systems degree programs. This name change indicates the strategic importance given to the university by the Ruler of Dubai, and underlines the university‘s mandate to promote quality tertiary education in both Dubai and UAE in general.

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About the UoD Library

University of Dubai (UoD) Library houses books covering subject areas addressing the need of all colleges Reference collection Includes encyclopedias, dictionaries and other related reference books. Periodicals include 120 journals on business, IT, and English languages. Reference service- An active reference service is available to answer reference and research inquiries and questions concerning the use of the library and it facilities.

Photocopying and printing – A self-service machine is available for copying library materials where a fee of 25 fills per copy is applied. Copyright laws must be strictly observed while photocopying. Only chapter of a book, journal articles are allowed to photocopy. Printing service is available in the library and on campus as a whole.

Students are requested to observe their printing habits to save papers and toners. Each student is given a quota of 150 free printing papers per semester. If more printouts are needed, students have to recharge their accounts through the librarian on duty. A charge of 5 fills per page is applied. OPAC – The Library Automation System at University of

Dubai provides a very powerful and user-friendly searching interface for all library holdings. This software allows searches by author, title, subject, and keyword(s) and one search. Guiding icons of whether the item retrieved is a printed book, e-book, learning kit or journal is displayed along with the search results. All new students are given guidelines on the use of library services and resources during orientation (Bidayaat) days.

Students are given library guide for their reference. The library guide is also available at the circulation desk throughout the year. Library computers- The Open Learning

Resources Center of the library is equipped with computers accessible to all users. All computers are equipped with multimedia kit and internet access browser. Latest

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Microsoft Office application packages are available along with some specialized software on all terminals. A network printer is also provided for users.

19) University of Sharjah

The University of Sharjah (UoS) offers the largest number of accredited programs in the

United Arab Emirates. The programs cover a wide range of academic and professional disciplines including literature, arts, humanities, social sciences, engineering, natural and life sciences, medical sciences and healthcare, law and Islamic studies, fine arts and design, communications and journalism and business administration. The University currently offers a total of 80 academic degree programs including 51 bachelor degrees, 15 master‘s degrees, four PhD degrees, one graduate and nine associate diploma degrees.

About UoS Library

The University of Sharjah has nine libraries across the campus. UoS offers a rich selection of printed, electronic and multimedia resources to support educational programs and research and to enrich the learning and leisure reading for all students and faculty

UoS. Library resources are provided with borrowing privileges and are accessed remotely by all students, faculty, and staff in accordance with the library policies. The libraries provide an ideal environment and dedicated space for the study and research of individual students and research scholars. It also provides multimedia lecture rooms. Library offers professional guidance to resources, assistance in searching, and dedicated PCs and printing stations, as well as wireless network access for all users. Library staffs

105 continuously run ―orientation sessions‖ for new faculty and students to make them aware of available resources and how to use library information systems search tools. Library collection is continuously expanding with additional resources. Library information resources include more than 87,000 print book titles and currently subscribe to more than

1,000 print journals. Library users have access to the full texts of 41,000 electronic journals, 80,000 electronic books, and 1,600,000 dissertation and theses. Additionally,

UoS library have cooperative agreements with many regional and international libraries from which users may borrow information resources.

20) University of Wollongong in Dubai

The University of Wollongong in Dubai (UOWD) was established in UAE in 2003. As an independent UAE institution of higher education, UOWD currently has more than

3,500 students representing more than 96 nationalities, and almost 6,000 alumni, working across the region and beyond. Undergraduate degrees are offered in specialist fields of business and management, finance and accounting, and computer science and engineering, while postgraduate programs are split into taught and researched-based studies, each tailored to developing the theoretical knowledge and applied skills of industry professionals. Alongside courses aligned to the undergraduate fields, UOWD has developed innovative masters‘ programs in media and communications and international studies, as well as doctoral programs in business administration and philosophy. All UOWD academic programs are accredited by the UAE Ministry of

Higher Education and Scientific Research and reviewed by the Tertiary Education

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Quality and Standards Agency (TEQSA) via their audit of UOW, Australia. Students can be assured of a international standard of education, earning a degree that is recognized locally and can be exchanged for the equivalent Australian qualification on completion of study.

About UoW Library

The main library centre is open from 8.30am to 8.30pm (Sunday – Thursday) and 10am to 5pm (Saturday), in addition to which, electronic information can be accessed via the

Library website 24 hours a day through a UOW email account. Alongside a comprehensive range of print and electronic information, the library hosts 103 individual study carrels, group study rooms, new laptop and desktop computers and an enclosed computer lab with 25 terminals, photocopying and color printing facilities. Spread over

950 square meters in Block 14 of Dubai Knowledge Village, the Library is operated by professional staff who can help you access information from a comprehensive catalogue of resources, including: The library has 28,536 items including books, journals, newspapers, kits, cassettes, videos and DVDs; eBooks; online databases; online accessible documents; electronic journal titles; e-references; and Online Library catalogue.

21) University of Bolton

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The University of Bolton (UoB) is a local institution with international reach. The

University traces its educational roots all the way back to 1824 when it opened as one of the first mechanics institutes. Granted university status in 2005, Bolton now has a global student body of around 11,000 - including all campuses and affiliates. The University is based on a modern, compact, town-center campus and our teaching quality has consistently won the highest ratings possible from the Government's quality control agency. 2013 has seen the launch of Bolton Business School. The University has a wide ranging academic portfolio with courses on offer ranging from access and foundation level to undergraduate certificates, diplomas, degrees and postgraduate masters and doctorates.

About UoB Library

The University of Bolton has access to over 10,200 e-books that can be accessed via the

Internet. E-book services, in the A to Z list of electronic resources and are also available through the Library Catalogue. The University of Bolton has access to over 100 abstract and indexing databases and full-text databases.

22) Heriot-Watt University

Heriot-Watt University's Dubai Campus brings high quality British education within easy reach of both undergraduate and postgraduate students in the Gulf and beyond. Programs have been tailored to meet the demands of the UAE employment market, making it the preferred choice for ambitious and internationally-focused students.

About Heriot-Watt Library

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The Dubai Library was established in September 2005. Resources currently available are: a collection of books to support the courses being taught on the campus; this collection is added to each year as the courses taught on the campus and the supporting

Library services are developed; databases which allow to search for details of articles, conference papers, theses and other information on your research topic ; electronic journals which allow to access the full text of articles from hundreds of journals from your PC; resource guides or the courses taught at the Dubai campus, which assist staff and students to identify the most important information resources for their study and research. The library has books, journals, newspapers, kits, cassettes, videos and DVDs; eBooks; online databases; online accessible documents; electronic journal titles; e- references; and Online Library catalogue.

23) University of Jazeera

University of Jazeera (UoJ) was established in 2008, with an inspiration to become a distinguished institution of Higher Education, applied research, and human resources development, nationally, regionally and internationally. The University offers several programs at undergraduate levels under College of Law, College of Business

Administration, College of Media Sciences & Communication, and College of

Information Technology & Design. The University also offers foundation programs.

About UoJ Library

University of Jazeera library has set up a well-balanced library providing educational resources, like hard-copy books, subscription to regional and international scientific

109 journal titles, electronic resources, multimedia collections. The library collections comprise 7,000 books, periodicals, encyclopedia, maps, audiovisual materials and other electronic resources.

24) Fujairah College

Fujairah College is the only higher education institution in the emirate of Fujairah in

UAE. It is a city-government and non-profit educational institute, and was formally established in 2006 by Fujairah Welfare Association (FWA). The College offers Bachelor of Business Administration and Bachelor of Information Technology programs.

About FC Library

FC Library is one of the main centers supporting the educational process of FC. The mission of library is to provide sources of information for learning support and research studies such as books, periodicals, references, teaching aids, audio-visuals and electronic databases. Its collection comprises of nearly 4000 books, print journals, databases etc.

Library works from 9:00am to 8:00pm Sunday to Thursday.

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CHAPTER 5

ROLE OF ACADEMIC LIBRARIES IN UNITED ARAB EMIRATES

An academic library is a library that is attached to a higher education institution which serves two complementary purposes to support the school‘s curriculum, and to support the research of the university faculty and students. (Wikipedia, free encyclopedia). An academic library plays a significant role in the context of the new learning paradigm. The library should meet the needs of academic study programs, have the potential to be transformed into multifunctional learning environments as well as define the aims for developing participants' information and meta-learning competence. Thus, the aims and content of academic curriculum operate in the educational environment of academic library. It means that an academic library is influenced by the content of this curriculum.

(Juceviciene, P., Tautkeviciene, G., 2002). The educational environment of academic library is characterized by the academic specificity:

 It is an integral part of university's educational system; 

 It has to interact with all the educational environments of academic study

programs; 

 Its regular clients (students, teachers, researchers, administration staff) interact

with each other; 

 The selectivity of academic library learning environments depends on the type of

clients and the educational environment of study program (it is important for

students in particular).

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For the academic library — the ―heart‖ of the modern research university — survival requires demonstrating their value in new ways, embedding themselves deeper into the university‘s core functions of teaching, learning, and research.

Library needs to continue to contribute successfully and operationally to the full range of university strategic goals, in the following ways:

1) Developing research skills to enable academic success,

2) Close collaboration with departments to develop holistic approaches to learning

and teaching,

3) Proactive communication and liaison with its communities,

4) Developing collections for teaching and research,

5) Providing effective learning environments for students and contributing to an

excellent students experience,

6) Ensure that information and support is accessible and available to all.

Library effectiveness have ranged from technical efficiency measures to statement of goodness focusing on goal achievements, efficiency, user satisfaction, personal management, and ability of organization to survive. In other words the terms quality and effectiveness are being used for achieving a quality service that satisfies to a high degree of information and resources needs to faculty, students and researchers; that contributes to the success of the organization‘s educational and developmental goals; through an operation effective manner. Academic library must be defined to fit confined programs,

112 and it must incorporate the contributions to the Higher Educations systems with standard frameworks set forth such as accreditations.

Every library strives to mobilize resources and to provide services that meet the needs of users so to fulfill the overall mission of the institution. Determining quality does not mean to measure the ‗service quality‘ alone. The achievement of a high-quality library can be judged completely, subjectively, and individually, but ultimately most stakeholders are interested to know whether this mobilization has been done in the most effective way with the most pertinent services and resources .This necessitates some kind of measurement. Evaluative methods for looking at processes and effectiveness has a direct impact on what tools are used, where one gathers data, and how it is interpreted. In order to assess contribution of library to the effective delivery of educational resources and research services is referred to as "outcome" or "impact" assessment.

5.1 ACADEMIC LIBRARY: FUNCTIONS

The diversification of the functions of the library is a result of social pressure.

Democracy makes the library serve one and all. It should serve not merely the aristocracy of birth, wealth, power, or intellect. On the other hand, it should serve every citizen-high or humble by birth, rich or poor, powerful or meek, each in the measure of his intelligence quotient and field of interest. There is a division of functions among libraries, in order to increase the total efficiency of the library system. In about 1928, S.R.

Ranganathan, then involved in the development of the great library at the University of

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Madras, first contemplated and began to articulate the ideas that soon would be enunciated in The Five Laws of Library Science. This was a period in library history when the world was grappling with fundamental questions. What is a library? What is library service? Libraries were just developing systems of classification and organization, and no one had yet dealt with a unified philosophy that attempted to define the purposes and functions of a library. The principles enunciated in Ranganathan‘s Five Laws were the first and, to date, the only clear definition of a library‘s functions and responsibilities.‖ Ranganathan deserves such a glorification as he had covered library and its facets in its entirety in his contributions. But, yet, it is a fact that there have been contributions in the field of library, its organization of materials and services by stalwarts including Margaret Hutchins, Bervick Sayers, Melvil Dewey, Paul Otlet and Henri la

Fontaine, to mention a few.

Academic libraries are very essential to achieve the objectives of education. At the present the educational system is under great strain and stress. In addition the demands of the readers are changing fast from subject approach to concept approach, general service to personal service etc. The problems of the academic libraries can be minimized and effective by solved in terms of application of computer and other machineries.

Automation has added to the prestige of the profession. Library and Information educational programs are drastically changing and in that context, new innovative actions are to be adopted to offer the best service at the least cost. Academic library system functions to:

 Support the academic institutes by developing objectives and service.

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 Acquire and organize text books, assigned books, periodicals, reference books etc.

to support the requirement of teachers and students.

 Help students and teacher acquire nascent thought in scientific and technological

fields by providing bibliographic, indexing and abstracting services.

 Support research works by providing primary sources like periodicals, published

theses, commission reports, conference proceedings etc.

The ultimate goal of any library is the satisfaction of its users through various information services. ―Equipping the academic library with collection, staff and services marks a preparedness for serving the users. The mission may get started only when the collection is put to maximum use. Every user requires sufficient knowledge to identify his/her needs, identify the appropriate sources of information, locate and use them to an advantage. All these steps in a service process warrants for information literacy of the users. Information literacy is a critical component of this information age. A well informed qualified staff is required so as to make academic library render effective service to the satisfaction of the library users.

5.2 ACADEMIC LIBRARY: STAFF

Academic library should have adequate and qualified staff in order to provide service with quality to the users. Librarianship at its best is a complex profession requiring detailed knowledge of many kinds. For this reason, the academic library system, with an eye to the future, should entrust the work to the qualified personnel with professional

115 qualification and training in the field of librarianship. They should have a clear vision of the objectives and goals of an academic library and should be proficient in the tools and techniques of information.

The reference desk at an academic library plays a vital role in promoting reference service. A reference interview specifically created a partnership between the reference staff and the users seeking information. Every staff should have undergone a training program that may include the elements of communication, proactive welcoming, welcoming on the telephone, conducting a successful reference interview precisely enunciating and determining a context of the user need and above all, should keep oneself easily approachable to help. In one of the papers of the first conference sponsored by the

Madras Library Association, Ranganathan expressed that, ―In a word, the library should be a ―friend, philosopher and guide‖ to everyone who comes to use the library. It is such sympathetic personal service and ―such hospitality that makes a library big, not its size.‖

Such hospitality becomes meaningful and fair when the library has built a collection and has reading materials to offer matching the information needs of the users.

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A librarian assists the students and teachers by guiding and instruction in the use of library resources. He arranges user education for better and effective us of library.

Library staff can undertake research function by underlying research activities of the readers and their changing needs. Accordingly, he can undertake research work in book selection, library classification, cataloguing, indexing system etc. Administration and

Management are the important functions/duty of the librarian. Developing scientific management systems, job analysis for allocation and application of operational research, system analysis, etc. can be considered as research function in the broader sense.

5.3 ACADEMIC LIBRARY: COLLECTION DEVELOPMENT

The objectives of collection development is: 1) to support the research activities of members by acquiring research materials in anticipation and on demand promptly, 2) to build up the collection in depth at a comprehensive level in the area(s) of specific interest or specialization , 3) to provide not only in the areas of immediate concern, but also in areas of growing importance within the scope of the broader objectives, 4) to meet the highest standards, the collection should be comparable with the best libraries in the world. The process of planning and building a useful and balanced collection of library materials over a period of years should be based on an ongoing assessment of the information needs of the library‘s clientele, analysis of usage statistics, and demographic projections, normally concerned by budgetary limitation. The quality of the collection is a factor extremely difficult to define and measure. The most used method to measure quality is to use frequency of citations to determine the ‗most used‘ items like journals

117 and reference books in a specified field. The most used items discovered are the most valuable ones. There are particular areas of specialization in academic libraries that are often referred to as ‗special collection‘ or ‗rare collection‘ or ‗niche collection‘. These collections are mainly artworks, original papers, unpublished works, and artifacts written by a single author or about a specific subject. Collection development includes the formulation of selection criteria, planning for resource sharing, and replacement of lost and damaged items, as well as routine selection and de-selection decisions.

For a very long time in the history, libraries were procuring printed books exclusively.

But, today there is a paradigm shift in the procurement style. Libraries have crossed over to the electronic age. Electronic technologies and collection development are two of the top concerns in library and information science today. In a recent analysis of the literature, four major trends in library and information science were identified: increases in end-user access to computer-based information resources; library use of networks and telecommunications; dependency on internet-based information sources; and emphasis on collection management activities. Libraries, irrespective of system affiliation, are hybrid in nature retaining printed materials also. Libraries invariably have been building collections encompassing both printed books and Non-Book Materials with users and their needs in focus.

5.4 ACADEMIC LIBRARY: SERVICES

―Lifelong learning is the enabler which helps to create an inclusive society in which every citizen is valued, in which every citizen can participate fully and in which every

118 citizen can achieve his or her full potential. It will enable the development of communities which support and enrich the lives of each member. It provides the skills and knowledge base which will secure the economic prosperity.‖ This attribute promoting specifically the lifelong learning process of a citizen by the Public library has earned its name, ‗The People‘s University‘. Conventional documents, a long standing feature of the Public library are being supplemented now-a-days by electronic documents and digital resources both on the floor and over the cyber space/internet as well.

Information Communication Technology (ICT) facilitates better service, as collection and information in general become increasingly accessible electronically. Introduction and development of the Internet and its associated Web technologies in the past decade have significantly influenced both the way libraries provide information services to their users and the way users choose to access information.

Following are the special type of library services.

SDI service: Selective Dissemination of information is a personalized service intended for individual researcher. The basic idea is to provide the user with relevant and selective information to his/her specific needs in time. Computer is made use of to create two profile, namely user profile and document profiles. They are matched every fortnight and a notification is sent to the user. He can evaluate and suggests what is to be added/omitted in searching his information as feedback information. The two profiles are updated and kept in the routine place until the user‘s needs are met. This type of service can be provided by research libraries and university libraries.

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Current Awareness Service (CAS): CAS aims to keep the users informed/altered on the current development in their respective fields of interest. A list of different current articles in periodicals, technical reports, patents, standards and specifications etc. should be (i) brought to the notice of users at suitable bought (ii) intervals, such service is for group of experts/scientists working in a research organizations.

Indexing and abstractive service: Indexing service facilities easy and quick location of information sought under the names of terms or topics covering all aspects of it.

Abstracting service is the extension of indexing service. In this type of service, a regular production of abstracts of a given subject field or a group of fields is selected. Such services may be comprehensive or selective.

Translation service: It has been observed that more and more scientific periodical articles are increasingly available in foreign languages like Chinese, Japanese, French, German,

Russian and other languages at the international level. Due to language barrier, the scientists who are not familiar with such languages have to forego the function of research works. So, these should be translated service for such scientific articles.

INSDOC, DESIDOC etc. have set up translation service section for this purpose.

Referral service: This is the extension of reference service, wherein users are directed/referred to the sources of information, he needs. This source of information might be an individual, institutions, documents etc. Directing the users towards the

120 relevant sources, institution, persons in an effective service coming under the preview of information source.

Reprographic service: The term ‗Reprography‘ means reproduction (repro) by photographic technique. It consisting not only in reproducing or copying documents photographically but also locating and procuring microfilms, and photocopies of rare and costly document, Organizations like British Lending Library Division (BLLD), UK,

INSDOC, Delhi and Bangalore; IASLIC, Calcutta, Bhabha Atomic Research Centre,

Mumbai etc. provide such services.

Documentation service: This is the extension of bibliographic service. In this type of service, computing bibliographic on demand or in anticipation publishing the bibliography by reprographic means and bringing out monthly publication such as Indian

Scientific Abstracts (ISA) from INSDOC etc. and providing translation service are the activities. The term Documentation was used in the place of Bibliography. While the

International Bibliography Institute in France was renamed as ―International Federation for Documentation‖.

5.5 USERS OF ACADEMIC LIBRARIES

The users form an integral part of the library system. They are the final link in the information transfer chain. All professional activities in a library, and every unit of money spent for these activities are all for the users of information. If the users cannot

121 find the information they need, or does not know how to find relevant information available to them, the library system falls short of its ultimate goal. According to

Ranganathan, ―Reference service is the culmination of all the activities and routines in a library. Reader guest is supreme in a library.‖ Academic library users are mainly undergraduate population seeking information for various programs taught. The graduates are mature students who have lot of practical experience using the libraries frequently. Research scholars and Ph.D. students also use the library very often. Apart from students, faculty members are potential users of Academic library. Thus the users occupy the central place in every library‖.

5.6 ROLE OF ACADEMIC LIBRARIES IN U.A.E.

Libraries are actively reinventing themselves for the digital age. Confronted with corrosive budgets, skyrocketing costs, and challenged by a fear of obsolesce resulting from the accelerating rate of technological change; libraries are struggling for their survival. The role, the position and the form of the library as an institution in the information society, is revised. New technologies in the production, distribution, publication, organization, and provision of information, question the existing models of organization and function of the library. In this environment of innovative developments, libraries expand their role not only to the adoption of electronic material, but also to the development of new methods for the organization of new materials enhancing their services for the end user. The need for the change is not accidental, but stems from the

122 fact that information is of vital importance to human beings, in educative, recreational and financial level.

Technology has given educators and librarians outstanding tools in their efforts to instruct learners who depend on electronic resources. Academic libraries spend millions of dollars on the purchase and support of research databases and other technology resources. This indicates its vital role in curriculum. Universities and libraries have built an impressive technological infrastructure, and efforts are made to integrate Information

Communication & Technology and Information Literacy programs into the academic curriculum in order to make the students and faculty technically efficient.

Librarianship in the digital era combines the long-established discipline of library science and information retrieval. Computers are used to assist in a variety of functions including the provision of information and reference services. Librarians are exploring ways of assisting users in the emerging virtual communities.

The last few years have seen number of changes in the higher education sector due to which tremendous pressure has been exerted on traditional libraries. They are:

1. Rapid growth in student enrolments

2. Growth in non-traditional students, for example adult learners, part-time students.

3. Inflation in the cost of printed materials

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4. Increasing number of academic publications

5. Shrinking library budgets

6. Changes in teaching and learning methods

The volume of information and the complexity of the available information are increasing significantly. Acquiring the basic knowledge and skills to deal effectively with this information, whether in traditional or electronic form, is very crucial to all people in today‘s world.

5.7 ROLE OF LIBRARIANS IN U.A.E.

The TQ concept involves the inclusion of the manager‘s responsibilities at the level of all employees (from all sections of library department irrespective of hierarchy) and the users‘ reaction. TQM philosophy emphasizes that by effectively managing primary factors like the manager‘s commitment, infrastructure, Quality Management System, benchmarking, innovative practices etc. leads to improvement in the quality of service and satisfaction of users. Quality performance is used as the primary measure; user satisfaction is used as the secondary measure. Quality performance is the composite measure of all aspects of the institution‘s process and service quality performance. Many studies reveal that there is a positive relation between the implementation of TQM and improved performance / quality. By applying TQM, libraries aim at obtaining long-term results by satisfying the users‘ needs, employees and the community.

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Manager‘s commitment and support

TQM principles require top management commitment and support. Managers and supervisors are facing new challenges due to technological, generational and economic changes around us. According to Dale (1999), managers have to take the responsibility personally, lead the team, provide direction, and exercise leadership. According to Ahire and O‘Shaughnessy (1998), companies with top management and commitment have the ability to produce high quality products, in contrast with firms having poor management support.

Strategic planning is a management tool which all managers should be prepared with.

The purpose of the strategic plan is to help the organization/ department do a better job; and to ensure that the members of the organization/ department are working toward the same goal. Henry Mintzberg (1994) argues that: strategic planning is about analysis (i.e. breaking down a goal into steps, designing how the steps may be implemented, and estimating the anticipated consequences of each step). In the case of Library department, the Library supervisor or the Library manager should work on the strategic plan for the future development. Implementing the plan is the real challenge behind it. The Library must have long term plans for the development of resources, services and staff. At the same time, plans need to be revised regularly according to changes in circumstances and situations, yet keeping the core elements such as values, vision, mission etc. untouched.

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Goals and values provide people with a set of standards that concentrates their efforts.

Goals are shorter term, and values (or principles) are more enduring. Values and principles serve as the basis for goals. They are the standards of excellence, one‘s highest aspirations, and they define the arena in which goals and metrics must be set. Values mediate the path of action. Goals release the energy. Therefore, it is necessary to have clear goals, because they help to concentrate and take purposeful action.

In light of the goals set, the Library manager deploys strategic plans for overall development of the library department, including quality of services, the resources, facilities and staff performance.

Infrastructure/Facilities

The library building in an institute is always a matter of pride and importance. The library is a symbol of knowledge and rich intellectual heritage and it has been an encouraging symbol of great personalities of the world. Spacious reading hall, group study rooms, discussion rooms, quiet study rooms are the attractions of the readers. Separate study rooms/areas accommodating the female users is an additional facility which is highly admired in Middle East countries. Computer workstations, with internet access, high speed internet service, latest version of software applications, connectivity and networked service delivery are part of quality services provided.

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Continuous improvement

TQM is a practical approach to achieve excellence by trying to do things right first time and every time. TQM also involves everyone and everything; not confined to higher management positions only. Therefore, it is the responsibility of every staff, irrespective of their positions to look into achieving the defined level of quality in a consistent fashion, with continuous improvement in every aspect. Staff development and training is one of the most important tool for building the awareness and knowledge of quality. It is important to train every staff with basic knowledge and also the modern trends and technology to increase the effectiveness of the quality management. In libraries, the technical as well as functional processes should be monitored regularly for changes as per needs and wants of the users. Continuous quality improvement has emerged as a dominant theme for survival and growth in today‘s competitive business environment

(Prybutok & Ramasesh, 2005).

Benchmarking

Benchmarking is a continuous and systematic practice for evaluating the processes and services with the competitive firms for the purpose of development and improvement.

Benchmarking should be done on a regular basis to be competitive and successful.

Benefits of benchmarking include improving quality of services, processes, decreasing time lag in different processes and services, improving user response time. Benchmarking also encourages the staff for continuous improvement. At the same time benchmarking

127 helps understand the strengths and weaknesses of the unit with competitors and thus lead to setting challenging performance goals.

Innovative practices

Work on creating a culture that values both finding and solving problems. The best way to do that is to role model the attitude with staff, consistently. When you make a mistake, share that mistake, accepting responsibility, and model the problem-solving process. That might mean explaining what actions you will be taking to avoid making the same error again. That‘s what you want from your staff and you need to demonstrate it consistently.

Opening staff meetings will help discuss the problems and ways to overcome them; and achievements and accomplishments occurred during a period; these will encourage continuous improvement in the departments.

Seek feedback

People need to know if they are making progress toward the goal or simply marking time.

Their motivation to perform a task increases only when they have a challenging goal and receive feedback on their progress. Goals without feedback, or feedback without goals, have little effect on people‘s willingness to put extra effort into task. With clear goals and detailed feedback, people can become self-correcting and can more easily understand their place in the big picture. With feedback they can also determine what help they need from others and who might be able to benefit from their assistance. Under these

128 conditions, they will be willing to put forth more productive efforts. When there is no feedback, production or service will be less efficient and will exact a significant toll in the form of increased levels of stress and anxiety.

Feedback is at the center of any learning process. Without feedback there is no learning- it is the only way to know whether one is getting close to the goal and whether one is executing properly. Feedback is a necessary component of self – reflection and growth.

To determine the role and quality of services of academic libraries of UAE, it is necessary to understand the perceptions of users regarding various factors responsible for quality sustenance. Service quality dimensions covered in this study are: quality of learning resources, service quality, quality of physical facilities/environment, and quality of staff assistance.

Learning Resources

The Library's collections of information resources aim to support and enhance the teaching, learning and research activities and strategies of any University. The collections are developed and managed according to the University policies and procedures which are formulated in the broader context of the University's strategic and operational plans.

For any service providing unit the basic requirement is the ‗resources‘. The collection of books, number of journals and databases subscribed, digital access provided, individuals available for providing efficient services are all the issues covered under ‗ resources‘.

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The service quality of any library depends on the resources it possesses. Libraries are known by their specific collections, its nature and type, as it determines the richness of the library, users and services. Traditional indicator of good library was the number of volumes it possesses. More the number of books gave better rating for the library.

However, the richness or the comprehensiveness of the collection related to specific topics, which fulfills the instructional and research needs of the faculty, is more important for the customers of the library today. Today, library is not to be judged by the quantity of collection but by the quality of resources it holds. Volume of the collection cannot determine the richness and quality of the library. The quality of library is assessed by the range of collection, its depth and richness, uniqueness, and value. The quality of library collection is indicated by many terms that include extensiveness, uniqueness, range of collection, latest, up-to-date, peer reviewed serial publications.

Library collections are increasingly dynamic and responsive to the changing University environment as well as the changing information and knowledge environment. Academic library collections have undergone rapid change in recent years. The collection of print and electronic books, journals and magazines, DVDs, databases, is a vital part and determines its users and the services The increasing importance of online information resources has transformed the nature of library collections and the ways users can search and access information resources. The readers appreciate more if libraries have holdings of rare/specific collection, and provide unique services based on their collection.

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The Library's collections of information resources aim to support and enhance the teaching, learning and research activities and strategies of any University.

The collections are developed and managed according to the University policies and procedures which are formulated in the broader context of the University's strategic and operational plans.

Use of the electronic resources within the libraries is nothing new. For years, patrons have had access to a variety of publications on CD-ROM as well as both commercial and free databases. Libraries purchased individual copies to run on stand-alone machines in the library, later on expanded to provide access through library networks. The libraries have been actively developing their electronic resources for the patrons with the help of the Internet. Libraries have begun to change access to the sources they provide. The information technology and World Wide Web, brings in new paradigms for the academic community. The technology is evolving rapidly and unpredictably thereby evolving an infrastructure to support electronic publishing and communication. Communication technology and electronic publishing are major factors for the growth of electronic resources such as CD-ROM databases, online databases, e-journals, e-books and Web sites etc. which comprises of text, speech, picture, audio, video etc. Retrieving relevant and authoritative information has become progressively more challenging and time consuming. In order to facilitate easy access of information, in a time saving mode, many publishers, aggregators, learned societies and institutions are working towards the users interface, database creations and e-resource management. The Technology provides profound privilege to reach worldwide audience through web. Thus, a large

131 number of electronic resources are available on the web. Millions of electronic resources are freely or commercially available on the internet and can be used by the students, research scholars and faculty member for teaching and learning purposes.

Libraries prefer digital collections for many reasons, but not limited to, the following: digital journals can be linked from and to indexing and abstracting databases; access can be had from the user‘s home, office, or dormitory whether or not the physical library is open; the library can get usage statistics that are not available for print collections; digital collections save space and are relatively easy to maintain. When total processing and space costs are taken into account, electronic collections may also result in some overall reductions in library costs. Therefore, it is observed that e-resource management is important but not an easy task as it includes various activities like creation, capture and organization, access, type of presentation, format, searching facilities, licensing, organization support, technical and legal issues. Thus, it requires a system that supports management of electronic resources.

Electronic resources

The document that are in electronic form are said to be electronic resources. The term electronic resources came into usage in late 1980‘s when first electronic journal came into being. The electronic resources are not single entities. It includes various types of resources such as e-books, e-journals, e-databases, digital/knowledge archives and internet resources. Electronic resources are regarded as the mines of information that are explored through modern ICT devices, refined, redesigned and more often stored in the

132 cyber space in most concrete and compact form and can be accessed simultaneously from infinite points by large number of audience. Moreover e-resources refer to that kind of documents in digital formats which are made available to library users through a computer based information retrieval system. The electronic resources defined by

AACR-2 is as material encoded for manipulation by computer, including texts, sounds, images numeric data, computer programs etc. alone or in combination, as well as materials that require the use of peripheral devices directly connected to a computer (e.g.

CD-ROM drive or player) or that require a connection to a computer network (e.g. the

Internet).

Features of electronic resources

Relevant features of electronic resources are highly useful to the institutions as well as individuals to have instant, relevant and comprehensive information at the doorsteps.

Some of the major features are listed below:

 Globalized reach

 Users can access e-resources without any limit to time or space

 Multiple users can simultaneously access e-resources

 Can easily be copied, stored and disseminated

 Easy to revise, manipulate and merge

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 Less bulky than paper

 Speedy delivery

 Add value to services

 Save user‘s time

 Satisfactory among users

 Buying and selling of e-collections is available on WWW

 Promote Interaction with remote users

 On-line users tracking

 E-Collections enhance the R&D effectively and efficiently

 E-resources are very powerful, dynamic and convenient

The electronic resources can be broadly categorized as following:

a. E-books: E-books comprise of contents in electronic format (text, graphics, audio,

video) with additional features of searching, linking, highlighting, customization,

cross-referencing etc. having facility to be delivered through CD-ROM or DVD

or Internet.

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b. E-journals: e-journal is a serial publication available in electronic format with

additional features of searching, browsing, linking, etc. accessible through

compact disc or online.

c. E-databases: Database is a computer based data/information handling system

having organized collection of data/information/records accessible to multiple

users through intranet or internet, and standalone system.

d. Digital/Institutional Repository: It is a digital archive of intellectual products of

the institution accessible to institution/outside members. Preprint or post print of

the articles, conference papers, research reports, theses, dissertations, seminar

presentations, working papers and other scholarly items etc. are stored in digital

format.

e. Internet/web Resources: Internet has various types of information resources which

is accessible though internet. These resources include various documents like e-

books, e-newspaper, e-articles, websites, e-databases, patent, etc.

Services

The arrangement and provision of services is a major deciding criterion for service quality. The service, its implementation and its effectiveness is judged by the users. It is expected that the service provider should deliver the promised service responsibly and accurately. It is expected that the service provider should deliver the promised service dependably and accurately. Consistency in the service delivery is very important for the

135 customer. Information about various services, operations, rules and regulations should be displayed or communicated in the language understandable to the library users. Clear instructions, provision of proper signage, guidelines about the functioning of the library and its services is very important. The library staff imparts the skills of searching and retrieving the information from the library more effectively. The orientation programs, and sometimes hand-on workshops are also conducted frequently, to familiarize; refresh and build up the confidence with the resources, service and facilities in library.

Access to collection indicates that the library welcomes the users to use the resources. At the same time, easy and quick access to collection is more appraising. Various methods and techniques are in use for providing access to the collection. Generally, open access system to physical and electronic resources like full-text database offline and online, site map, bay guides, self-explanatory signage, help-desk, webpage links, Online Public

Access Catalogue (OPAC), access to bibliographic information, current contents, display of new arrivals are indicative of providing easy access to information and learning resources of the library.

Facilities / Environment

The exterior of a library building should be inviting. It should have a glass-front so that the passers-by can view the inside of the library. The inside color-scheme should be soothing and subdued. The vacant wall-spaces should be treated with significant murals.

The building should be functional. The circulation counter, the reading room, the stack- room, the administrative room, and the staff room should be well-articulated. There

136 should be space for lectures, seminars, reading circles, and every other form of extension service. Above all the building should be located in an easily and readily accessible part of the locality.

The physical facilities include study space, group study rooms, quiet room, furniture for seating, lighting arrangements, availability of computers, and reprographic equipment.

The book racks should be short enough for the top-most shelf to be reached standing on the floor. The tables in the reading rooms should be smart. The chairs should be comfortable. It should be possible for all the readers to be so seated as not to face the traffic within the library. The color-scheme of the fittings and furniture should harmonize with that of the walls. The gangways between the rows of book stacks should be generous. So also there should be enough space between the reading tables. The color scheme should smoothen the glare of the natural light. The artificial light for the darker hours should be least tiring to the eyes.

Information technology plays important role in libraries and increases efficiency in retrieving information. Therefore library should have adequate number of computers, with modern peripherals; applications should be of latest version so that users do not find difficulty in compatibility of programs and systems. The library should have photocopiers, printers, scanners etc. which are vital factors for student and researchers.

For ages libraries are regarded as a place of knowledge and intellectual heritage. Most of the faculty, students, researchers and academicians prefer library as a place for their academic and intellectual pursuit.

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Library professionals have been borrowing different concepts and methods from the business world to evaluate the effectiveness or quality of library services. How well is the quality of library? How well are the services? Are the library users satisfied? What are the user‘s expectations? Various tools have been explored and applied to measure the quality and effectiveness of library services.

Staff / Employees

Employees or staffs are the backbone of any service providing institution. The interaction and involvement of staff with the customers/users have great impact on the reputation of the institution, here, in terms of service. Employees are responsible for creating good and bad image of the institution. The attitude, behavior, language, disciplines and dressing of an employee have an effect on services received by the customers. In libraries, employees who serve the customer by providing various services play a very significant role in service delivery. As a result, staff members are the most important part of the services upon which the service quality is dependent.

138 the objectives and goals of an academic library and should be proficient in the tools and techniques of information.

Due to the nature of work and function performed, a librarian is expected to possess high academic qualification. He must possess a Master Degree in a discipline as well as higher degree like M.Phil. or Ph.D. in Library and Information Science. Library staff can undertake research function by underlying research activities of the readers and their changing needs. Accordingly, he can undertake research work in book selection, library classification, cataloguing, indexing system etc.

Administration and Management are the important functions/duty of the librarian.

Developing scientific management systems, job analysis for allocation and application of operational research, system analysis, etc. can be considered as research function in the broader sense.

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The willingness of the staff to help the user, to provide quick and prompt service, to provide the right and accurate information to users are the basic and important qualities expected from the library staff. The total dedication of library staff to cater the user needs, the timely and excellent service provided always counts for sustaining the quality of the libraries. Consistency in the service delivery is another important factor. Apart from the core qualities, the timely and intellectual action on customer‘s grievances and complaints adds to the service quality.

The quality of services offered to users in the university libraries, represents the extent to which the service meets the users‘ needs, expectations and requirements. It is therefore necessary to measure the expectations and perceptions of the users about the library products and services to assess the service quality through the notions of the stakeholders.

Quality and satisfaction go hand in hand and are often used together or sometimes interchangeably. User satisfaction is used as a measuring tool for maintaining service quality. The assessment of service quality provides an important feedback for libraries to assess and improve its services to its users.

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CHAPTER 6

REVIEW OF LITERATURE

A precondition for doing substantive, thorough, and sophisticated research is to undergo a substantive, thorough, and sophisticated Literature Review. A research scholar needs to understand what work has been done before in the chosen field, and the strengths and weaknesses of current studies. Not understanding the prior research clearly puts a researcher at a disadvantage (Boote & Beile, 2005). Therefore a researcher will not be able to perform a good research without first understanding the literature in the field.

The primary objective of this chapter is to summarize the literature of chosen research topic and to provide an overview of the concept and details of the study to be carried out in the chosen area. This chapter helps understand the research problem and also to identify potential research gaps for further study. The concept of Total Quality

Management in academic libraries, its impact on the library services has been chosen for research. The study is focused on the United Arab Emirates (U.A.E.) in the Middle East region and aimed to evaluate the quality of library and their services.

The researcher presents the literature review in the following order:

1) Total Quality Management

2) Total Quality Management in academic libraries

3) Quality in library services

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6.1 TOTAL QUALITY MANAGEMENT

Koch, J.V. (2003) explains his perspective on how TQM has very small impact on colleges and universities. According to him, vast majority of TQM efforts in colleges and universities have focused on the non-academic facets such as bill-collection, admissions applications, job scheduling, physical plant inventory etc. While the most important challenges facing institutions of higher education today relate to curriculum and viability of faculty tenure, technological innovations, learning methods and division of resources etc.

According to Kujalo, J. (2002) the origin of Total Quality Management can be traced back to 1949, when the union of Japanese scientist and engineers formed a committee of scholars, engineers, and government officials devoted to improve Japanese productivity and quality of life. TQM is one of the most important management innovations of the 20th century. It has more influence on contemporary management practice than any other management movement.

Tannock, James, Krasachol, Ladawan, and Ruangpermpool, Somchai (2002) Total

Quality Management has been applied widely in most of the organizations in developed countries. The main concept of applying Total Quality Management is to achieve excellence in business. While in developing countries, ISO 9000 series standards have been the focus of quality management development. In this study, the authors examine the progress of four Thai SMEs attempting to implement Total Quality Management over

142 a period of two years. The study has revealed the efforts, problems, barriers and progress of the companies. The relative success of the companies discussed was related to management and information issues.

Lozano, A.R.P. (1997) describes that the concept of TQM represents the timeline of the old and new concepts of quality. The concept of quality is changing over the years. In

1920‘s, quality management meant inspecting a product to ensure that it met with the specifications. In 1940‘s, it became more statistically based, while in 1960‘s, quality took a broader meaning and the concept began to be viewed as something that encompasses the entire organization. Since the 1970‘s, quality was used as a competitive base, with companies focusing more on improving quality in order to be more competitive. TQM also stresses that quality is customer driven, characterized by focusing on identifying the root cause of problems and correcting them at source, as opposed to inspecting the final product after it has been made.

Mersha, T. (1997) views TQM, as an approach to doing business that attempts to maximize the competitiveness of an organization through the continual improvement of the quality of its products, services, people, processes, and environments. TQM provides customers with defect free products and service. Although, the ultimate goal is to satisfy the customers, TQM recognizes the difficulty in satisfying the external customers without meeting the internal customers. Therefore, it seeks to meet or exceed the expectations of both internal and external customers.

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Lankard, B. (1992) states that Total Quality Management (TQM) is a concept introduced by business and industry to establish standards and techniques that ensure the quality of products leaving and reaching firms through continuous actions rather than through one final inspection. It depends on the experiences, expertise, and commitment of all members of an organization to improve the processes by which customers are served. To practice this concept in educational institutions, a number of implementation models and strategies have been developed such as Cascade model, Trickle down model,

Infection or bubble up model and Loose-tight model. Actual implementation of a quality improvement approach to operations requires movement from the philosophical concept of TQM to a strategic framework for implementation. After looking at best practices, it was noticed that the benefits of implementing a Total Quality Management philosophy in vocational education programs are the result of attitude change and teamwork.

Kurtus, R. (2001) explains that basic principles of Total Quality Management (TQM) philosophy of doing business are to satisfy the customer, satisfy the supplier and continuously improve the business processes. The first and major TQM principle is to satisfy the customer who pays for the product of service. The second TQM principle is to satisfy the supplier, which is the person or organization from whom you are purchasing goods or services. The third principle of TQM is continuous improvement because you can never be satisfied with the same method used. There are always new methods to be tried out to strive for improvements and to keep ahead of the game.

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Fotopoulos, C.B., and Psomas, E.L. (2009) attempted to explore the relationship between ―soft‖ and ―hard‖ TQM elements and quality management results. The ―soft‖ side is associated with management concepts and principles such as leadership, employee empowerment and culture, while the ―hard‖ side refers to quality improvement tools and techniques. Quality tools are only ―vehicles‖ to quality improvement. Quality tools usage alone cannot lead a company to continuous process improvement, customer satisfaction and consolidation of its market position, without the proper guidance by top management and employee and supplier support.

Psychogios, A. G and Priporas, C (2007) addresses managers‘ awareness and familiarity with TQM and discussed the soft and hard sides of TQM. The major argument of the study is that although the acronym TQM and some of its concepts and practices are known by a range of public and private sector managers, actual awareness of its ‗soft‘ side is often superficial, and managers have a relatively poor understanding of it. TQM is often observes from the technical point of view, being aware of the importance of its

‗hard‘ aspects. TQM here is in contrast to other quality management initiatives. It involves everyone in an organization and the overall participation to quality strategy brings an increase flow of information and knowledge.

Brah, Shaukat A. and Lim, Hua Ying (2006) examined the relationship between quality management practices, technology and performances of the logistics companies. The study seeks to gain insights from organizational variables and their effect on operational, quality, technology and overall business performance. The analysis shows that both high

145 technology firms and high technology TQM firms perform significantly better than low technology firms. It is found that the use of IT is crucial in improving operational, quality and business performance. The research provides recognition for the importance of technology in quality management in logistics industry.

Brah, Shaukat A., Wong, Jen Li and Rao, B Madhu (2000) in his study focuses on gaining insight into impact of TQM on the business performance of the services sector of the economy. The study shows evidence that Total Quality Management implementation improved business performance in the service sector of Singapore. Some of the tools applicable in service sectors for TQM are customer focus and quality improvement rewards, top management support and employee involvement.

Brah, Shaukat A., Ong, Ai Lin. and Rao, B Madhu (2000) investigated the state of benchmarking in the manufacturing and service sectors of Singapore. The paper aims to understand the expectations and motivation of non-benchmarking companies. The study examines the role of factors such as motivation, objectives, driving force, top management‘s commitment, preconditions, process, company culture, employee participation, presents of pitfalls, and the potential benefits in determining the success of a benchmarking project. They also established the importance of facilitators such as driving forces, preconditions and effectiveness towards achievement of benefits and success of benchmarking. The study emphasizes the importance of implementations for the success and benefits of benchmarking.

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Evans, J.R., and Lindsay, W.M. (1996) opines that Total Quality is the unyielding and continually improving effort by everyone in an organization to understand, meet, and exceed expectations of customers. This definition includes the three widely accepted components of TQM- customer focused, employee driven, and continuous improvement.

Oblinger, D. (1995) defined TQM as a structured system for creating organization-wide participation in planning and implementing a continuous improvement process. His definition has more academic applications with incorporation of three tenets – customer focus, employee-driven, and continuous improvement.

Pryor, M.G. et.al. (1998) argued that Total Quality emphasizes the need for organizations to ―empower‖ employees in the fundamental decision making of the organization. The concept of empowerment goes beyond the individual employee, with team building, team development, and behavioral skills to be part of high performance teams in order to solve increasingly complex problems of an ever-changing business environment.

Gatten, Jeffrey N (2002) discusses about Academic Quality Improvement Project

(AQIP) which is designed to offer an alternative to current re-accreditation procedures, engaging institutions in a continuous quality improvement process. All academic units, including the libraries, are required to develop assessment plans that focus on students learning outcomes. Of particular challenge for the libraries is building meaningful assessments that demonstrate direct impacts on student learning.

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6.1.1 TQM in Service Sectors:

Chipandambira, N. J.; Mugwindiri, K.; and Chikuku, T. (2012) examined the performance of the eighteen TQM success factors investigated. It uses the results of a study undertaken in the Zimbabwe food manufacturing and processing industry in 2011.

The paper shows a hierarchy of the TQM performance indices of the service industry and highlights the relationship of the success factors. The TQM performance indices are:

Customer focus, Quality assurance, Benchmarking, Process Quality Control, Supplier management, Environmental and safety management, Teamwork and quality circles,

Continuous improvement, Maintenance, Employee involvement and empowerment,

Training and education, human resource management, Employee satisfaction,

Information analysis, Social responsibility.

Brah, Shaukat A., Tee, Serene, S.L. and Rao, B. Madhu (2002) discusses about relationship between TQM and performance of Singapore companies. The paper supports the proposition that TQM implementation correlates with quality performance. Behavioral factors, relevant tools and techniques contribute to the successful implementation of

TQM. TQM firms to implement quality management better than their non-TQM counterparts and result in higher level of productivity.

Singh, S. and Deshmukh, S.G. (1999) conducted a study on the services provided by the

Consultancy and Technology Transfer Wing (CTFW) in an educational institute of national importance. The perception among the industries was studied to analyze that

148 quality may also be initiated at academic institutes. A SWOT analysis emphasizing the need for quality initiatives at the CTFW was carried out. Once the need was established, various tool such as customer surveys, brainstorming sessions and quality function deployment were applied to determine the present status of the CTFW on the quality management front.

6.1.2 TQM in Higher Education:

Rosalin, R. (2013) has attempted to present the current quality management practices within higher education institutions which rely on industrial models and therefore achieving only partial success. The focus of the paper is on the benefits that quality management in education can provide. The findings reveal that it provides better prospects to the students and also facilitates sharing of best practices and knowledge across the world. The paper also explores the factors related to policy, planning, technical requirements as well as the training required by the teachers, staff and management for the successful implementation of TQM in an education system.

Ahmed, M.A.H. and Siddiek, A.G. (2012) have attempted to shed light on total quality management as a tool that can help in achieving the objectives of educational institutes.

The researchers have traced the TQM philosophy since Edward Demings and Joseph

Juran and their findings proved that there is significant relationship between total quality management and strategic management. They also proved that TQM system is linked with the objectives of the educational institutions and its strategic management which

149 helps to attain long-term goals. The researchers therefore, proved the critical and practical need for applying TQM in educational institutions in the Arab world.

Yapa, Saman. (2012) conducted a research among 99 service organizations in Sri Lanka.

The aim of the paper is to report the results of the investigation on the use of Total

Quality Management tools, techniques, and concepts. The findings revealed that the managers are interested in implementing Total Quality Management and nearly 41 percent of the organizations have implemented Total Quality Management. It also revealed that there is a lack of thorough understanding of Total Quality Management philosophies and techniques among the managers.

Gvaramadze, Irakli (2011) has done research on student engagement and quality enhancement mechanisms in Scottish Higher Education system. He demonstrates the interest of student learning, their learning experience, quality of learning in the current quality enhancement approaches. In his paper, he tries to distinguish theoretical and conceptual difference between student involvement and student engagement. The researcher also demonstrates new opportunities for innovation changes in response to student engagement. Finally the student engagement has required changes in the quality systems and process.

Ali, Murad and Shastri, R.K. (2010) brings out the status of higher education and the need for quality in higher educational services. Higher education institutions must become more innovative leading to quality in production of knowledge and

150 dissemination. Higher education requires a paradigm shift in terms of governance and service delivery. This paper attempts to conceptualize the application and concepts of

TQM as the appropriate measure which will revolutionize the higher education system.

Sayeda, B., Rajendran, C., and Lokachari, P. S. (2010) have taken steps to explore the adoption of quality management practices in Engineering Educational Institutions (EEI) in India from management‘s perspective. A questionnaire was developed and based on the pilot survey among senior faculty/management, psychometric properties were examined using test of reliability and validity. Correlation and multiple regression analysis were used to analyze the impact of Total Quality Management dimensions on institutional performance (effectiveness). Two critical factors, i.e. healthy innovative practices and feeder institution partnership were identified as key enablers in the paper.

The paper identified five critical factors to measure institutional performance and 27 dimensions of Total Quality Management in the context of EEIs. This paper also proposes a model for achieving institutional excellence and formulated a comprehensive instrument from the macro perspective of the management.

Jabbarifar, T. (2009) in his article attempts to look at the range of total quality management in higher education system. With the implementation of Total Quality

Management and its output, higher education system paves the way for development.

Quality improvement involves statistical tools, consumer research, goal-setting, teamwork, problem-solving, human resource development, and strategic planning. A vision statement plays important role for today and tomorrow. The higher education

151 should prove its efficiency by responding to the needs of the country‘s development and by offering relevant outcomes.

Hills, J. M. and Stewart-David, D. (2001) The researchers have emphasized on the challenges faced by higher education institutions in supplying appropriately skilled graduates to meet the requirements of employers. Changes in the curriculum and courses with a Total Quality Management framework coupled with appropriate curricular modifications could be used to promote changes in higher education courses. The paper introduces and pilots a tool that could be used to promote awareness and understanding of the process-oriented aspects of Total Quality Management.

Owlia, M.S and Aspinwall, E.M. (1997) suggested that the notion of quality within the

1986 ISO standard of total quality, ―the totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs‖ was commonly accepted.

Spanbauer, S.J. (1995) defines Total Quality Management in education as ―a management philosophy that puts systems and processes in place to meet and exceed customer expectation. It is a relentless quest for continuous improvement through documentation and the use of tools in a problem solving atmosphere that features team action and good leadership.‖

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6.2 TOTAL QUALITY MANAGEMENT IN ACADEMIC LIBRARIES

Sharma, C. (2013) discusses about quality philosophies and techniques and its need in the libraries. Since librarians must manage staff, information in several formats, and technical activities to provide quality services, the author has attempted to explore some aspects of quality in relation to library science in India. The paper stresses on the concept of quality; the different facets of quality management in libraries; why libraries should adopt quality management practices and concludes that implementation of Quality

Management is not easy but is necessary to implement in order to understand the users, what they want, how they want, and when they want the information, and services.

Albu, C., Cristian A., and Pistol, N. (2012) in their paper aims to study the quality of services as an indicator of quality improvement in university libraries. They have opined that users should be permanently consulted and their satisfaction should be a permanent concern. In order to monitor the difficulties encountered by users, a periodical evaluation of the services should be a priority. The analysis of strong and weak points of the services provided, leads to improvements in the quality of service. The paper aims to help librarians to improve their library services by increasing quality and user satisfaction.

Bhatt, Sunil (2012) in his paper presents various aspects of total quality management and correlates the importance of it in the library and information sector. All the techniques and principles of TQM like planning, organizing, staffing, motivating, budgeting, controlling, coordinating etc. are also applicable in libraries. Libraries are totally user-

153 oriented so the ‗customer satisfaction‘ also applies in this sector. The TQM is therefore essential in libraries to fulfill the users‘ needs.

Padro, F (2009) discusses about Deming‘s System of profound knowledge which prioritizes high quality, monitoring processes and results, the involvement in continuous improvement, and defining standards. Since higher education stresses on accountability, it creates different expectations of quality and success. The Deming‘s system of profound knowledge allows college administrators and the faculty to realize the importance of quality and look at the university from a systems‘ perspective.

Sahney, S., and Banwet. D. K. (2008) performed an exploratory and diagnostic study across engineering and management institutions in and around Delhi, India, to identify the set of minimum design characteristics/quality components that would meet the requirements of the internal customers‘ perspectives focusing on the faculty. Multiple tools and techniques were used to quantitatively and qualitatively arrive at a synthesized and integrated model of quality management in education. Employee satisfaction is a major driver towards adoption of a customer-centric philosophy by any organization.

Dash, Jyotirmoy (2008) highlights about the importance of TQM in libraries. He describes the definition of Total Quality Management, the 14 steps of TQM, benefits of

TQM, and why libraries should adopt TQM. Therefore, TQM is a system of continuous improvement employing manager-centered on the needs of customers. Employee involvement and training, problem solving teams, statistical methods, long term goals and

154 thinking are the key components of TQM. The whole concept is based on a systematic process, which focuses on understanding customer needs and improving customer services.

Renard, Pierre-Yves (2007) in his paper aims to show how international standards can be used as reference documents and strategies tools in a performance assessment process.

The author discusses about ISO 2789 – International Library Statistics and ISO 11620

Performance Indicators for libraries which are based on international consensus of experts and are related to classical and shared assessment tools. They help to define objects and services, classify, count and build appropriate indicators. These standards are used to define library resources and services as intangible assets.

Zairi, Mohamed (2007) aims to explore implementation of Total Quality Management and best practices in Higher Education Institutions. The author discusses the theoretical reviews of implementing Total Quality Management best practices in two cases of US based Higher Education Universities and are analyzed using Malcolm Baldrige National

Quality Award (MBNQA) 2000 criteria for educational framework. The valuable insights using MBNQA criteria to evaluate quality are beneficial in Higher Educational

Institutions.

Zhan, C. and Zhang, H. (2006) in their article describes how TQM (a dandelion seed from overseas) turned an ordinary library into something different. With the traditional and obsolete library model of inertial thinking and customary behavior, giving little

155 regard for cost and efficiency; it was seen that there is lack of evaluation and motivation.

Due to various reasons, the library faced financial shortage, uneven levels of staff competence, non-systematic development of resources, outdated management patterns and finally overall dissatisfaction and complaints from users increased. The need for implementation of TQM in library was initiated. It was decided to change the library system from collection centered to people –centered and make it user-focused and user- involved. In accordance with ISO9000 requirement, a plan-do-check-act cycle was employed to exercise self-assessment. The change in the system led the isolated library into an international library.

Rowley, Jennifer (2005) in her articles aims to review the quality, performance management and impact assessment regimes that currently effect on public and academic library in the U.K. She also tried to explore the challenges for managers in finding the quality maze. Findings include collection of customer evaluations of service quality, enhancing quality and performance and accreditation of quality and performance demonstrate the problems associated with competing notions of quality. The paper provides useful information for managers trying to implement quality, performance and impact assessment regimes.

Sahney, S., and Banwet. D. K. (2004) have made an attempt to study TQM principles in engineering and management institutions in the Indian context, by using the philosophy-

―delighting the customer‖ as a core element of TQM to emphasize the service relationship between an organization/institution and its customers. It is considered

156 important to identify the numerous and varied stakeholders such as internal and external customers as well as the requirements that satisfy them. The importance/degree assigned to such requirements or their constructs may vary across customer groups and also amongst the institutions themselves.

Seth, N., Deshmukh, S.G., and Vrat, P. (2004) in their paper examines 19 different service quality models, in order to derive linkages between them. It was found that service quality outcome and measurement is dependent on type of service setting, situation, time, need and other factors. It was also revealed that the customer‘s expectations towards particular services also changes with respect to factors like time, increase in the number of encounters with a particular service, competitive environment, etc.

Glowacka, Ewa (2002) discusses that in order to meet the user requirements; service quality of the library has to be prioritized. The application of TQM resulted in intensified development. Key feature in this approach was the development of tools and methods of building and maintaining the quality assurance systems focusing the standards that helped to serve as guidelines. The ISO 9000 series of standards provides a solid basis for implementing TQM.

Mistry, V. and Usherwood, B. (1996) opines that Quality is no longer an option but it is a positive requirement in organizations, whether private or public. In higher education academic libraries the debate over quality assessment is analyzed. It was realized that

157 poor quality causes waste through rework and that distinction in the market place must be attained to boost one‘s profile or arrest any possible decline. It was seen that universities operate in an ‗unstable and confusing environment‘ which has seen the sedated style of traditional university management .Attention to be shifted from ‗the collection‘ to

‗customer‘ (library users). The users seek a high profile quality processes e.g service level agreements, customer charters, performance measures, customer feedback mechanisms and service audits. The paper aims to identify what type of academic LIS has QMS, whether new, traditional or large or small. Paper concentrates on 3 system:

TQM, ISO 9000 and Investors in People (IiP).A few LIS stated that above processes had been installed in different definitions like TQM, ISO 9000, Quality assurance, Quality improvement , Customer care or Continuous Quality Improvement etc. and some stated they do not. In total 62 percent had QMS and 37 percent did not have QMS.

Nissa, B. and Siraj, S. (2003) emphasizes the meaning of Quality, managing quality in academic library and managing customer expectations. In India UGC has set up NAAC to conduct audits and inspections on the quality of services including library services.

The paper has also mentioned about the ISO 9000 series steps towards TQM in academic library. ISO 9004-2: 1992 has guidelines for services and was issued by ISO to establish and implement a quality system within a service organization such as educational institution.

Saroja, G. and Sujatha, G. (1999) in their paper discusses about the Open universities in

India and the ways of imparting quality education and services to distance learners.

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Attempt has been made to study the application of Total Quality Management to Library and Information Services in Open Universities. Though ISO 9000 and other accreditation schemes were conducted in libraries in UK, USA and Canada, such studies are rarely reported in Indian Libraries and Information Systems.

Jayamalini, G. (1999) in her paper discusses the evolution, principles and stages of Total

Quality Management. The difference between traditional organization and Total Quality

Management organization is discussed in this paper. The paper also discusses the implementation of Total Quality Management in libraries, its benefits, barriers of implementation, the practice of Total Quality Management in academic, special, public and school libraries. The paper concludes that the success of Total Quality Management varies from library to library.

Pritchard, S.M. (1996) summarizes the attempt to define and measure quality and effectiveness in academic libraries, from traditional evaluative studies to Total Quality

Management. The article outlines number of concepts, tools to models of evaluation and future research for library managers.

Ling-yun, Y. and Hai-kang, Z. (2005) discusses that the principles and methods of Total

Quality Management were applied to digital library management. The paper deals with a very broad range of subjects related to a digital library: system model of Total Quality

Management for digital library, organization structure, and tasks of Wenzhou University

Digital Library, task flow chart of electronic reading room, cause and effect of electronic

159 reading room quality management, systematic model of enhancing electronic information acquisition rate, comparison of electronic reading room service etc.

Wang, H. (2006) intends to provide an overview of Total Quality Management in the context of library services. Definition of Total Quality Management, famous thinkers of

Total Quality Management – Deming, Crosby, Juran and Ishikawa, challenges facing libraries, Five themes considered; 1) customer focus 2)systematic improvement of operations 3)developing human resources 4) long-term thinking 5)commitment to quality.

The importance and impact of Total Quality Management was studied with BPR and

BSC applications in libraries. Libraries today need a model and benchmark as guidelines in making new strategies.

Nicholas, P. (2010) tries to explore the concept of benchmarking and its application as a total quality management tool. Ranganathan‘s five laws of library science are re- considered in the context of changing the library environment and are used to demonstrate how libraries can remain relevant. An overview of quality management and the application of benchmarking in libraries are presented with one special library adopting appropriate measurement and evaluation techniques in the organization.

Pradhan, A.S. and Deshpande, N.J. (2009) in their paper have emphasized the need of quality services to be offered in the Library and Information Center, while catering the information needs of the users. Information audit is the best tool selected to measure the effectiveness of the services which automatically leads to quality. The authors have

160 chosen case study method to prove the performance of information audit. The inferences gathered are supporting the need of information audit to enhance the quality of services in any library and information center.

Brophy, Peter (2007) highlighted that libraries are facing challenges in which services and content must be delivered into the users‘ workflows. In order to assess performance in this changing environment, mush greater emphasis will be required to be placed on qualitative methods, including ethnographic approaches, externally-moderated, reflective self-evaluation and narrative-based practice. Libraries are changing and are being challenged to reinvent themselves within the workflows. If this challenge is to be met then innovative and robust methods need to be developed to assess performance in this new millennium.

Kiran K., Pauziaah M., and Sossamma G. (2006) explained in their paper the steps in attaining the ISO 9001-2000 quality management system certification at the University of

Malaya library. This article includes description of the planning, implementation and maintenance of the quality management system by the library, along with continual improvement efforts to provide quality service to the library users. This paper emphasizes on library planning and implementation of quality management system to improve the quality of service and increase customer satisfaction.

Landrum, Hollis. et.al. (2009) in their paper investigated the service quality perceptions of information system users. Five SERVPERF dimensions were used for the study such

161 as Tangibility, Reliability, Responsiveness, Assurance, and empathy. These dimensions were related to relationship with system‘s users and rating of individual items of dimensions. Findings suggested that users rated system of responsiveness and reliability higher as compared to other service quality dimensions. Gender and pressure dimensions were also used in the study. The study concluded that 1) companies that provide client services and 2) designers of information systems should emphasize on responsiveness

(ability to provide prompt service consistently) and reliability (ability to perform promised service dependably and accurately). In case of limited user resources, responsiveness and reliability should be emphasized over other SERVPERF performance dimensions. The study also concluded that use of SERVPERF shows variation and that regulating influences may affect measurement results.

Derfert-Wolf, L. et.al. (2005) attempted to describe the tools for library performance applied in Poland. According to ISO standard 11620 Performance Indicators for libraries, the quality means, ―totality of features and characteristics of a product or services that bear on the library‘s ability to satisfy stated or implied needs‖. Hence the quality assessment depends not only on the product or service as it is but also on the person or institution involved in the assessment process.

Balague, N. (2009) aimed to benchmark two ISO 9001:2000 based quality management systems. Study of customer focus, resource materials and human resources are studied.

Measurement of customer satisfaction and internal auditing was done. Tools used for

162 benchmarking- 1) ISO 9001 standards 2) Documentation process. Benchmarking exercise indicate that one can benefit from experiences of other libraries.

Chim, W. (2007) in her study attempts to trace the development and implementation of the quality assurance system and its continuous review process at the Pao Yue-Kong library of the Hong Kong Polytechnic University. The study includes key performance indicators, multiple feedback mechanisms and quality assurance, benchmarking and department assessment exercises conducted periodically to recruit further inputs to the quality circle for continuous improvement. The study finds that setting up a quality assurance system is a good starting point for the quality library service.

Johari, R. and Zainab, A. N. (2007) attempts to use a modified version of SERVPERF to access user‘s satisfaction with the services provided by ISO 9000:2000 certified libraries. Services were being measured with user‘s opinion and expectations. Library certified with ISO 9000:2000 and needs to measure performance as part of the step to improve quality of services.

Mehra, S. and Ranganathan, S. (2008) in their work aims to examine role of Total

Quality Management towards enhancing customer satisfaction. Total Quality

Management program has direct and positive impact on customer satisfaction. Meta- analysis research study was done on Total Quality Management and customer satisfaction. Successfully adopted quality management practices positively impact customer satisfaction level.

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Jilovsky, Cathie (2011) describes the design and implementation of a pilot project for the benchmarking of library statistics for Asian academic libraries. The project was facilitated through the development, set-up and management of an online statistics service for a group of 22 academic libraries in Hong Kong, Malaysia, Singapore and

Thailand. The objectives were to develop and provide an online statistics website, to improve the collection processes for the individual libraries, and to develop a sustainable service for statistical benchmarking. Participation in the project was an opportunity for library staff to gain some experience with the practicalities, and to raise their awareness of the need for a critical mass of centralized data in order to benchmark.

Vergueiro, Waldomiro C.S. (1996), in his paper focuses on public libraries in Latin

America as important means of information provision and how they can improve their effectiveness. The paper discusses several factors that can influence information services: technological factors, economic factors, political factors, and social factors. It opposes the view that Latin American countries can use quality management to improve the services through public libraries. At the same time public libraries should be aware of the characteristics of their institutions and clienteles. It discusses about the barriers to implementing quality management in developing countries‘ public libraries and also the possibilities and success of implementing quality management.

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6.3 QUALITY IN LIBRARY SERVICES

Kulkarni, M.K. (2013) has categorized service quality expectations of library users in

State Administrative Training Institutes (ATI) in India. The service quality dimensions covered in the study are the resources, staff, services, guidance, and environment. The author has prepared a questionnaire for library staff and the users to assess the service quality. After proper understanding of expectations it is important to satisfy expectations so as to enhance use of the library services and resources. Therefore, author has also suggested model for library development according to the expectations of library users and elaborated on various indicators of service quality.

Tuan, N.M. (2012) has done a research on the student satisfaction among Vietnamese higher education institutions. The researcher aims to examine the effect of students‘ perceived service quality and the students‘ perceived price fairness on student satisfaction. The results show that various dimensions in perceived service quality and perceived fairness have positive impacts on student satisfaction. It also shows that when perceived price fairness is taken into account, the variation in student satisfaction is better explained by comparison with the original Parasuraman‘s SERVQUAL model. The

SERVQUAL instrument which consists of reliability, responsiveness, assurance, empathy, and tangibles was used to measure the student satisfaction. Factors like facility, faculty, administration, documentation and appearance were the independent variables, and satisfaction was the dependent variable.

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Kostagiolas, P.A. (2012) has attempted to do the reliability analysis in library management. He argues that reliability considerations go beyond the quality issue since they incorporate dimensions of time. Reliability can be estimated either informally (based on expert opinions) or may result from formal survival analysis methods. Quality approaches such as user satisfaction models and the SERVQUAL approaches directly incorporate the reliability dimension into quality measurements. A wider number of non- parametric methods have been made available for reliability estimation. The Kaplan-

Meier and the Cumulative-hazard methods have been used. Also parametric methods and applications which are based on Weibull distribution model are examined.

Kumar, S. (2012) in his paper attempts to evaluate the service quality and user satisfaction of the university libraries from different user groups. The data for the study was collected from different libraries under the Kerala University, through a well- structured questionnaire. The quality of services assessed through RATER analysis based on the seventeen variables suggested by Parasuraman and Zeithamal. The study found that the quality of services rendered by the university libraries is moderately good. The users of the university libraries in Kerala are largely satisfied with various aspects of service quality except responsiveness and are moderately satisfied with physical facilities, collection, services, staff behavior etc.

Hossain, M.J. and Islam, M.A. (2012) measures perceived service quality (PSQ), associated with user satisfaction of Dhaka University Library (DUL). To identify the service quality users‘ needs and expectations were initially identified. Users‘ perceptions

166 of current services were also identified, from which current perceived service performance was identified. A modified SERVQUAL instrument was used to survey

DUL users. User responses for minimum, expected, and perceived services were calculated. A gap analysis was done to measure the PSQ that reveals two types of service gaps, i.e. i) positive gap provides quality services, and ii) negative gap indicates the service shortfall. Users‘ satisfaction level was also identified. In both cases (assessment of PSQ and satisfaction), ―ME‖ (minimum service level) was used as common comparison standard. The outcome of the study showed that, ―library hours‖ is the only service item which got the exclusive acceptance and ensured optimum satisfaction of the users, while other items fall short of meeting the user‘s need.

Al Hijji, K.Z. and Cox, A.M. (2012) in their study investigated measurement methods that are in use in various aspects of academic libraries in Oman. The framework of the research was built to explore various steps of conceptualizing, collecting, analyzing data, and reporting results. Data gathered through in-depth interviews with participants represented different management levels. The analysis process utilized content analysis to shape the relationship between categories that were subjected to formulate knowledge.

Results showed that all libraries have used one method or more in evaluating the progress of their services, and the performance of their staff members. These include: surveys, reports, KPIs, statistics, and interviews, in addition to appraisal forms which are used for staff evaluation. Alongside with internal evaluation by librarians, an external evaluation by OAC and other international bodies took place in some libraries.

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Pedramnia, S., Modiramani, P., and Ghanbarabadi, Ghavami. V. (2012) together did a research by using survey method for collecting data in order to measure the quality of services provided by the MUMS (Mashhad University of Medical Sciences) libraries.

They also determined the member satisfaction and expectations of library services in the

LibQUAL dimensions. The results of the study emphasizes the importance of librarians‘ specialized knowledge level in presenting appropriate service in circulation and reference sections as well as identifying strengths and weaknesses of MUMS schools and hospital libraries for improving decisions affecting the library services.

Taib, C.A., Warokka. A., and Hilman H. (2012) in their paper aims to explore the efforts and other issues associated with the development and implementation of quality assurance in higher education due to its role as a service organization, which is required to enhance their quality of services. Library‘s quality management system is one of the important pillars determining the quality of higher education service delivery. By using

46 public universities‘ libraries as the main sample, the researchers have tested three hypotheses that are related to the nature of quality management practices by individual construct, as well as by aggregation value, and to what extent the difference to the number of staff and the type of organization will influence the quality management practices. The study informs that the number of staff and the type of organization do not influence at all on the library‘s quality management system.

Amin, Salmiah. M. and Ahmad, U. N. U. (2012) in their paper examine the level of electronic service quality (e-SQ) attributes among academic librarians in the Malaysian

168 public universities which have established automated library system. Six attributes

(reliability, responsiveness, access, flexibility, ease of navigation, and efficiency) of the e-SQ were determined from the analysis of related e-SQ theories. The findings of the research indicate that all attributes have high level of mean, of which the two highest attribute are Reliability and Security. Therefore, it was concluded that the librarians of

Malaysian public libraries are aware of the importance of e-SQ in their job.

Kaur, K. and Singh, D. (2011) in their paper tries to explore the nature of customer service in the academic library setting and the ways in which its management can be approached in the electronic environment. The study used a qualitative data gathering approach to explore user perspectives on the quality of electronic services, focusing on customer service. It was explored that the concerns of library customers in the web environment are similar to those in the traditional library environment. They are concerned over online reference services, online technical help, and also to give online response to queries and feedback. They study was limited to postgraduate students at four research universities and was focused on electronic library services in academic libraries.

Dash, N.K and Padhi, P. (2010) in their conceptual paper emphasizes that the concept of quality is not a new phenomenon for library and information professionals and stresses on service quality and quality assessment. A number of approaches have been made to quantify the library service quality discussing on the concept of SERVQUAL, LibQUAL, gap theory, performance indicators, benchmarking, balanced scorecard, Rodski survey, international standards for library quality like ISO 2789, and ISO 11620.

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Balague, N. (2009) in his paper describes main features of a university library quality management system, focusing specially on internal auditing. The paper attempts to show how auditing is a useful information management tool to improve library services.

Hoskins, R. and Kachoka, N. (2009) discusses the perceptions and expectations of undergraduate students of the quality of service at Chancellor College Library, University of Malawi. A LibQUAL+ instrument was used to assess the students‘ perceptions and expectations of the quality of service. The undergraduate students had higher expectations of service quality than the perceived quality of service leading to negative adequacy and superiority gaps.

McKnight, Susan (2008) seeks correlation between library customer values and benchmarking of services and resources. The author tries to find out whether there is a core set of academic library customer values and do they change over time? A

LibQUAL+ survey was done and compared with two similar university libraries customer value. Findings show that there is a set of values and they are mapped reasonably to the LibQUAL+ instrument. Although there were unique value factors identified by the various customer requirements that did not map. The paper concludes that customer value discovery and LibQUAL+ are both valuable management tools that identify library services and resources.

Sahu, A.K. (2007) The article explores the perception of the users of the Jawaharlal

Nehru University Library, New Delhi, India, with regard to the quality service provided

170 and to determine how far the library is successful in delivering such services to its users.

SERVQUAL instrument was used to measure the service quality. The study aimed at measuring perception of users and relates it to the service quality. A close-ended questionnaire was an information collection tool to elicit responses from randomly selected faculty and students. Total of 100 responses were received. The questionnaire covered three aspects like physical facilities, technical facilities, the attitude as well as competency of the staff. The responses were measured on five point Likert scale. The aim was to examine how the faculty and staff perceive service quality of the library, check whether users‘ expectations are satisfied and find out the difference between perception of service quality of the students and faculty members. The result revealed that there is significant difference between the perception of the faculty and students about the library service quality. The library users are mostly satisfied with the library services except responsiveness and communication about availability of various services for the students.

Filiz, Zeynap (2007) in his paper aims to develop a reliable and valid instrument to measure student satisfaction in Osmangazi University library and Anadolu University library. A structural questionnaire was used to measure the service quality and around

400 students were surveyed from two university libraries. Factor analysis was used to determine the factor structure. The assessment of library service quality provides insight to the researchers and decision making to study the improvement of service quality.

Jabnoun, Naceur and Al-Tamimi, Hussein A. Hassan (2003) have attempted to develop a modified SERVQUAL for measuring service quality in the United Arab

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Emirates commercial banks. The instrument includes five dimensions of SERVQUAL with thirty items. The instrument was tested for reliability and validity. The results of the test showed that the instrument had only three dimensions, which led to investigate the difference in significance before the instrument‘s dimensions. The paper is useful for managers who focus their attention on service quality dimensions.

Martin, Di. (1993) has explored the concept of continuous improvement (Kaizen) using

Juran‘s model of quality improvement. The author has described a process for the identification of priorities for improvement in academic libraries with an analysis of the contributing factors and its application at the University of Herfordshire. The author has taken 3 examples – covering cash handling, delivery of the lecture room Audio Visual service and user education at the University. Conclusion is that Total Quality

Management can be approached incrementally if there is existing good management practice on which to build its implementation.

Jamali, R. and Tooranloo, H.S. (2009) performed a research among the students of

Ferdowsi University, Iran. Their aim was to prioritize the library service quality indicators from the student‘s point of view using the Fuzzy logic tool. It also aims to identify the main indicators that help user‘s satisfaction and consequently, the best budget allocation by library managers.

Turk, Nana (2007) discusses the measurement of Library performance in order to identify appropriate research methods for studying the libraries of the University of

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Ljubljana. This paper seeks to examine measures for assessing library performance from three perspectives: efficiency, effectiveness and service quality.

Sajjad Ur Rehman, (2008) investigates the situation and evaluation strategies and processes of nine Library and Information Science (LIS) education programs in the six member nations of the Gulf Cooperation Council (GCC), namely Saudi Arabia, the

United Arab Emirates, Kuwait, Qatar, Muscat, and Bahrain. It also aims to explore what accreditation practices can be introduced and how this process can be streamlined. A survey was conducted, using an electronic questionnaire. Nine schools provided information. Saudi Arabia's four universities have six Library and Information Science programs; Kuwait has two, and Qatar and Oman have one each. The paper describes the situation of the LIS programs in terms of their organizational placement, strategic plan, students, faculty, and resources and facilities. It also describes the evaluation efforts undertaken in these programs through self‐study and external assessment and the outcomes of these exercises.

Jeannette H. and Crowley, G.H. (2003) reported that findings of materials on shelf, arrangement of materials, circulation procedures, signage, and experience of using library catalogue were affecting reliability of services offered to users. They viewed that reliability dimension was an important dimension in library service quality. Many researchers used special tools developed on the basis of the principles and structures of

SERVQUAL tool instead of SERVQUAL itself.

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Landrum, H. and Prybutok, V.R. (2004) used a tool, developed on SERVQUAL principles, called ISYSCESS, to measure the variables associated with information system success. They reported that items on service quality, system quality, information quality and usefulness were necessary for measuring the success of a library or information system.

Verma, R.K. (2002) studied the quality management approaches followed in leading libraries in India with special reference to International Organization for Standardization

- ISO 9000 and found that total quality management approaches were preferred to ISO

9000 and suggested that use of quality standards required more innovation and initiation or reorganization process.

Quinn, Brian (1997) discussed some of the limitations and possibilities of the service quality model for academic libraries. The model was originally developed in a commercial environment and may require some adaptation to the non-commercial environment of the academic library. Various ways in which the model may be adapted are suggested.

Snoj, B. and Petermanec, Z. (2001) also developed a special tool for assessing the overall service quality in libraries in Slovania which contains 45 items grouped under five quality dimensions, namely physical surroundings, equipment and information technology, collection, information and library services, and staff. They reported that

‗staff is the important dimension affecting library service quality‘.

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Cook, Coleman and Thompson, Bruce (2001) had investigated the psychometric properties of scores on thirty-four items of the LibQUAL+ questionnaire in Texas A&M

University and other twelve universities in North America. They identified that all quality factors namely effect of service, library as place, access to collection and reliability were important service quality dimensions. The LibQUAL+ scores were highly correlated with independent global ratings of library quality and there is no much difference in scores according to gender, user frequency of library use, user groups, discipline etc.

Simmonds, Patience and Andaleeb, Sayed Saad (2000) viewed that the library resources and the staff of the Pennsylvania State University Library were not upto the expectation of the library users. They further analyzed the service quality of other libraries in their area to identify the differences in quality as well as the techniques and methods used to improve the service quality and attract the users.

Broady-Preston Judith and Preston, Hugh (1999) in her paper reviews some of the current issues with regard to demonstrating quality service provision in the academic libraries. The need to discover an effective means of measuring the impact of library services on the academic community is identified and discussed. Research into organizational effectiveness is reviewed to assess its applicability to assessing quality of service provision. It is argued that libraries need to adopt a marketing orientation in measuring and performance. Scorecard models used currently in the private sector are outlined and their usefulness to the management of public sector libraries was evaluated.

The author recommends the employment of the balanced scorecard as a means of

175 demonstrating quality in academic libraries and the degree to which such services are responsive to the needs to their customers/ stakeholders.

Date, D.A. and Gokhale, P.A. (1999) studied the ISO certified libraries in Mumbai and compared the results with that of non-certified libraries to understand the difference in the level of quality of services offered and to benchmark on low quality services. They argued that an attempt to implement quality standard in a library itself would improve the quality of library services.

Dow, R.F. (1998) developed a special tool using educational impact as an alternative measure of library service quality based on Association of Higher Education‘s principles of Good Practice for assessing student learning. He reported that it was a good tool for assessing the impact of library services on the teaching and learning activities of faculty and students based on a study conducted at River Campus Libraries of the University of

Rochester.

D’Elia, G. and Eleanor J.R. (1996) in their investigation that applied both, generic and attribute measures to library service discovered that high levels of client satisfaction were positively related to two important measures of satisfaction: a) the quick access to information and b) provision of service that facilitated access to that information. It was apparent that clients expected libraries to provide ―access to the information they needed whether through the library‘s collection or through facilitated access to other sources‖.

The identification of access as an outcome measure has major ramifications of how

176 libraries meet the information needs of their clients and for the provision of interlibrary loan service.

Cullen, R. and Calvert, P.J. (1995) studied the University library effectiveness in New

Zealand and assessed the level of satisfaction of the user community. They reported that

‗competence of library management‘ is the key indicator of library effectiveness to resource allocators; ‗helpfulness and courtesy of staff‘ for library staff; expert staff assistance to user‘s for faculty; match of hours of opening with user needs‘ for graduate students, and provision of multiple copies of documents in high demand‘ for undergraduate students.

Hammer, K.G. (1994) stated that the Colleges and Universities in the United States offer extended campus courses at an increasing rate. Adequate library services are an essential part of quality education programs. Accreditation standards exist to maintain quality. In its criteria, the North Central Association of Colleges and Schools makes no specific mention of off-campus library services, while other regional accrediting agencies do.

Using the ACRL guidelines for extended campus library services as a framework, a sample of NCA institutions were surveyed to assess the level of off-campus library service. Most of the libraries surveyed offered a basic level of service, but a few showed evidence of planning to accommodate this need. Communication among librarians and educators involved in extension programs is seen as a more efficient means of ensuring service than the accredited process.

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Brophy, Peter (1993) shared his experience with the implementing ISO 9000 in the library was to provide highest quality library services to the users. There were three levels in implementation. At the strategic level, an overview of the library‘s performance and success in meeting strategic aim was done. At the operational level, the quality of service the individual user receives was analyzed. At the third level, monitoring, maintaining and improving quality was ensured.

Whitehall, Tom (1992) in his article defines Quality Management with examples of advantages of quality appraisal. The author also describes how its assessment has been attempted by self-evaluation, and user satisfaction surveys. Finally the author analyzes the reasons of failure in quality aspects. The study discusses examples of how quality appraisal schemes have been set up from the beginning and approaches to quality standard settings. The methods used in the appraisal are: enquiry answering, document provision, computerized reference retrieval and current awareness service.

Van House, Nancy A. (1989) in her article, has attempted to trace the history of performance measures and their uses in libraries. The use of performance and output measures were studied in public, academic and research type of libraries. Performance measures of specific services like collections, reference services, facilities were taken for the study. The author discussed some issues in the development of such measures for decision making and problem solving.

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Kim Thi Ninh, Thoah. et.al. (2010) have aimed to provide an overview of the current state of performance development in Vietnamese University Libraries, to address issues related to the measurement of library performance, and to propose an approach to evaluation for University libraries in Vietnam. The researchers seek to develop a performance measurement framework for university libraries that is attuned to

Vietnamese context and stresses urgent need for development of effective performance measures and systematic performance measurement systems amongst this sector.

6.3.1 Measuring the library service quality:

S.M. Zabed Ahmed and Md. Zahid Hossain Shoeb (2009) reported the service quality of

Dhaka University Library (DUL), a premier public university library in Bangladesh, from the users‘ point of view. A survey was conducted among, faculty, graduate and undergraduate students of DUL using modified version of SERVQUAL. The gap differences between users‘ expected and perceived services were calculated. The concept of zone of tolerance was applied to see which items of service quality equalize, exceed or fall short of user perception. The study analyzed the desired service expectations of the users. Finally, the dimensions of service quality were determined through exploratory factor analysis. The results of the study showed that DUL services are lagging far behind from what is expected by its users. The results of the zone of tolerance showed that most of the items of service quality are not within the range of tolerance. A number of users‘ desired expectations for the service quality are identified. The results obtained through

179 exploratory factor analysis suggest that University library service consists of four dimensions which are different from SERVQUAL‘s original dimensions.

Green, J.P. (2008) in his study used confirmatory factor analysis to analyze the secondary data resulting from a service quality survey conducted by a large public library. The library outsourced the development of this survey, which was founded on the well-recognized SERVQUAL and LIBQUAL+ service quality models. Applying structural equation modeling and recognized fit indexes to the secondary data, this study determined that the library model did not fit the data and that the data itself were neither reliable nor valid. This developed a nine-step process for implementing the SERVQUAL model that enables the data derived from SERVQUAL type implementation to provide superior information for decision making.

Roswitha, Poll (2008) in his paper stated that since IFLA handbook of measuring quality was published in 1996, it has influenced performance measurement in many countries.

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Balanced Scorecard. Each indicator shows examples of results obtained in libraries and information about other possible methods, and a comprehensive overview and state-of the

–art analysis of the core publications concerning performance measurement in libraries.

Hye-Kyung, Chung (2008) aimed to present a new approach to measuring the economic value of special libraries, including certain time-saving effects that the contingent valuation method application cannot exclusively prove. A cost-benefit analysis is used as a tool to determine whether the benefits of special libraries outweigh the cost incurred in providing the services. The benefits of such libraries are based on estimates of how much the user is willing to pay for the service, as well as the cost of time saved as a result of his contact with library services. A case study was conducted to show how special libraries could apply the proposed model to their library setting to measure the value of its library‘s services. According to the case study involving the KDI school library, the economic value of its library services measured in terms of a B/C ratio was 1.97, serving as strong justification for the library‘s existence. This study is more specific and accurate than previous studies, that it enables an individual analysis for each service special libraries offer and focuses on the types of benefit derived. It is hoped that the model will help analyze the strength of each library service as well as the total economic value of the library.

Parker, Sandra (2006) explores to present the results of a study of the public library system in Japan and contrast it with that of the UK and other G8 countries. The study makes comparisons under the headings: libraries per head of population; library use;

181 reference and enquiry services; funding; social capital and social inclusion. Performance measurement is by its nature culturally dependent, with societies measuring what is important to them at any time at any one time. Social cohesion and inclusion issues are not the same in Japan as in the UK; therefore the services needed from the public library systems are different. The statistics prove that Japan has the busiest public libraries of the

G8 countries, but far fewer of them. It is very densely populated country, with more than

50 per cent of the population concentrated in only 2 per cent of the land mass. Book borrowing in the UK overall is much higher than in other G8 countries, but has fallen in recent years. The culture of public library management is very different in Japan from that of the UK and each has many lessons to learn from the other. Because of the differences in the two cultures, public libraries fulfill differing needs. Thus the systems used to measure and improve performance will differ. As measuring performance informs strategic development, both countries need to be aware of the wider issues and have much to learn from each other.

Nuut, A. (2006) reviews the development of practice and application of standards in

Estonian research libraries. The paper describes the following themes: evaluation of library performance; library performance measures; impact and outcome; and current developments in Estonia. The research in this field needs to be improved, completed and developed on the national level in the following directions: implementation of internationally approved relevant research methods; the choice of methodology and tools appropriate for different library types; continuation of standardization considering the electronic library evaluation; preparation of guidelines for the usage of indicators and

182 their interpretation on the national level; development of data processing for research needs. The paper offers insights into the current development in library performance in

Estonia.

Roszkowski, Michael J., Baky, John S., and Jones, David B. (2005) in their study on scores on the LibQual+, a standard measure of academic library service quality grounded in expectation-confirmation-disconfirmation theory, were analyzed to determine whether the perceived score, a direct rating of service quality, is a more valid indicator of user satisfaction than the superiority gap score, which is the simple difference between the perceived performance rating assigned to the service and a desired level of performance.

According to the theory underlying the LibQual+, the score with the highest correlations to eight validity indicators should have been the superiority gap score, but this study found that the perceived score is a better predictor of satisfaction than the superiority gap score. Once the perceived rating is partialled- out from the correlation between the superiority gap score and the validity criterion, the value of the gap score becomes almost nil. The data call into question the use of the superiority gap score to infer satisfaction.

Van Deventer, Martie J. and Retha, Snyman (2004) explains that the knowledge economy literature indicates that proof of an organization‘s sustainable future and growth lies in multi-dimensional evaluation rather than in the traditional one dimensional monetary of financial capital perspective. This article attempts to provide a multi- dimensional framework within which a library and information service could measure its performance. As pre-requisite, for implementation of the stated framework, the library

183 and information service management needed to understand that measuring should be done for local development and progress using the library and Information service‘s mission and a strategy for a sustainable future as the focal areas; sustainability requires more than providing proof of spending the stakeholder‘s money wisely; and adding value for the customer in isolation also does not ensure sustainability. It is necessary to understand that the relationships between the human, structure, customer and stakeholder capitals are vital. The library and information service sector therefore, at first, should ensure that the customers could trust that they are receiving the services and products that maximize their own productivity and asset utilization. Secondly library and information service stakeholders would need to be assured that they have the necessary skills and resources to provide for a motivating environment and that the infrastructure created will ensure continuous improvement for all.

Reichmann, G. (2004) in his study 118 randomly selected university libraries from

German speaking countries and English speaking countries using Data Envelopment

Analysis (DEA). DEA efficiency scores are calculated using library staff, measured in full time equivalents, and book materials held as inputs, and the number of serial subscriptions, total circulations, regular opening hours per week, and book materials added as outputs. Among the 118 university libraries analyzed, 10 are rated fully efficient. However, comparing group-specific efficiency scores, there are no significant differences between libraries from English speaking and German speaking countries or between small and large university libraries.

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Stephen, Town (2004) examines to provide a critique, some sources of data and a broader conception for informing development of e-measures framework for use in academic library services. Researcher suggests that the broader context for e- measurement is investigated and provides a critique of current thinking. The study provides four additional sources or routes for improved measures, including scholarly communication methods, information literacy, developments in measuring library and e- service quality and the critical success factors of serials staff. It develops a proposed framework for e-measures based on the balanced scorecard approach; provides specific suggestions arising from the four scores for relevant e- measures, and provides a framework based on the balanced scorecard which incorporates these and other suggestions for the data collection under the following perspectives: financial, customers, process and projects, staff development, and organizational learning and development.

The paper will be valuable to library directors and managers and library researchers interested in the field of performance measurement and evaluation of e-resources. It provides some original thinking about the problem and suggests some innovative techniques and approaches to addressing the need to develop effective and useful performance measurement frameworks.

Ambrozic M. (2003) discusses theoretical and practical approaches to the problems of assessing library performance and especially of measuring outcomes in the developing world, i.e. the impact and value of the library services for their users and society as a whole. The importance of a systematic evaluation of a library‘s activities and the use of modern management methods and tools is emphasized. The need for an appropriate

185 management information system as one of the key elements for the library decision- making process is demonstrated. The need to enable libraries in developing countries to implement national systems of library statistics is demonstrated. To do this it is important to educate the librarians to collect and use data efficiently to enable them to be able to make the transition from measuring inputs to measuring outputs, and to understand the possible methods and importance of measuring library outcomes.

Olga, Einasto (2002) demonstrates the use of service quality monitoring as the starting point for service development in academic libraries. The proposed approach to quality research allows gathering essential information to focus strategic planning on the services that are important for users and efficiently allocate the library‘s resources. A conceptual model of quality of academic library services is proposed based on the focus group research. The library service quality assessment instrument UTLib Qual, based on the

Zone of Tolerance concept and an importance – performance mapping method, is described. The possibilities of using the instrument in support of library management decisions are analyzed by a case study on the Tartu University Library, Estonia.

Calvert, Philip J. (2001) conducted studies with the modified tool to produce global dimensions for user expectations of academic library service quality. Accordingly he identified five item commonly applicable in academic libraries of China and New

Zealand. Such attempts will lead to the development of a general tool for measuring service quality of any type of libraries in the world.

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Calvert, Philip J. (1998) used a modified form of the tool developed by Hernon and

Calvert to study the service quality of Polytechnic libraries in Singapore. This tool contains 86 items which is given as appendix to this chapter. He argued that service quality changes over time and between cultures and countries.

Coleman, V., Yi Xiao, Linda B., and Bill C. (1997) in their study provides the results of a survey conducted in the fall of 1994 by the Sterling Library to measure service quality.

This general user survey provided feedback from customers to their minimum, perceived and desired levels of services from an academic library. The devised measuring instrument: tangibles, reliability, responsiveness, assurance and empathy. Survey results showed a discrepancy in the quality of the services provided by the library and those desired by its customers.

Boughey, A. (1999) reported a study of users of Bury Metro Libraries. In all 758 library visitors were interviewed and their opinions about staff helpfulness, knowledge, and demands for new services, attitude towards opening hours and attitude of teenagers towards public libraries were collected. At the end user satisfaction is the most popular measure of success and self-reported scales are the instruments of choice by most researchers. Responding to the results of the survey, Bury Libraries have introduced a pilot extended opening hour‘s scheme including some Sundays.

Nitecki, D.A. and Hernon, P. (2000) examine a new approach to measuring service quality, one that produces findings useful for local planning and decision making. They

187 have made efforts to enable a library to identify those attributes of greatest importance for service improvement. They analyzed the SERVQUAL instrument for converting it to an instrument that reflects the expectations of a library and its users, to determine the feasibility of the change and to compare the results of studies conducted with other tools for measuring service quality and report that more items were to be added to

SERVQUAL instrument to represent all activities and services of the library, but all determinants are important in service quality measurement of libraries. Now attempts are on progress to assess the service quality of computerized, networked and web-based library and information services using traditional as well as web-based methods. Some of such studies have already been reported in library and Information Science Literature.

Maddox-Swan, R. (1998) conducted research at Florida University. The research contributed to the understanding of service quality determinants based on SERVQUAL.

The study conducted with customer using services commercially as well as charitable.

The study concludes that the dimensions of service quality are valid also for the academic library.

Hernon, P. and Calvert, P.J. (1996) made an attempt to develop a common tool for measuring service quality in university libraries. They developed a self-reporting data collection instrument containing 61 items for measuring service quality in university libraries in New Zealand. They opined that developing a generic instrument applicable to all libraries in all circumstances was not possible and so it was good to prepare an instrument considering all local requirements and objectives of the library.

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Chang, P.L. and Heish, P.N. (1996) tested the service quality of student‘s and teacher‘s perception in China and found that there are significant differences between the two in service quality factors. The faculty viewed collections supporting research as very important factor in service quality, but it was ‗up-o-date equipment‘ for students.

Nitecki, D.A. (1996) identified that new ways to evaluate libraries are needed. The

SERVQUAL is a diagnostic tool to measure service quality, defined as the difference between customer perceptions and expectations of service. This article discusses implications for library management and future explorations of a tool applicable to academic libraries.

Doyal, C. (1995) developed the Perceptions of Library Service Questionnaire (PLSQ): a tool for evaluating the student‘s awareness and use of library services and staff support.

PLSQ contains sixteen items for measuring user satisfaction.

Enayati, Taraneh et.al. (2013) in their paper made an attempt to evaluate the service quality of Islamic Azad University of Mazandaran. Three hundred and seventy three students were chosen during the study with stratified random sampling method.

SERVQUAL standardized questionnaire was used for data collection. Paired samples t- test and Friedman‘s test was used for data analysis. The study showed significant difference between the students‘ expectations and perceptions in all five dimensions of service quality. Students‘ expectations were at a higher level than the perceptions. The study also showed that students‘ perception of the received service quality was not the

189 same. The highest service quality was given to tangibility while the lowest service quality was given to empathy.

Abels. E.G. and White, M.D. (1995) reviewed the service marketing literature for models and data gathering instruments measuring service quality. It was a project to develop an instrument for measuring service quality in special libraries. The aim was to assess the applicability of various survey instruments to special libraries and information centres. Their emphasis was to evaluate the instrument SERVQUAL as a tool to measure service quality on the basis of expectations and performance.

6.3.2 User perception on quality of services:

Suki, N.M. and Suki, N.M. (2013) proposed a conceptual model and carried out empirical test of relationship between customers (customer satisfaction) and librarians

(tangibles, responsiveness, assurance, reliability and empathy) and the library services.

Customer satisfaction was used as the dependent variable. The SERVQUAL instrument was administered to 100 respondents including students and staff in the Public University

Library, Malaysia. Results revealed that all service quality dimensions tested were significant and influenced customer satisfaction of users. Assurance is the most important factor that influences customer satisfaction with the services rendered by the librarian.

The top five service attributes that gained greatest attention from library users‘ perspective includes employee willingness to help customers, availability of customer

190 representatives online for response to queries, library staff actively and promptly provide services, signs in the building are clear and library staff are friendly and courteous.

Kulkarni M. (2009) in his paper emphasized that the libraries are expected to provide services that their users expect them to provide. For the optimum use of library resources the collection, facilities and the services should be designed to meet the expectations of the users. The researcher found that facilities provided are important for the faculty members but the richness and aptness of the collection, various services and the self- instructional signage are the most important for the users of the library. The faculty does not want librarians just to issue and collect books but they are expected to display new books, conduct book club activities and book exhibitions/ fairs for the selection of new books. The surveys conducted for knowing expectations are definitely useful for modifying old services, and designing of new services of the library.

Kyrillidou, Marhtha (2009) gave a detailed account of the origin of the tool measuring library service quality by the member libraries of Association of Research Libraries

(ARL). The Association of Research Libraries used a newly developed standardized tool called LibQUAL+ for the assessment of their libraries. The LibQUAL+ is a tool initially based on SERVQUAL and has developed special service quality dimensions on which library users judge the service quality of any library. The tool was developed after rigorous empirical research. After three years (1999-2002) of research the service quality dimensions identified by the LibQUAL+ are: effect of service, library as place, reliability, self-reliance and access to information.

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Mehran N. and Mostafa N. (2008) investigated the importance of service quality aspects from the perspective of University of Tehran Central Library users. In order to meet the objectives of the study, SERVPERF was used. Information was gathered via questionnaire which consisted of structured questions and a five-point Likert scale measured the respondents‘ satisfaction and perception of service quality. The results showed that, although University of Tehran Central Library has conducted several programs for improving its services, because of the lack of identifying the most important aspects of service quality in their customers‘ idea, the efforts of providing customer satisfaction has failed to a great extent. This paper will be helpful to libraries planning to implement a quality management system to improve their quality assessment through

SERVPERF is relatively a new concept among Iranian libraries.

Martensen, A. and Greenhold, L. (2003) developed a structural equation model to measure users‘ perceived quality, satisfaction and loyalty quantitatively. They responded that, it was a cause and effect model suitable for identifying the problems for low satisfaction, loyalty, and value to users.

Hernon, P. (2002) discussed the ―Gap Theory of Service Quality‖ which includes: customer‘s expectation and management‘s perception of those expectations; customers‘ service expectation and the perceived quality of service. The theory looks at the library from the perspective of users, not librarians. These gaps are the basis of a customer- oriented definition of service quality that examines the discrepancy between customers‘ expectation for excellence service and their perceptions of the actual service delivered.

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He outlined and critiqued different service quality measurement tools, primarily

SERVQUAL and LIBQUAL+, while also addressing problems inherent in surveys in general ( i.e. poor response rates, overuse, not enough follow up, do respondents reflect the population etc.) He cautioned whatever method is used, get feedback from your service population on the tool itself before you attempt to measure with it. He also pointed out the distinction between lower order (skills) and higher order (critical thinking and problem solving) objectives, and the need to focus on the latter.

Shaheen M., Mumtaz A.A., and Tamara S. E. (2001) investigated the factors that contribute positively in shaping user‘s perceptions of library effectiveness. A questionnaire based survey of five major agricultural libraries in Malaysia was conducted. It was found that the adequacy of collections, services and facilities were closely linked to the perceptions of library effectiveness. Certain other factors contributing positively to the perception of library effectiveness were the adequacy and effectiveness of library promotion; involvement of users in the selection of library materials; convenient library location; participation in user education programs; availability of assistance for using library resources and facilities; and subject background of library professionals. The paper suggests that for any reliable library effectiveness study, all factors associated with user satisfaction should be investigated together.

Jayasundara, C., Ngulibe, P., and Minishi-Majanja, M.K. (2009) studied the student‘s and teacher‘s perception of service quality in university libraries of Sri Lanka and

193 reported that there are eight determinants to be assessed to measure service quality in academic libraries.

Abdul Majeed, K.C. and Bavakutty, M. (2002) viewed that the users expected good collection and personalized attention from libraries and there were discrepancies in the quality of services perceived by students and faculty.

Cook, C. and Heath (2001) reported that for users at every level of expertise, the extent to which libraries facilities and self-reliant information seeking behavior seemed to be relevant to the views of library service quality and the perceptions of service quality were the most useful indicator for measuring library service quality.

Hiller, S. (2001) reported that remote use of library resources and services was not an important factor affecting the level of satisfaction of users and service quality. He reported that there was a difference in the focus of students and faculties with regard to the facilities, collection, services and staff. Faculty focused on the information resources and its access. On the other hand the students preferred the facilities.

Cullen, R. (2001) explored the correlation between service quality and user satisfaction in depth and stressed that the user satisfaction surveys could be used to assess the user satisfaction in micro and macro level through a model. He argued that the model could be used to assess the user satisfaction of electronic library services as well.

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Phipps, S. (2001) examined the argument among the users and staff of the Association of

Research Libraries and reported that Librarians must listen and act on the voices of the user to make them satisfied and improve the library service quality. Measuring the performance of processes and staff is also necessary to improve the services. Special methodologies like SERVQUAL, LibQUAL+ etc. can also be used for ascertaining the views of the users.

Thompson, Bruce, Colleen Cook, and Fred Heath. (2000) expressed various measurement models that may be employed to obtain attitude or perception data. Some protocols employ a ‗gap measurement model‘ to frame perceptions. One important benefit of using a gap measurement model is that tools such as LibQUAL+ inherently incorporate a natural lie or random-response scale. The present study investigates performance of scores on the scale for the 4407 LibQUAL+ Phase One participants. This helped them to form generic and specialized norms for identification of areas of improvement at given library. The researcher confirmed the LibQUAL+ norms that decide the library service quality dimensions.

Banwet, D.K. and Dutta, B. (2000) developed a special tool containing service quality scale, service satisfaction scale, and service importance scale to assess the post-visit intentions of users. They reported that reliability of library services, service quality and user satisfaction were very important in post-visit intentions of users.

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Yang, Z.Y. (2000) surveyed the faculty of Texas A&M University to assess their perception about the library liaison program and its impact on library services offered to them. The faculty observed that the liaison program was necessary for them as it was beneficial to them to get quality services and information about forthcoming changes and developments in the library.

Harwood, Nicola and Bydder, Jillene (1998) studied expectations and satisfaction of the students with the Waikato University library, New Zealand. The study reported the survey of customers about service quality for practical significance for setting –up of academic audit process for the Quality Assurance Unit at the university. There were two surveys. The first was about the expectations and the second was to know about satisfaction of the services. The target group was 315 students for the first expectation survey and second, 252 students for satisfaction survey. The tool was developed from the set of statements developed by Hernon. The responses were collected on the seven point scale from ‗Not important‘ to ‗Very important‘ along with some open-ended questions.

The results clearly indicated that there was certainly a gap between the expectations and the satisfaction. The students expected that reading materials should be in their proper places, catalogue records should be proper, turnaround time should be extended. The students also expected that good photocopy service and wide range of collection should be provided by the library.

Pors, N.O. (1996) investigated some of the factors which influenced the students‘ perception of the quality of library services through a large questionnaire survey. In all

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2700 students from the Copenhagen area, Denmark, participated in the survey conducted in the autumn of 1994. The survey was conducted at the three departments of the Royal

Library, two service points of the Copenhagen Municipal Library and one of its department. The survey explored in detail the relationship between expectations and perceptions of library users.

Talbot, Dawn E., Lowell, Gerald R., and Martin, Kerry (1998) reported that the users in San Diego libraries of the University of California were not satisfied with the printed collection, Photostat services, opening hours, and physical facilities available in the library. It is to be noticed that the users preferred printed document collection even in electronic era and good user education program to exploit the library resources and services in a better manner.

Wilson, Carol and Orr, Noreen (1995) assessed the satisfaction of part-time students in a university with regard to the library facilities: collection, services and staff. They identified that the users had high satisfaction with the physical facilities and staff.

Roshan R. (1995) conducted study in Indian Institute of Management Library, Lucknow to see how far the student community was satisfied with the library facilities and services.

It is reported that all the students were satisfied with the library collection, services and the information technology used in the library. But, they were not happy with the reading space, the environment, shelving of documents etc.

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Edwards, S. and Browne, M. (1995) described part of a project designed to develop a user based approach to measuring the quality of an information service. i.e the extent to which the service provided by the library meets or exceeds the users‘ expectations for an excellent or superior service on a consistent basis. The main question investigated was whether there were differences in the expectations that academics hold about information service provided by academic libraries and librarian‘s perceptions of these expectations.

The results of a survey of Australian universities showed that academics and librarians have similar expectations but there were differences in the emphasis each group placed on aspects of the service.

Hilberg, J.S. and Meiselwitz, G. (2008) reports student‘s perceptions regarding their own Information and Communication Technology fluency and compares their perceptions with actual Information and Communication Technology assessment results.

1) Students are unable to evaluate the credibility of a website 2) Students lack the critical thinking skills. There is significant difference between student‘s perceived Information and Communication Technology fluency and their assessed Information and

Communication Technology fluency. It appears that Information and Communication

Technology curriculum needs to be re-evaluated.

Patil, S.G. (2010) stated that his study leads to the impact of Information and

Communication Technologies (ICT) in the MET‘s Institute of Engineering, Nashik. This paper recommends training and guidance for the use of ICT-based technologies for optimum utilization of these services by users. The users are not getting proper training /

198 guidance and assistance from the library professionals. The library should arrange and organize training programs related to Information and Communication Technology.

Veeramani, M. and Vinayagamoorthy, P. (2011) highlights the use of hardware and software facilities in academic libraries in Kuwait for access to networks and information services. Importance of information lies in its accessibility and utilization by users for productivity and decision making. Library professionals should add new IT skills to their current capabilities I order to help users. Innovative ways of thinking about services, collections and information access is necessary

Piecowye, J. (2010) claims that Information and Communication Technology (ICT) penetration issues rest with the students as well as the educators. Information and

Communication Technology might be a tool of empowerment but for Information and

Communication Technology to be effective it needs to be built into the learning environment. Acceptance of Information and Communication Technology in the classroom and changing the curriculum to Information and Communication Technology enriched learning is to be considered. Faculty who are advancing for implementation of

Information and Communication Technology should be given sufficient training, support and reward.

6.3.3 Quality and Library professionals:

Mahesh, G. and Mittal, R. (2009) showed that communication skills were perceived as the most important skills required for emerging Information professional‘s followed by

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Information Communication Technology (ICT), management, organization, research, marketing and negotiation skills. This paper highlights the necessity of re-training in the areas of Information and Communication Technology applications for professionals already working in libraries by re-enforcing education and training programs in the country. Library schools should focus on communication skills which clearly have been accorded importance ahead of Information and Communication Technology skills for the future information professionals. Information and Communication Technology skills currently taught should be upgraded to latest Information and Communication

Technology skills.

Whitlatch, J.B. (2003) states the competencies are focused on that abilities, skills and knowledge that make reference and user services librarians unique from other professionals. The basic infrastructure of competencies is required for library professionals. The Reference & User Services Association (RUSA) task force has focused on identifying the behaviors that lead to successful performance in organizations providing reference and user services to patrons. The author has discussed about

―access‖ competencies which includes the ability to identify documents through knowledge of bibliography and indexing, the ability to identify and provide solutions that minimize cognitive and physical behaviors to access and the ability to assess for individual users materials. Responsiveness, Organization and Design of services, Critical thinking and analysis are the other competitiveness discussed. The library staff should be knowledgeable because understanding assessment techniques, methods of continuous learning, how to apply knowledge to practice and how to plan and implement services are

200 all important skills. Marketing, awareness and informing are important skills necessary for a successful librarian.

Abaalkhail, A. (2009) in his paper investigates the factors which influence motivation of library personnel. Motivation theories discussed and applying motivational theories in work situation suggested. Potentials of library staff members to be discovered and appropriate motivational strategies to be applied.

Buarki, H.H. and Mark. et.al (2009) in their paper presents views and explanation of

Library and Information Science (LIS) students, teaching staff and employers on implementation of Information and Communication Technology (ICT) skills into Library and Information Science curriculum in Kuwaiti Higher Education (KHE). Current students‘ Information and Communication Technology skills did not satisfy the job market needs. Therefore new Information and Communication Technology courses need to be added and training to be provided with Information and Communication

Technology programs for staff and teachers. Other skills such as: analytical skills, human skills, attitudinal skills, communication skills, team work and problem solving.

Sinha, M.K. (2008) discusses about manpower development in managing automated libraries. The status of library professionals, requirement of IT training is also discussed.

Training library professionals with Information and Communication Technology applications Modification in library school curriculum,

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Sriganesh, V. (2005) focused the challenges of bridging the gap in information skills searching. The challenges include budgetary constraints, lack of well-trained and or poorly motivated medical librarians and the absence of the need for accreditation. There is urgent need to train health professionals and librarians in searching the literature and also skills in critical appraisal.

Walton, G. (2008) explores relevance of creativity in the strategic management of libraries. It explains how libraries are using creativity in service department. Attending meetings and conferences helps bring ideas from outside. In recruitment process creativity must be a competency skill.

Camara, O.A. (2009) investigates the need for continuing professional development for librarians in Kuwait. It aims at identifying qualifications and competence levels of academic librarians. Though the library professionals are academically qualified, the library and information skills are found deficient which have tremendous negative effects on the efficiency and effectiveness of library services in Kuwait. Training and professional development opportunities should be given by moral and financial incentives.

Bains, S. (1998) in his study was designed to evaluate methodologies to measure end- user searching effectiveness. Questionnaires, observation, search strategy analysis and interviews were employed using qualitative and quantitative techniques. Results demonstrated that a librarian can perform searches of greater complexity and

202 comprehensiveness than research students. Successful database searching is dependent on experience and training.

Effah, P. (1998) focuses on training and development of librarians in Universities of

Ghana. It contributes to the quest of appropriate approaches for the training and development of academic librarian to ensure that the important role assigned to the library is fulfilled. Recommendations are for enhancing efficiency and effectiveness.

Training for para-professional and professionals is necessary. Academic librarians require greater knowledge and ability to apply modern management strategies and techniques to ensure efficient and effective use of human and material resources. Train and develop academic librarians with more standard, consistent and systematic manner.

Rowland, Fytton (1998) has described the various functions of librarian in the electronic information environment. The role of librarian includes collection development and acquisition, cataloguing and classification, circulation, reference work and preserving/conserving/archiving. Collection development involves, selection of materials based on the curriculum. Sorting of materials and submitting to the publisher is almost computerized. Databases and other electronic form is either online or CD Rom.

Cataloguing of materials is done by using software which helps search, retrieve and access materials. Online public access catalogue (OPAC) or web OPAC helps search library holdings from anywhere. Skills of librarians expedite the reference work and access. The analysis given in this paper seeks to demonstrate that the traditional activities of professional librarians have parallel roles in electronic era.

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Monk, D. (2004) considers the difficulties involved in training a group of UK public library workers up to the level of computer literacy associated with European Computer

Driving License (ECDL). The policy context for this study is provided by the need for

ICT training that was recognized by the Library Information Commission (LIC) reports of 1997 and 1998. Results suggest that LIC‘s aim of getting all library staff up to the

ECDL has not been realized. Some suggestions are made that might enhance the efficiency of such training programs, especially in terms of financial incentives.

Minishi-Majanja, M.K. (2007) focuses on sub-Saharan LIS schools and the incorporation of ICT modules in their curriculum. Yet inadequate quantities and quality of computers and poor internet access has resulted in theoretical implementation only rather than practical. Significance of these issues and challenges vary between institutions and countries due to diverse socio-political and economic environments. The paper recommends that LIS schools in Africa must continually strive to offer competitive ICT laden education and training to their students.

Herget, J. and S. Hierl, (2007) proposed a comprehensive, integrated and sustainable management concept for securing the future of libraries. The model leads to a comprehensive basis for benchmarking and optimization of libraries and enables the deduction of tangible steps for the improvement on the basis of as-is analysis.

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6.3.4 TQM, accreditation and Library services:

Sherikar, Amruth, Jange, Suresh, and Sangam, S.L. (2006) pointed out that the

National Assessment and Accreditation Council (NAAC) has been established in India for ensuring quality and excellence in higher education and has developed a set of objective indicators for the library, as it is a fulcrum of support for the community of academic and research pursuits. This results a general consensus for rising demands of evaluation and accountability of academic and research libraries to develop performance evaluation and measure service quality and thereby build quality culture. Trends in

Information and Communication and Technology contributed significant scope for development of electronic information resources and internet resources in the Library for quality and continuous improvement. The quality gurus especially Parasuraman, Barry, and Zeithaml have developed the SERVQUAL to measure quality dimension in the academic and research environ to measure the perceptions of service quality.

Dasgupta, A.K. (2004) describes the importance of the assessment and evaluation process leading to accreditation and the fact that libraries are now exposed to mandatory external evaluation. There is scope to improve on the formats and questionnaire prescribed for gathering information about library resources and services; and the desirable quality standards and indicators appropriate for different types of libraries also need to be identified. In a way, accreditation system puts more pressure on authorities to pay more attention to libraries. Measuring the quality of library products and services is considered as a significant responsibility of a modern library. There are various tools

205 developed, tested and used for this purpose. However, it is preferable to prepare and use a tool suitable to the library to be assessed.

White, G.W. (1999) in his opinion that the librarians have long been involved with accreditation, especially its inherent self-study and evaluation processes. The Association of College and Research Libraries (ACRL) has developed standards for College and

University libraries which are often used as tools for the self-evaluation process. In1980,

ACRL held a two-day workshop on the self-evaluation process, resulting in a published proceedings volume entitled Libraries and Accreditation in Institutions of Higher

Education. This work outlines such topics as library standards, self-study techniques, and evaluation of the library by accrediting agencies, and steps to improve the accreditation process.

Kania, A.M. (1991) surveyed a group of academic library administrators with evaluation team experience and reviewed the regional accreditation standards, with the purpose of developing a model set of regional accreditation standards for libraries, including off campus library services. A content analysis of the standards of the seven regional accrediting bodies in the United States were conducted; and in 1982 only three of the seven commissions specifically mentioned the provision of off-campus library services.

A 1990 update of the library survey showed that five commissions made specific reference to the need for library service in off campus programs. The two agencies without detailed standard, the North Central Association and the New England

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Association, alluded to the concept by advising cooperative arrangements with other libraries when necessary.

Lynn La Brake-Harrison (1991) noted that ACRL has issued guidelines, as opposed to standards, for off-campus services. ―Standards‖ are considered more comprehensive, more qualitative, and more quantitative; standards may also be perceived as more effective and authoritative.

MacTaggart, T.J. (1991) in his explanation of the role of accreditation noted that accreditors have two functions: evaluation –ensuring the public that good service is provided, and consultation aiding the institutions in improving themselves. He listed the following items are components of an adequate off-campus library support system: agreements with co-operating libraries; site based collections of resources; efficient and free retrieval services; availability of trained staff on site; adequate publicity of services to faculty, staff, and students; and linkage with the curriculum. Further improvement in library services and the educational experience could result from an expanded role for the librarian; librarians could join with instructors as a team in the learning process, participating in course design.

Bradburn, F.B. and Marks, K.E. (1991) examined the impact of the regional accreditation process on off campus library services was examined in case studies.

Standards of the Southern Association of Schools and Colleges were compared with those of the North Western Association of Schools and Colleges. While the Southern

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Association had far more detailed standards, the authors conclude that provision of off campus library services resulted from personal or departmental commitment, rather than from enforcement of accreditation standards. Regional accreditation bodies seems to be the main entities concerned with adequate library services, as no discipline specific groups address this need. One factor creating confusion in standards is whether extended campus library service should be evaluated as the responsibility of the library or the extended education programs.

Sheridan, J. and Paul, Martin (1987) surveyed the membership of the Association of

Continuing Higher Education to assess the impact of the 1982 ACRL Guidelines for

Extended Campus Library Services. With approximately 65 schools responding, results showed that most libraries perceived their resources and services as sufficient or more than adequate. Most of the institutions had not prepared written profiles or statements of goals and objectives, as requested in the ACRL guidelines. A follow-up telephone survey showed limited awareness of extended campus and continuing education students on the part of Librarians.

6.4 LITERATURE GAP

The exhaustive review of literature reveals that lots of studies have been done on Total

Quality Management, Quality in Academic Libraries and Quality of Services. Although most of the TQM studies are found in the field of industries and manufacturing, it is seen that there is no dearth for studies on Quality of services related to academic libraries in

208 higher education. There have been a few references and researches about quality services and customer satisfaction in libraries but it is very uncommon to come across studies which focus on TQM in academic libraries of higher education management.

Moreover there have been no studies found on the aspect of quality of library services in universities of U.A.E. Therefore the intention of the researcher is to find out how far the

TQM is enforced in the libraries and what is the impact of TQM on various aspects of library services in the universities of U.A.E.

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CHAPTER 7

OBJECTIVES AND RESEARCH METHODOLOGY

This chapter deals with the methodology employed in the present study according to which the research was executed. The outline of this chapter includes the objectives of the study, Hypothesis, design of the study, population of the study, sample for the study, sampling design, tools used, procedures included, statistical techniques, and data analysis of the study.

7.1 STATEMENT OF THE PROBLEM

As the United Arab Emirates (UAE) strives to build a knowledge-based economy, it is essential that it is underpinned by a tertiary education system of the highest quality. With the globalization of higher education and increased student mobility between institutions and nations, students need to be assured that their qualifications are of a high standard and are recognized and respected across borders. In 2000, the Commission for Academic Accreditation (CAA) was set up by the Ministry of Higher Education and Scientific Research

(MOHESR) of United Arab Emirates to ensure quality in higher education, conducts a program of licensure of colleges and universities and accreditation of each of their academic programs. The accreditation body is constantly working to keep up the international standards of colleges and universities in the United

Arab Emirates. In order to maintain the quality, the relevant authority in the

210 home country is responsible for the accreditation and quality assurance of the branch campus operating in this region.

Library is a place where collection of information resources in various formats

(books, journals, videos, CD-ROMs, etc.) organized along with the services rendered to a given user or user groups. It plays an important role in the academic world by providing access to world class information resources and services and helps to stimulate the research, training and other intellectual and recreational activities in the organizations. However, as Heath (2000) has pointed out that, ‗libraries today are service agents sharing much in common with other service sector of society‘.

To ensure the quality of Library and Learning Resource, the Library must fulfill the criteria laid down by Standards of Ministry of Higher Education and

Scientific Research (MOHESR).

Therefore the study would intend to look into measuring the impact of the quality factors in all academic libraries in United Arab Emirates.

7.2 UTILITY OF STUDY

The present study proposed the effectiveness of management/leadership in the library department, which could duly be manifested as a reliable measure of departmental

211 effectiveness. It is the management, which is mainly responsible for creating the vision, instituting relevant processes and channelizing the resources continually for the achievement of departmental excellence. By studying the user perception, quality gaps can be identified in every area and necessary action can be initiated for the improvement of the services. According to Total Quality Management principles, continuous monitoring of activities and effective managerial functions helps to fulfill the user requirements and the meet the institutional satisfaction. In this study, the researcher has identified four key factors (TQM enablers) that reflect quality in libraries namely, learning resources, services, environment & facilities (infrastructure) and employees

(staff).

By applying Total Quality Management

1) Is there any impact on the quality of resources, services, infrastructure and staff?

2) Are the users satisfied with the quality and services provided?

7.3 SCOPE OF THE STUDY

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After thorough literature review, the following research questions were developed to guide the study:

9) What are the important Total Quality Management (TQM) factors that can

examine quality in libraries?

10) What are the impact factors that can help to evaluate the effect of TQM?

11) Is there any impact of TQM on the quality of learning resources in academic

libraries of U.A.E?

12) Is there any impact of TQM on the quality of services in academic libraries of

U.A.E?

13) Is there any impact of TQM on the quality of facilities in academic libraries of

U.A.E?

14) Is there any impact of TQM on the quality of staff in academic libraries of U.A.E?

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15) Does it mean that if TQM is positive, there is high impact on the quality of

resources, services, facilities, and staff and vice versa?

16) What is the level of measurement of these variables on different demographic

factors in different Emirates of U.A.E?

7.4 STATEMENT OF THE RESEARCH OBJECTIVES

1. To study the Total Quality Management factors that can scrutinize the quality in

libraries.

2. To study the impact factors that can measure the effect of TQM.

3. To study the impact of TQM on the quality of resources in the academic libraries

of UAE?

4. To study the impact of TQM on the quality of services in the academic libraries of

UAE?

5. To study the impact of TQM on the quality of facilities in the academic libraries

of UAE?

6. To study the impact of TQM on the quality of staff in the academic libraries of

UAE?

7. To study the relationship between TQM and various demographic factors (gender,

category, and qualification) in academic libraries of U.A.E.

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7.5 HYPOTHESIS

H01: There is no significant difference in the mean scores of quality of learning resources in the academic libraries of U.A.E

H11: There is a significant difference in the mean scores of quality of learning resources in the academic libraries of U.A.E

H02: There is no significant difference in the mean scores of quality of library services in the academic libraries of U.A.E

H12: There is a significant difference in the mean scores of quality of library services in the academic libraries of U.A.E

H03: There is no significant difference in the mean scores of quality of library facilities in the academic libraries of U.A.E

H13: There is a significant difference in the mean scores of quality of library facilities in the academic libraries of U.A.E

H04: There is no significant difference in the mean scores of quality of library staff assistance in the academic libraries of U.A.E

H14: There is a significant difference in the mean scores of quality of library staff assistance in the academic libraries of U.A.E

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H05: There is no association between quality of learning resources and demographic factors in the academic libraries of U.A.E

H15: There is significant association between quality of learning resources and demographic factors in the academic libraries of U.A.E

H06: There is no association between quality of library services and demographic factors in the academic libraries of U.A.E

H16: There is significant association between quality of library services and demographic factors in the academic libraries of U.A.E

H07: There is no association between quality of library facilities and demographic factors in the academic libraries of U.A.E

H17: There is significant association between quality of library facilities and demographic factors in the academic libraries of U.A.E

H08: There is no association between quality of staff assistance and demographic factors in the academic libraries of U.A.E

H18: There is significant association between quality of staff assistance and demographic factors in the academic libraries of U.A.E

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H09: There is no impact of TQM on the quality of learning resources in the academic libraries of U.A.E

H19: There is significant impact of TQM on the quality of learning resources in the academic libraries of U.A.E

H010: There is no impact of TQM on the quality of library services in the academic libraries of U.A.E

H110: There is significant impact of TQM on the quality of library services in the academic libraries of U.A.E

H011: There is no impact of TQM on the quality of library facilities in the academic libraries of U.A.E

H111: There is significant impact of TQM on the quality library facilities in the academic libraries of U.A.E

H012: There is no impact of TQM on the quality of staff assistance in the academic libraries of U.A.E

H112: There is significant impact of TQM on the quality of staff assistance in the academic libraries of U.A.E

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H013: There is no impact of TQM on the quality awareness in the academic libraries of

U.A.E

H113: There is significant impact of TQM on the quality awareness in the academic libraries of U.A.E

7.6 RESEARCH METHODOLOGY

This chapter deals with the research method used for the study including data collection, sample selection, questionnaire, data analysis and interpretation. Both qualitative and quantitative research methods are used in this study.

7.6.1 Descriptive Study:

Source of data refers to the source or sources to be tapped for the relevant information required to fulfill the objectives of the study (Ramachandran, 1993). It may be classified as primary or secondary. Primary data refers to data collected for the first time and that are original in character (Kothari, 2004). The data for this study were collected from primary sources. Additionally, secondary data were collected from statistical reports, annual reports, books, journals, newspapers, and databases like ProQuest, EBSCO,

Business Insights and other websites. Unit of analysis refers to social entities whose social characteristics are the focus of the study (Baker, 1999). The unit of analysis maybe individuals, groups, programs, organizations or institutions depending on the research questions developed for the study. Descriptive and inferential statistics have been applied

218 to the data. While descriptive statistics describe and summarize sets of data, inferential statistics help generalize from a sample to a whole population and in testing hypothesis

(Foster, 2001).

7.6.2 Pilot Study

A pilot study was conducted from all six Emirates of UAE to test the reliability of the instruments. The study was conducted with a sample of 1200 students, 200 faculties and

300 staff from twenty four universities offering Business Management programs only.

7.6.3 Research Design

In this study the researcher aimed at studying the impact of quality management factors on library services of the academic universities in the United Arab Emirates (U.A.E).

Various parameters were framed based on the Standards, Stipulations and Criteria designed for achieving the Licensure and Accreditation, released by the Ministry of

Higher Education and Scientific Research (MOHESR) in the U.A.E. An exploratory study was done by gathering information from different Universities offering Business

219 and Management programs in all seven Emirates of the country. Out of the seven

Emirates, only six Emirates had Universities offering Business programs.

7.6.4 Size and Sampling Design

The researcher has selected purposive sampling method (non-probability sampling) in order to focus limited number of respondents who are very frequent users of library and is confined to limit those who have in-depth knowledge about the library and its activities. Though UAE has a high literacy rate, library users are few as per the culture of the local population.

The sample units are students, faculty members, managerial staff, and library staff.

Survey was conducted among universities offering business and /or management programs in seven different Emirates of the United Arab Emirates. However, one of the

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Emirates has not set up any university yet; therefore the study was confined to six

Emirates only.

To frame the TQM outlines as per accreditation standards, the library staff and top level decision makers were approached, while the impact of TQM is sought from the students and faculty.

Sample Size

Emirate (State) Number of Sample of Staff Sample of Sample of faculty

Universities Students

Ajman 1 20 50 5

Abu Dhabi 4 38 200 30

Dubai 13 178 650 125

Fujairah 1 14 50 5

Ras Al Khaimah 2 14 100 15

Sharjah 3 36 150 20

Total 24 300 1200 200

TOTAL SAMPLE SIZE 1700

Table 7.1 Total Sample Size

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7.6.5 Sample Size Justification

The sample size was finally fixed based on the statistical formula wherein

N= number of samples, Z=1.96 at 95% confidence level

E= Margin of Error, σ= Standard Deviation

Sample Size in the Study

Sample size for Students and Faculty:

Standard deviation from pilot study = 18.54

Sample size = (1.96*19/1) ^2 = 1386

Therefore for accuracy sample size was taken as 1400.

Sample size for Staff:

Standard deviation from pilot study = 7.65

Sample size = (1.96*8/1) ^2 = 245

For accuracy the sample size was taken as 300.

7.6.6 Instruments used for data collection

The researcher has used two different questionnaires for collecting data for the Total

Quality management and for the impact of TQM. The first part includes the introductory part with:

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1. Nature and purpose of the work explained

2. The assurance of complete confidentiality of identity of respondents and

responses

3. Demographical information.

The Questionnaire for TQM contains 26 questions which are categorized under 5 items.

The questionnaire for impact has 37 questions which are categorized under 6 items. The table shown below gives clear view of questionnaire and the items.

Total Quality Management Impact of TQM

1.Quality Management 1.Quality Awareness

2.Infrastructure 2.Facilities

3.Productivity 3.Services

4.Educational Resources 4.Learning Resources

5.Staff Development 5.Staff

6.Overall Rating

Table 7.2 Questionnaire design

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The researcher sought the permission of the Library in-charge of every institution to collect the data from users. Once the permission was obtained, the structured questionnaires were distributed to the patrons in the library. At times when there were no users in the library, the questionnaires were handed over to the library-in-charge to collect the data from the users during their visit to the library.

7.7 DATA PROCESSING

After completion of data collection, the filled-up questionnaires were edited properly to make them ready for coding. After coding the data was analyzed with the help of

Statistical Package for the Social Sciences - SPSS version 17.0.

7.8 LIMITATIONS OF THE STUDY

The study is conducted to assess the perception and satisfaction of the users regarding the quality and services of the libraries. Therefore the study is confined to regular users of libraries only.

5. Collecting the information from students and faculties was a hard task due to low

rate of library users.

6. Approaching the top level managers for collecting information was difficult task

due to their time and availability at office.

224

7. The restriction of the research only to accredited universities was an important

limitation.

8. The research conducted only in accredited Universities offering Business and

Management programs was another limitation.

7.9 SCOPE FOR FUTURE RESEARCH

The present study analyses the selected factors of Total Quality Management and its impact on higher education academic libraries in UAE. The study could open room for more varied factors of TQM, and its impact on public or specialized type of libraries. The study is limited to Business and Management programs and could be extended to other programs of Higher Education. The study is also expected to open up avenues for further research of TQM and its impact on higher education academic libraries in a wider span extending to other neighboring countries in the Middle East.

225

CHAPTER 8

DATA ANALYSIS & HYPOTHESIS TESTING

This chapter consists of analysis of the responses collected from the administrators, library professionals, students, and faculty from universities offering Business and

Management Studies covering six emirates/states of U.A.E. The seventh emirate has no

University.

The information was collected through a questionnaire:

1) To determine the TQM related factors in academic libraries of universities in the

UAE, the information is collected from administrators and library professionals.

2) To determine impact of TQM on various factors, the opinions are collected from

the students and faculty.

8.1 VALIDATION OF QUESTIONNAIRE

The study used two separate questionnaires for the collection of primary data on TQM related factors and the impact of TQM on users.

The Cronbach‘s Alpha scores for each factor were found as follows:

226

Questionnaire Cronbach‘s Alpha No. of items

Total Quality Management (TQM) 0.714 26

Impact of TQM 0.928 37

Table No. 8.1 Cronbach’s Alpha Scores (Validation of the Questionnaire)

States: The study is conducted from six different States of UAE. The number of universities, frequency, and percentage of respondents is given below:

Emirates (States) Number of

Universities Frequency Percent

Ajman 1 20 6.7

Abu Dhabi 4 38 12.7

Dubai 13 178 59.3

Fujairah 1 14 4.7

Ras Al Khaimah 2 14 4.7

Sharjah 3 36 12.0

Total 24 300 100.0

Table No.8.2 Names of states, frequency and percentage of TQM respondents

227

Above table indicates that out of 300 respondents, 20 (6.7%) persons represented from

Ajman, 38 (12.7%) responded from Abu Dhabi. A large number of 178 (59.3%) represented from Dubai, 14 (4.7%) responded from Fujairah and Ras Al Khaimah, while

36 (12%) respondents were from Sharjah.

Diagram of respondents according to Emirates 200 150 100 50 0 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Number ofrespondents Number Khaimah Emirates

Diagram No.8.1 Frequency of TQM respondents according to each Emirate

8.2 TQM RELATED FACTORS

TQM- Gender

The respondents in the study are categorized according to gender. The frequency and percentage is given below:

Gender Frequency Percent

Male 176 58.7

Female 124 41.3

Total 300 100.0

Table No.8.3 Gender, frequency and percentage of respondents

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Above table indicates that out of 300 respondents, 176 (58.7%) are male and 124 (41.3%) are female. The mean score of male for TQM is 29.3 and for female the mean score is

20.7.

TQM- Position: The respondents in the study are categorized according to their positions.

The positions are divided into manager, director, dean, supervisor, librarian, assistance librarian, and technical assistant. The frequency and percentage is given below:

Position Frequency Percent

Technical Assistant 64 21.3

Assistant Librarian 37 12.3

Librarian 24 8.0

Supervisor 49 16.3

Dean 38 12.7

Director 48 16.0

Manager 40 13.3

Total 300 100.0

Table No.8.4 Position, frequency and percentage of TQM respondents

Above table indicates that out of 300 respondents, 64 (21.3%) are technical assistants, 37

(12.3%) are assistant librarians, 24 (8%) are chief librarians, 49 (16.3%) are supervisors,

38 (12.7%) are deans of Colleges, 48 persons (16.0%) are program directors, and 40 persons (13.3%) are managers.

229

TQM- Qualification: The respondents in the study are categorized according to their qualifications. The qualifications are divided into Masters, and PhD. The frequency and percentage is given below:

Qualification Frequency Percent

Postgraduate 191 63.7

Doctorate 109 36.3

Total 300 100.0

Table No.8.5 Qualification, frequency and percentage of respondents

Above table indicates that out of 300 respondents, 191 (63.7%) are postgraduates, and

109 (36.3%) are doctorates. Mean score of postgraduates is 31.8 among the Emirates, while doctorates have a mean score of 18.1.

TQM- Service: The respondents in the study are categorized according to their service in industry. The service years are divided into two categories of less than 10 years and more than ten years. The frequency and percentage is given below:

Years of Service Frequency Percent

Less than 10 years 187 62.3

More than 10 years 113 37.7

Total 300 100.0

Table No.8.6 Service, frequency and percentage of respondents

230

Above table indicates that out of 300 respondents, 187 (62.3%) have service of less than ten years, and 113 (37.7%) possess a service history of more than ten years.

TQM- Experience: The respondents in the study are categorized according to their experience in the current institution. The years of experience are divided into two categories of less than 20 years and more than twenty years. The frequency and percentage is given below:

Total Experience Frequency Percent

Less than 20 years 236 78.7

More than 20 years 64 21.3

Total 300 100.0

Table No.8.7 Experience, frequency and percentage of respondents

Above table indicates that out of 300 respondents, 236 (78.7%) have total years of experience of less than twenty years, and 64 (21.3%) have experience of more than twenty years. The mean of respondents having less than twenty years of experience is

39.3, while the mean of respondents having more than twenty years of experience is 10.6.

8.3 IMPACT OF TQM

States: The study is conducted from six different States of UAE. The number of universities, frequency, and percentage of respondents is given below:

231

Emirates (States) Number of Universities Frequency Percent

Ajman 1 55 3.9

Abu Dhabi 4 230 16.4

Dubai 13 775 55.4

Fujairah 1 55 3.9

Ras Al Khaimah 2 115 8.2

Sharjah 3 170 12.1

Total 24 1400 100.0

Table No.8.8 Names of states, frequency and percentage of respondents

Above table indicates that out of 1400 respondents, 55 (3.9%) persons represented from

Ajman, 230 (16.4%) responded from Abu Dhabi. A large number of 775 (55.4%) represented from Dubai, 55 (3.9%) responded from Fujairah. There were 115 (8.2%) respondents from Ras Al Khaimah, while 170 (12.1%) respondents were from Sharjah.

Diagram of respondents according to each Emirate

900 775 800 700 600 500 400 230 300 170 200 115 55 55 100

Number ofrespondents Number 0 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.2 Frequency of respondents according to each Emirate

232

Gender: The respondents in this study are categorized according to gender. The frequency and percentage is shown below:

Gender Frequency Percent

Male 808 57.7

Female 592 42.3

Total 1400 100.0

Table No.8.9 Gender, frequency and percentage

Table 8.9 indicates that out of 1400 respondents, 808 (57.7%) are male and 592 (42.3%) are female.

Category: The respondents in this study are sorted according to category. The frequency and percentage is shown below:

Category Frequency Percent

Student 1200 85.7

Faculty 200 14.3

Total 1400 100.0

Table No.8.10 Category, frequency and percentage

Qualification: The respondents in this study are categorized according to qualification.

The frequency and percentage is shown below:

233

Education Frequency Percent

Undergraduate 1050 75.0

Postgraduate 150 10.7

Doctorate 200 14.3

Total 1400 100.0

Table No.8.11 Qualification, frequency and percentage

The above table indicates that out of 1400 respondents, 1050 persons (75%) are undergraduates, 150 (10.7%) are postgraduates, and 200 (14.3%) are with doctorate.

8.4 ANALYSIS OF TQM

Total Quality Management (TQM) is the tool Higher Education Libraries is using to improve the overall quality of its services towards its users, in order to achieve sustainable outcomes and user satisfaction. The present study is an attempt to understand the impact of TQM on the library services.

Important factors influencing TQM are:

1) Quality Management

2) Infrastructure

3) Productivity

4) Educational Resources

5) Staff development

234

1) Quality Management

S.No TQM dimension Statements

Strongly agree Agree No opinion Disagree Strongly disagree Quality Management

M1 Mission and goals of library emphasizes 120 118 62 0 0

for development of rich and quality

resources.

M2 Library‘s mission statement reflects the 104 140 56 0 0

quality of service.

M3 Library enforces users to observe rules 108 100 92 0 0

to maintain the quality of facilities

M4 Deploys strategic plans for the 116 98 86 0 0

performance and development of

library staff

M5 Library maintains its webpage with 92 132 42 34 0

latest information.

M6 Library is open for longer hours to 100 118 82 0 0

cater the needs of the users.

M7 Deploys strategic plans to improve the 98 116 72 14 0

quality of services

M8 Deploys strategic plans to improve the 88 110 102 0 0

quality of resources.

Table No.8.12 Quality Management as a factor of TQM

235

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Quality Management: Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std.

Deviation

Quality 150 2 5 4.05 0.81

Management

Table No.8.13 Descriptive Statistics of Quality Management as a factor of TQM

236

2) Infrastructure

S.No TQM dimension Statements

Strongly Strongly agree Agree No opinion Disagree Strongly disagree

Infrastructure

I1 Library provides adequate furniture 90 86 100 24 0

and equipments.

I2 Library provides quiet and attractive 84 130 64 22 0

appearance.

I3 Library checks for sufficient lighting 138 104 54 4 0

during the day and night.

I4 Provides latest computers, printers, 66 122 82 30 0

photocopiers, scanners etc.

I5 Provides comfortable seating 80 112 76 32 0

arrangement.

I6 Provides space for discussions and 102 102 64 32 0

debate (group study rooms)

I7 Provides space for individual study 108 80 80 32 0

(quiet zone)

Table No.8.14 Infrastructure as a factor of TQM

237

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Infrastructure : Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Infrastructure 150 2 5 3.9 0.93

Table No.8.15 Descriptive Statistics of Infrastructure as a factor of TQM

238

3) Productivity

TQM dimension Statements

No.

Strongly Strongly agree Agree No opinion Disagree Strongly disagree

Productivity

C1 Library operates with reliability and 118 118 64 0 0

confidence in delivery of services.

C2 Library trains staff for productivity and 120 108 54 18 0

efficient service

C3 Library service includes easy, quick and 136 104 44 16 0

global access to resources

C4 Library utilizes latest technology to 102 90 84 24 0

deliver prompt service.

Table No.8.16 Productivity as a factor of TQM

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

239

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Productivity : Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Productivity 150 2 5 4.09 0.87

Table No.8.17 Descriptive Statistics of Productivity as a factor of TQM

4) Educational Resources

S.No TQM dimension Statements

Strongly Strongly agree Agree No opinion Disagree Strongly disagree Educational Resources

1 The vision and mission statements 102 106 82 10 0

of library are reviewed and revised

periodically to improve the quality

of learning resources.

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2 Learning resources are maintained, 140 146 14 0 0

preserved, and circulated to promote

reading and research.

3 Library maintains authenticity of its 140 146 6 8 0

users and security of educational

resources.

4 Library ensures on and off campus 100 102 72 26 0

availability and access to resources

to save the time of readers.

Table No.8.18 Educational Resources as a factor of TQM

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

241

Score of n of Educational Resources : Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Educational 150 2 5 4.18 0.76

Resources

Table No.8.19 Descriptive Statistics of Educational Resources as a factor of TQM

5) Staff Development

S.No. TQM dimension Statements

Strongly Strongly agree Agree No opinion Disagree Strongly disagree Staff Development

I1 Library staffs are motivated and 184 88 28 0 0

persuaded to achieve excellent

outcomes.

I2 Library enhances the staff to be polite, 180 90 30 0 0

courteous and well-mannered.

I3 Library staffs are trained to increase 146 112 42 0 0

efficiency in their service.

Table No.8.20 Staff Development as a factor of TQM

242

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Staff Development : Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Staff 150 3 5 4.45 0.68

Development

Table No.8.21 Descriptive Statistics of Staff Development as a factor of TQM

Overall mean scores of TQM factors are presented in the table below:

243

Factors of Total Quality Management Mean Score

Quality Management 4.05

Infrastructure 3.90

Productivity 4.09

Educational Resources 4.18

Staff Development 4.45

Table No.8.22 Mean Scores of TQM factors

Overall mean scores of TQM factors are presented in bar diagram below:

Diagram of scores of TQM factors 4.5 4.45 4.4 4.3 4.18 4.2 4.09 4.1 4.05 4 3.9 Mean scoresMean 3.9 3.8 3.7 3.6 Quality Infrastructure Productivity Educational Staff management Resources Development Factors of TQM

Diagram No.8.3 Mean Scores of TQM factors

244

8.5 ANALYSIS OF IMPACT FACTORS

TQM plays important role in molding an organization by reflecting its values in many areas. The present study is an attempt to understand the impact of TQM on the quality and services.

Important factors used to understand the impact of TQM are:

1) Quality Awareness

2) Facilities

3) Services

4) Learning Resources

5) Staff Assistance

1) Quality Awareness

Sr.

Service Quality Statements

No.

Strongly agree Agree No opinion Disagree Strongly disagree 1. Quality Awareness

1 Library adheres to its mission and goals to 504 708 140 44 4

provide rich and quality resources

2 Policies/guidelines are clearly observed 476 720 148 48 8

to maintain excellent quality services

3 Fairly enforces rules and regulations to 440 688 148 112 12

maintain superior quality of facilities

245

4 Library shows consistency of practice in 420 692 224 60 4

delivering accurate information and

assisting users in best way

5 Library webpage has clear and specific 428 564 300 84 24

information

6 Library working hours are convenient 508 600 164 108 20

for me

7 OPAC (Online Public Access Catalog) 348 516 464 64 8

provides accurate information about all

resources

8 Library has proper signage at 412 616 268 92 12

appropriate places to guide me correctly

9 Library resources are available & 456 608 144 168 24

accessible whenever I need

10 Staff are prompt in finding information 576 608 140 48 28

for me

Table No.8.23 Quality Awareness as a factor of Impact

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

246

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Quality Awareness: Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Performance 1400 1 5 4.02 0.88

Value

Table No.8.24 Descriptive Statistics of Quality Awareness as a factor of Impact

2) Facilities

Sr.

Service Quality Statements

No.

Strongly Strongly agree Agree No opinion Disagree Strongly disagree 1 Library provides appropriate and 320 656 256 140 28

adequate physical facilities

2 Library is visually appealing 332 716 220 112 20

environment

3 Lighting is appropriate 520 716 112 44 8

4 It has modern computers with latest 372 584 192 180 72

applications

247

5 Library is spacious with ample 392 520 164 232 92

seating capacity

6 Library has group study /discussion 436 620 128 160 56

rooms

7 Library has a quiet zone for 400 564 136 196 104

individual study

8 Photocopier, printer/ scanner are 504 544 200 104 48

available

9 Library has rare/special collections 212 460 360 240 128

Table No.8.25 Facilities as a factor of Impact

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Library facilities: Sum of scores of all questions *100

Maximum score of all questions

248

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Library facilities 1400 1 5 3.78 1.06

Table No.8.26 Descriptive Statistics of Facilities as a factor of Impact

3) Library Services

Sr.

Service Quality Statements

No.

Strongly agree Agree No opinion Disagree Strongly disagree Library services

1 Behavior of staff instills confidence 520 660 164 48 8

2 Staff are efficient in the delivery of 484 640 188 76 12

service

3 Library provides quick and easy access 412 664 216 76 32

to electronic resources

4 Information / reference desk provides 404 652 248 72 24

prompt service

5 Library provides prompt service 312 524 388 120 56

through e-mail, chat and phone

6 Library has proper signage at 412 616 268 92 12

appropriate places

7 Staff gives individual attention to users 680 484 192 36 8

Table No.8.27 Services as a factor of Impact

249

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Library Services: Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Library services 1400 1 5 3.96 0.91

Table No.8.28 Descriptive Statistics of Services as a factor of Impact

250

4) Learning Resources

Sr.

Service Quality Statements

No.

Strongly agree Agree No opinion Disagree Strongly disagree

Learning Resources

1 Resources are adequate, latest and rich 340 648 212 168 32

in quality

2 Library assures confidentiality in 420 640 276 44 20

transactions (check-in/check-out of

resources)

3 Individual authenticity is maintained for 412 716 244 20 8

security

4 Library‘s electronic subscriptions can be 368 584 332 88 28

accessed from anywhere at anytime

5 Library conducts orientation 344 544 380 84 48

/workshops/training to accomplish

confidence

Table No.8.29 Learning Resources as a factor of Impact

251

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

Score of n of Learning resources: Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Learning resources 1400 1 5 3.88 0.9188

Table No. 8.30 Descriptive Statistics of Learning Resources as a factor of Impact

252

5) Staff Quality

Sr.

Service Quality Statements

No. rongly

St agree Agree No opinion Disagree Strongly disagree 1 Staff are always willing to help 708 544 124 16 8

2 Staff are polite and courteous 744 508 112 28 8

3 Staff gives individual attention to users 680 484 192 36 8

4 Staff members understand the specific 616 540 188 44 12

needs of the users

Table No.8.31 Staff Quality as a factor of Impact

Response given to above questions is rated as follows:

Strongly disagree : 1

Disagree : 2

No opinion : 3

Agree : 4

Strongly agree : 5

Based upon the rating of the questions, score of satisfaction is calculated for each respondent using formula given below:

253

Score of n of Staff quality: Sum of scores of all questions *100

Maximum score of all questions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Staff Quality 1400 1 5 4.31 0.79

Table No.8.32 Descriptive Statistics of Staff Quality as a factor of Impact

Overall score of impact of TQM is presented in the tabular form:

Impact of TQM Mean score

Quality Awareness 4.02

Facilities 3.78

Library Services 3.96

Learning Resources 3.88

Staff Quality 4.31

Table No.8.33 Mean Score of factors of Impact

254

Overall score of impact of TQM is presented in the form of bar diagram:

Impact of TQM 4.4 4.31 4.3 4.2

4.1 4.02 4 3.96 3.88 3.9 3.78 Mean score Mean 3.8 3.7 3.6 3.5 Quality Facilities Library Services Learning Staff Quality Acceptance Resources Impact factors

Diagram No.8.4 Mean Score of factors of Impact

For validations of hypothesis statistical test are applied such as Chi-square test, ANOVA and F-test, and Correlation.

As explained in the previous chapter, TQM score is calculated from information collected from administrators including library staff from various universities. Mean score of TQM is calculated for 300 respondents and the mean score of TQM‘s Impact is calculated for

1400 respondents included students and faculty.

A mean value for each statement was also calculated on the following basis;

‗Strongly Agree‘ = 5, ‗Agree‘ =4, ‗Neutral‘ = 3, ‗Disagree‘ = 2 ‗Strongly Disagree‘ =1

255

The score could range from 1 (Strongly Disagree) to 5 (Strongly Agree) on each item. A score of less than 3.0 indicates dissatisfaction, score in the range between 3.0 - 3.5 indicates an average level of satisfaction, while a score of 4.0 or greater, indicates a high level of satisfaction.

Therefore, in order to calculate the scale of rating, the scores are classified into 3 categories as: Low, Medium, and High. The respondents rating 1 & 2 are classified into

‗Low rating‘, respondents rating 3 are classified into ―Medium rating‘, and respondents rating 4 & 5 are classified into ‗High rating‘.

H01: There is no significant difference in the mean scores of quality of learning resources in the academic libraries of UAE.

H11: There is significant difference in the mean scores of quality of learning resources in the academic libraries of UAE.

To prove this statement the following hypothesis is formulated

H01a: Null Hypothesis: There is no significant difference in the mean scores of quality of learning resources among libraries in different Emirates.

H11a: Alternate Hypothesis: There is significant difference in the mean scores of quality of learning resources among libraries in different Emirates.

256

Quality of Learning Resources and Emirates

Learning Emirates Total

Resources Ajman Abu Dubai Fujairah Ras Al Sharjah

Dhabi Khaimah

Low 9 18 83 8 8 18 144

Medium 25 74 258 23 38 50 468

High 21 138 434 24 69 102 788

Total 55 230 775 55 115 170 1400

Table No.8.34 Bivariate frequency on Quality of Learning Resources

The above table indicates that out of 1400 respondents, 55 are from Ajman and Fujairah,

230 from Abu Dhabi, 775 from Dubai, 115 are from Ras Al Khaimah, and 170 are form

Sharjah. A total of 144 respondents have rated the learning resources as low, 468 respondents have rated the resources as medium, and 788 respondents have shown a high level of rating.

The information is clearly presented in the form of bar diagram:

257

Diagram No.8.5 Bivariate frequency on Quality of Learning Resources

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 149.061a 92 .000

Likelihood Ratio 154.566 92 .000

Linear-by-Linear Association 1.124 1 .289

N of Valid Cases 1400

Table No.8.35 Chi Square Analysis on Quality of Learning Resources in Different

Emirates.

Chi square calculated value = 149.061

Chi square table value (5%) = 113.1

Degree of freedom = 92

Result of test = Rejected

258

Above result indicate that Chi-square calculated value (149.061) is greater than the table value (113.1) therefore the test is rejected and subsequently NULL HYPOTHESIS IS

REJECTED. Conclusion of test is that there is significant difference in the mean scores of quality of learning resources in different Emirates.

To understand the difference in the mean scores of quality of learning resources in different Universities ANOVA is obtained and F-test is applied.

H01b: Null Hypothesis: There is no significant difference in the mean scores of quality of learning resources in different Universities

H11b: Alternate Hypothesis: There is significant difference in the mean scores of quality of learning resources in different Universities

ANOVA – Learning Resources

Sum of Squares df Mean Square F Sig.

Between Groups 45.512 23 1.979 2.388 .000

Within Groups 1140.328 1376 .829

Total 1185.840 1399

Table.No.8.36 ANOVA test on Quality of Learning Resources in different

Universities

259

F calculated value = 2.388

F tabulated value = 1.52

Result for test = Rejected

Above result indicate that calculated value (2.388) is greater than the table value (1.52) therefore the test is rejected and subsequently NULL HYPOTHESIS IS REJECTED.

Conclusion of test is that there is significant difference in the mean scores of quality of learning resources in different universities.

The mean and standard deviation of the respondents for learning resources is shown in the table below:

Descriptive Statistics – Learning Resources

Emirate Mean N Std. Deviation

Ajman 3.29 55 .896

Abu Dhabi 3.72 230 .883

Dubai 3.61 775 .928

Fujairah 3.38 55 .972

Ras Al Khaimah 3.66 115 .793

Sharjah 3.71 170 .977

Total 3.62 1400 .921

Table No.8.37 Descriptive Statistics of Learning resources in different Emirates

260

Above information is shown using bar diagram as follows:

Diagram of score of learning resources according to Emirates

3.80 3.72 3.71 3.66 3.70 3.61 3.60 3.50 3.38 3.40 3.29

3.30 Mean Score Mean 3.20 3.10 3.00 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.6 Score of Quality of Learning resources in different Emirates

Conclusion of test is that there is significant difference in the mean scores of quality of learning resources in different universities. Mean score of learning resources in Abu

Dhabi and Sharjah are almost same with 3.72 and 3.71 respectively. Mean score of learning resources in Ras Al Khaimah is 3.66 followed by 3.61 in Dubai. Mean score of learning resources in Fujairah is 3.38 while Ajman shows the lowest Mean score with

3.29.

H02: There is no significant difference in the mean scores of quality of library services in the academic libraries of UAE.

H12: There is significant difference in the mean scores of quality of library services in the academic libraries of UAE.

261

To prove this statement the following hypothesis is formulated

H02a: There is no significant difference in the mean scores of quality of library services in different Emirates.

H12a: There is significant difference in the mean scores of quality of library services in different Emirates.

Quality of Library Services and Emirates

Library Emirates services Total

Ajman Abu Dubai Fujairah Ras Al Sharjah

Dhabi Khaimah

Low 13 15 92 10 7 19 156

Medium 23 66 229 21 42 35 416

High 19 149 454 24 66 116 828

Total 55 230 775 55 115 170 1400

Table No. 8.38 Bivariate frequency on Quality of Library services

Out of 144 respondents, 156 have rated the library services as low, 416 respondents have rated the resources as medium, and 828 respondents have shown a high level of rating.

262

Among the 156 respondents who have shown low level rate, 13 are from Ajman, 15 are from Abu Dhabi, 92 are from Dubai, 10 are from Fujairah, 7 are from Ras Al Khaimah, and 19 are from Sharjah.

Out of 416 respondents who have medium rating, 23 are from Ajman, 66 are from Abu

Dhabi, 229 are from Dubai, 21 are from Fujairah, 42 are from Ras Al Khaimah, and 35 are from Sharjah.

Among the 828 respondents who have high level of rating for the library services, 19 are from Ajman, 149 are from abu Dhabi, 454 are from Dubai, 24 are from Fujairah, 66 are from Ras Al Khaimah, and 116 are from Sharjah.

The information is clearly presented in the form of bar diagram:

Diagram of respondents according to quality of library services and Emirates 500 454

400

300 229 200 149 Low 116 92 66 66 Medium 100 42 35 132319 15 102124 7 19

Number ofrespondents Number High 0 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.7 Bivariate frequency on Quality of Library services

263

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 62.342a 20 .000

Likelihood Ratio 60.146 20 .000

Linear-by-Linear Association 4.821 1 .028

N of Valid Cases 1400

Table No. 8.39 Chi Square Analysis on Quality of Library services

Chi-square calculated value = 62.342

Chi-square table value (5%) = 31.4

Degree of freedom = 20

Result of test = Rejected

Above result indicate that Chi-square calculated value (62.342) is greater than the table value (31.4) therefore the test is rejected and subsequently NULL HYPOTHESIS IS

REJECTED. Conclusion of test is that there is significant difference in the mean scores of quality of library services in different states/emirates.

To understand the difference in the mean scores of quality of learning resources in different Universities ANOVA is obtained and F-test is applied.

264

H02b: Null Hypothesis: There is no significant difference in the mean scores of quality of library services in different Universities

H12b: Alternate Hypothesis: There is significant difference in the mean scores of quality of library services in different Universities

ANOVA test for quality of Library services in different Universities is shown below:

ANOVA – Library Services

Sum of Squares df Mean Square F Sig.

Between Groups 145.396 23 6.322 7.409 .000

Within Groups 1174.021 1376 .853

Total 1319.417 1399

Table No. 8.40 ANOVA test on Quality of Library services

F calculated value = 7.409

F tabulated value = 1.52

Result for test = Rejected

Since the calculated value (7.409) is greater than the table value (1.52), the NULL

HYPOTHESIS IS REJECTED. Therefore it is concluded that there is significant difference in the mean scores of quality of library services in different Universities.

265

The mean and standard deviation of the respondents for Library services is shown in the table below:

Descriptive Statistics - Library Services

Emirate Mean N Std. Deviation

Ajman 3.13 55 .982

Abu Dhabi 3.86 230 .897

Dubai 3.70 775 .982

Fujairah 3.33 55 .982

Ras Al Khaimah 3.71 115 .856

Sharjah 3.89 170 .985

Total 3.71 1400 .971

Table No.8.41 Descriptive statistics on Quality of Library services in different

Emirates

The above information is shown using bar diagram as follows:

Diagram of score of library services according to Emirates 5.00 3.86 3.70 3.71 3.89 4.00 3.13 3.33 3.00 2.00

MeanScore 1.00 .00 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.8 Score of Quality of Library services in different Emirates

266

Conclusion of test is that there is significant difference in the mean scores of quality of library services in different universities and in different states/emirates. Mean score for

Library services is highest in Sharjah with 3.89 followed by 3.86 in Abu Dhabi. Mean score for library services is almost the same in Dubai and Ras Al Khaimah with 3.7 and

3.71 respectively. The Mean score for Library service in Fujairah is 3.33 and the lowest is 3.13 in Ajman.

H03: There is no significant difference in the mean scores of quality of library facilities in academic libraries of UAE.

H13: There is significant difference in the mean scores of quality of library facilities in academic libraries of UAE.

To prove this statement the following Hypothesis formulated

H03a: Null Hypothesis: There is no significant difference in the mean scores of quality of library facilities in different Emirates.

H13: Alternate Hypothesis: There is significant difference in the mean scores of quality of library facilities in different Emirates.

267

Library Facilities and Emirates

Library Emirates Total facilities Ajman Abu Dubai Fujairah Ras Al Sharjah

Dhabi Khaimah

Low 20 38 185 22 18 37 320

Medium 19 75 238 16 42 46 436

High 16 117 352 17 55 87 644

Total 55 230 775 55 115 170 1400

Table No.8.42 Bivariate frequency of Library facilities in different Emirates

The above table indicates that out of 1400 respondents, 320 have low level of rating for library facilities, where 20 are from Ajman, 38 from Abu Dhabi, 185 from Dubai, 22 from Fujairah, 18 from Ras Al Khaimah, and 37 from Sharjah.

Out of 436 respondents showing medium level of satisfaction, 19 are from Ajman, 75 from Abu Dhabi, 238 from Dubai, 16 from Fujairah, 42 from Ras Al Khaimah, and 46 from Sharjah. A total of 644 respondents have rated the facilities as high with 16 from

Ajman, 117 from Abu Dhabi, 352 from Dubai, 17 from Fujairah, 55 from Ras Al

Khaimah and 87 from Sharjah.

268

The information is clearly presented in the form of bar diagram:

Diagram of respondents according to quality of facilities and Emirates

400 352 350 300 238 250 185 200 150 117 87 100 75 38 42 55 37 46

50 20 19 16 22 16 17 18 Number ofrespondents Number 0 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.9 Bivariate frequency of Library facilities in different Emirates

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 46.118a 20 .001

Likelihood Ratio 48.092 20 .000

Linear-by-Linear Association 1.532 1 .216

N of Valid Cases 1400

Table No. 8.43 Chi Square Analysis of Library facilities in different Emirates

Chi-square calculated value = 46.118

Chi-square table value (5%) = 31.4

Degree of freedom = 20

Result of test = Rejected

269

Above result indicate that Chi-square calculated value (46.118) is greater than the table value (31.4) therefore the test is rejected and subsequently NULL HYPOTHESIS IS

REJECTED. Conclusion of test is that there is significant difference between mean scores of quality of library facilities in different states/emirates.

To understand the difference in the mean scores of quality of library facilities in different

Universities ANOVA is obtained and F-test is applied.

H03b: Null Hypothesis: There is no significant difference in the mean scores of quality of library facilities in different Universities

H13b: Alternate Hypothesis: There is significant difference in the mean scores of quality of library facilities in different Universities

ANOVA test for quality of Library facilities in universities

ANOVA – Library facilities

Sum of Squares df Mean Square F Sig.

Between Groups 131.861 23 5.733 4.839 .000

Within Groups 1630.299 1376 1.185

Total 1762.160 1399

Table No. 8.44 ANOVA test of Library facilities in different Universities

270

F calculated value = 4.839

F tabulated value = 1.52

Result for test = Rejected

Since the calculated value (4.839) is greater than the table value (1.52), the NULL

HYPOTHESIS is rejected. Therefore it is concluded that there is significant difference in the mean scores of quality of library facilities in different Universities.

The mean and standard deviation of the respondents for library facilities is shown in the table below:

Descriptive Statistics – Library facilities

Emirates Mean N Std. Deviation

Ajman 2.82 55 1.090

Abu Dhabi 3.53 230 1.064

Dubai 3.32 775 1.130

Fujairah 2.80 55 1.112

Ras Al Khaimah 3.51 115 1.079

Sharjah 3.42 170 1.108

Total 3.34 1400 1.122

Table No. 8.45 Descriptive statistics of Library facilities in different Emirates

271

The above information is shown using bar diagram as follows:

Diagram of score of library facilities according to Emirates 4.00 3.53 3.51 3.42 3.50 3.32 3.00 2.82 2.80 2.50 2.00

1.50 Mean Score Mean 1.00 .50 .00 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.10 Descriptive statistics of Library facilities in different Emirates

Conclusion of test is that there is significant difference in the mean scores of quality of library facilities in different universities and in different states/emirates. Mean score for

Library facilities is highest in Abu Dhabi with 3.53 followed by Ras Al Khaimah 3.51.

Mean score for Library facilities in Sharjah is 3.42 while in Dubai it is 3.32. Mean score for Library facilities is the lowest in Ajman and Fujairah with 2.82 and 2.80 respectively.

H04: There is no significant difference in the mean scores of quality of library staff in academic libraries of UAE.

H14: There is significant difference in the mean scores of quality of library staff in academic libraries of UAE.

272

To prove this statement the following Hypothesis formulated

H04a: Null Hypothesis: There is no significant difference in the mean scores of quality of library staff in different Emirates.

H14a: Alternate Hypothesis: There is significant difference in the mean scores of quality of library staff in different Emirates.

Quality of Staff in different Emirates

Staff Emirates Total assistance Ajman Abu Dubai Fujairah Ras Al Sharjah

Dhabi Khaimah

Low 9 5 50 8 3 9 84

Medium 21 46 189 17 25 34 332

High 25 179 536 30 87 127 984

Total 55 230 775 55 115 170 1400

Table No. 8.46 Bivariate frequency of Quality of Library staff in different Emirates

The above table indicates that out of 1400 respondents, 84 have low level of rating for staff assistance, where 9 are from Ajman, 5 from Abu Dhabi, 50 from Dubai, 8 from

Fujairah, 3from Ras Al Khaimah, and 9 from Sharjah.

273

Out of 332 respondents showing medium level of satisfaction, 21 are from Ajman, 46 from Abu Dhabi, 189 from Dubai, 17 from Fujairah, 25 from Ras Al Khaimah, and 34 from Sharjah. A total of 984 respondents have rated the staff assistance as high with 25 from Ajman, 179 from Abu Dhabi, 536 from Dubai, 30 from Fujairah, 87 from Ras Al

Khaimah and 127 from Sharjah.

The information is clearly presented in the form of bar diagram:

Diagram No.8.11 Bivariate frequency of Quality of Library staff in different

Emirates

To test the hypothesis chi-square test is applied. Results of the test are as follows:

274

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 60.988a 20 .000

Likelihood Ratio 56.826 20 .000

Linear-by-Linear Association 4.126 1 .042

N of Valid Cases 1400

Table No. 8.47 Chi Square Analysis of Quality of Library staff in different Emirates

Chi-square calculated value = 60.988

Chi-square table value (5%) = 31.4

Degree of freedom = 20

Result of test = Rejected

Above result indicate that Chi-square calculated value (60.988) is greater than the table value (31.4) therefore the test is rejected and subsequently NULL HYPOTHESIS is rejected. Conclusion of test is that there is significant difference in the mean scores of quality of staff in different states/emirates.

To understand the difference in the mean scores of quality of staff in different

Universities ANOVA is obtained and F-test is applied.

275

H04b: Null Hypothesis: There is no significant difference in the mean scores of quality of staff in different Universities

H14b: Alternate Hypothesis: There is significant difference in the mean scores of quality of staff in different Universities.

ANOVA test for quality of Staff in universities:

ANOVA – Staff quality

Sum of Squares df Mean Square F Sig.

Between Groups 143.996 23 6.261 7.072 .000

Within Groups 1218.073 1376 .885

Total 1362.069 1399

Table No. 8.48 ANOVA of Quality of Library staff in different Universities

F calculated value = 7.072

F tabulated value = 1.52

Result for test = Rejected

Since the calculated value (7.072) is greater than the table value (1.52), the NULL

HYPOTHESIS is rejected. Therefore it is concluded that there is significant difference in the mean scores of quality of staff in different Universities.

The mean and standard deviation of the respondents for staff quality is shown in the table below:

276

Descriptive Statistics – Staff Assistance

Emirate Mean N Std. Deviation

Ajman 3.36 55 1.078

Abu Dhabi 4.23 230 .857

Dubai 4.02 775 .997

Fujairah 3.58 55 1.166

Ras Al Khaimah 4.14 115 .877

Sharjah 4.17 170 .949

Total 4.04 1400 .987

Table No. 8.49 Descriptive statistics of Quality of Library staff in different Emirates

The above information is shown using bar diagram as follows:

Diagram of score of staff quality according to Emirates

5.00 4.23 4.02 4.14 4.17 4.00 3.36 3.58 3.00 2.00

Mean Score Mean 1.00 .00 Ajman Abu Dhabi Dubai Fujairah Ras Al Sharjah Khaimah Emirates

Diagram No.8.12 Score of Quality of Library staff in different Emirates

Conclusion of test is that there is significant difference in the mean scores of quality of library staff in different universities and in different states/emirates. Mean score for Staff assistance in Abu Dhabi is the highest with 4.23 followed by Sharjah with 4.17 and Ras

277

Al Khaimah with 4.14. The Mean score for Staff quality for Dubai is 4.02 followed by

3.58 in Fujairah and 3.36 in Ajman.

H05: There is no association between quality of learning resources and demographic factors in academic libraries of UAE.

H15: There is association between quality of learning resources and demographic factors in academic libraries of UAE.

To prove this statement the following Hypothesis is formulated.

H05a: Null Hypothesis: There is no difference in rating of quality of learning resources according to gender in academic libraries of Emirates.

H15a: Alternate Hypothesis: There is significant difference in rating of quality of learning resources according to gender in academic libraries in the Emirates.

Quality of learning resources and Gender

Gender

Quality of learning resources Male Female Total

Low 92 52 144

Medium 224 244 468

High 492 296 788

Total 808 592 1400

Table No. 8.50 Quality of Learning Resources and gender

278

The above table indicates that out of 1400 respondents, 808 (57.7%) are males and 592

(42.3%) are females rating on the quality of learning resources. Among the respondents who have rated low, 92 are male and 52 are female. Among the respondents who have rated medium, 224 are male and 244 are female. Out of the 788 high rates, 492 are that of male and 296 are female.

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction for quality of learning resources and gender

600 492 400 296 224 244 200 92 52 male 0 female low medium high

Level of satisfaction Number ofrespondents Number

Diagram No. 8.13 Quality of Learning Resources and gender

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 46.431a 4 .000

Likelihood Ratio 53.928 4 .000

Linear-by-Linear Association 7.640 1 .006

N of Valid Cases 1400

Table No. 8.51 Chi Square test for Quality of Learning Resources and gender

279

Chi Square calculated value = 46.431

Chi square table value = 9.49

Degree of freedom = 4

Result of test = Rejected

Conclusion: Since the Chi Square value (46.431) is greater than the tabulated value

(9.49) at 5% level of significance, therefore NULL HYPOTHESIS is rejected. Therefore, there is significant difference in rating of the quality of learning resources among genders.

H05b: Null Hypothesis: There is no significant difference in rate of learning resources and category in academic libraries of Emirates.

H15b: Alternate Hypothesis: There is significant difference in rate of learning resources and category in academic libraries in the Emirates.

Quality of learning resources and Category

Quality of learning resources Category Total

Student Faculty

Low 120 24 144

Medium 398 70 468

High 682 106 788

Total 1200 200 1400

Table No. 8.52 Quality of Learning Resources and category

280

The above table indicates that out of 1400 respondents, 1200 (85.7%) are students and

200 (14.3%) are faculty rating on the quality of learning resources. Out of 144 respondents who have rated the quality of learning resources as low, 120 are students and

24 are faculty. Out of 468 medium rates, 398 are students and 70 are faculty. Out of 788 high rating respondents, 682 are students and 106 are faculty.

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction for quality of learning resources and category 800

682 700

600

500 398 400 student 300 faculty

Number ofrespondents Number 200 120 106 100 70 24 0 Low Medium High Level of satisfaction

Diagram No. 8.14 Quality of Learning Resources and category

To test the hypothesis chi-square test is applied. Results of the test are as follows:

281

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 1.727a 4 .786

Likelihood Ratio 1.681 4 .794

Linear-by-Linear Association .833 1 .361

N of Valid Cases 1400

Table No. 8.53 Chi Square test for Quality of Learning Resources and category

Chi Square calculated value = 1.727

Chi square table value = 9.49

Degree of freedom = 4

Result of test = Accepted

Conclusion: Since the Chi Square value (1.727) is less than the tabulated value (9.49) at

5% level of significance, therefore NULL HYPOTHESIS is accepted. Therefore, there is no significant difference in rating of learning resources among students and faculty.

H05c: There is no significant difference in rate of learning resources and qualification of respondents in academic libraries of Emirates.

H15c: There is significant difference in rate of learning resources and qualification of respondents in academic libraries in the Emirates.

282

Satisfaction rate of learning resources and Qualification

Quality of Study Total

learning resources Undergraduate Post Graduate Doctorate

Low 97 22 25 144

Medium 354 46 68 468

High 599 82 107 788

Total 1050 150 200 1400

Table No. 8.54 Quality of Learning Resources and qualification

The above table indicates that out of 1400 respondents, 1050 (75%) are undergraduates,

150 (10.7%) are postgraduates, and 200 (14.3%) are doctorates rating on the quality of learning resources. Out of 144 low rating respondents, 97 are undergraduates, 22 are postgraduates, and 25 are doctorates. Out of 468 medium rating respondents, 354 are undergraduates, 46 are postgraduates and 68 are doctorates. Out of 788 high raters, 599 are undergraduates, 82 are postgraduates and 107 are doctorates.

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction for quality of learning resources and qualification

800 599 600 354 400 low 200 97 82 107 medium 22 46 25 68 0 high

undergraduate postgraduate doctorate Number ofrespondents Number Qualifiation of respondents

Diagram No. 8.15 Quality of Learning Resources and qualification

283

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 10.531a 8 .230

Likelihood Ratio 10.616 8 .224

Linear-by-Linear Association 2.201 1 .138

N of Valid Cases 1400

Table No. 8.55 Chi Square test for Quality of Learning Resources and qualification

Chi Square calculated value = 10.531

Chi square table value = 15.5

Degree of freedom = 4

Result of test = Accepted

Conclusion: Since the Chi Square value (10.531) is less than the tabulated value (15.5) at

5% level of significance, therefore NULL HYPOTHESIS is accepted. Therefore, there is no significant difference in rating of learning resources and qualification of respondents.

H06: There is no association between quality of library services and demographic factors in academic libraries of UAE.

H16: There is association between quality of library services and demographic factors in academic libraries of UAE.

284

To prove this statement the following Hypothesis is formulated

H06a: Null Hypothesis: There is no difference in rating of library services according to gender in academic libraries of Emirates.

H16a: Alternate Hypothesis: There is significant difference in rating of library services according to gender in academic libraries in the Emirates.

Quality of Library Services and Gender

Gender

Quality of library services Male Female Total

Low 96 60 156

Medium 228 188 416

High 484 344 828

Total 808 592 1400

Table No. 8.56 Quality of Library services and gender

The above table indicates that out of 1400 respondents, 156 have shown low rating of library services where 96 are male and 60 are female. Among the 416 respondents who have rated medium, 228 are male and 188 are female. Out of the 828 respondents of high rates, 484 are male and 344 are female.

The same information is presented in the form of a bar diagram.

285

Diagram of respondents according to level of satisfaction on quality of library services and gender 600 484 500

400 344

300 228 188 male 200 96 female

100 60 Number ofrespondents Number 0 low medium high Level of satisfaction

Diagram No. 8.16 Quality of Library services and gender

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 14.126a 4 .007

Likelihood Ratio 14.285 4 .006

Linear-by-Linear Association 1.965 1 .161

N of Valid Cases 1400

Table No. 8.57 Chi Square test for Quality of Library services and gender

Chi Square calculated value = 14.126

Chi square table value = 9.49

Degree of freedom = 4

Result of test = Rejected

286

Conclusion: Since the Chi Square value (14.126) is greater than the tabulated value

(9.49) at 5% level of significance, therefore NULL HYPOTHESIS is rejected. Therefore, there is significant difference in rating of library services according to gender.

H06b: There is no significant association between rate of library services and category in academic libraries of Emirates.

H16b: There is significant association between rate of library services and category in academic libraries in the Emirates.

To test the hypothesis bivariate frequency table is obtained and presented as follows:

Quality of Library services and Category

Category Total

Quality of Library services

Student Faculty

Low 131 25 156

Medium 353 63 416

High 716 112 828

Total 1200 200 1400

Table No. 8.58 Quality of Library services and category

287

The above table indicates that out of 1400 respondents, 156 have shown low rating of library services where 131 are students and 25 are faculty. Among the 416 respondents who have rated medium, 353 are students and 63 are faculty. Out of the 828 respondents of high rates, 716 are students and 112 are faculty.

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction on quality of library services and category 800 716

600

400 353 student 200 131 112 25 63 faculty

0 Number ofrespondents Number low medium high Level of Satisfaction

Diagram No.8.17 Quality of Library services and category

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 1.038a 4 .904

Likelihood Ratio 1.028 4 .906

Linear-by-Linear Association .934 1 .334

N of Valid Cases 1400

Table No. 8.59 Chi Square test for Quality of Library services and category

288

Chi Square calculated value = 1.038

Chi square table value = 9.49

Degree of freedom = 4

Result of test = Accepted

Conclusion: Since the Chi Square value (1.038) is less than the tabulated value (9.49) at

5% level of significance, therefore NULL HYPOTHESIS is accepted. Therefore, there is no difference in rating of library services among students and faculty.

H06c: There is no association between rate of library services and qualification of respondents in academic libraries in the Emirates.

H16c: There is significant association between rate of library services and qualification of respondents in academic libraries in the Emirates.

To test the hypothesis bivariate frequency table is obtained and presented as follows:

Quality of Library services and Qualification

Quality of library Study Total

services Undergraduate Post Graduate Doctorate

Low 112 18 26 156

Medium 308 45 63 416

High 630 88 111 828

Total 1050 150 200 1400

Table No. 8.60 Quality of Library services and qualification

289

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction on quality of library service and qualification 700 630 600

500

400 308 low 300 medium 200 high

Number ofrespondents Number 112 111 88 100 45 63 18 26 0 undergraduate postgraduate doctorate Level of satisfaction

Diagram No. 8.18 Diagram of Quality of Library services and qualification

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 7.758a 8 .457

Likelihood Ratio 7.989 8 .435

Linear-by-Linear Association 2.463 1 .117

N of Valid Cases 1400

Table No. 8.61 Chi Square test for Quality of Library services and qualification

290

Chi Square calculated value = 7.758

Chi square table value = 15.5

Degree of freedom = 4

Result of test = Rejected

Conclusion: Since the Chi Square value (7.758) is greater than the tabulated value (15.5) at 5% level of significance, therefore NULL HYPOTHESIS is rejected. Therefore, there is significant association in rating of library services and qualification of respondents.

H07: There is no association between quality of library facilities and demographic factors in academic libraries of UAE.

H17: There is association between quality of library facilities and demographic factors in academic libraries of UAE.

To prove this statement the following Hypothesis if formulated

H07a: Null Hypothesis: There is no significant relation between rate of library facilities and gender in academic libraries of Emirates.

H17a: Alternate Hypothesis: There is significant relation between rate of library facilities and gender in academic libraries in the Emirates.

To test the hypothesis bivariate frequency table is obtained and presented as follows:

291

Library Facilities and Gender

Gender

Quality of facilities Male Female Total

Low 212 108 320

Medium 236 200 436

High 360 284 644

Total 808 592 1400

Table No. 8.62 Quality of Library facilities and gender

The same information is presented in the form of a bar diagram.

Diagram of respondents according to level of satisfaction on quality of facilities and gender 400 360 350

300 284

250 236 212 200 200 male 150 female 108

Number ofrespondents Number 100

0 low medium high Level of satisfaction

Diagram No. 8.19 Quality of Library facilities and gender

292

To test the hypothesis chi-square test is applied. Results of the test are as follows:

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 21.051a 4 .000

Likelihood Ratio 21.380 4 .000

Linear-by-Linear Association 3.484 1 .062

N of Valid Cases 1400

Table No. 8.63 Chi Square test for Quality of Library facilities and gender

Chi Square calculated value = 21.051

Chi square table value = 9.49

Degree of freedom = 4

Result of test = Rejected

Conclusion: Since the Chi Square value (21.051) is greater than the tabulated value

(9.49) at 5% level of significance, therefore NULL HYPOTHESIS is rejected. Therefore, there is no association between rating of library facilities and gender.

H07b: Null Hypothesis: There is no significant relation between rate of library facilities and category in academic libraries of Emirates.

H17b: Alternate Hypothesis: There is significant relation between rate of library facilities and category in academic libraries in the Emirates.

293

To test the hypothesis bivariate frequency table is obtained and presented as follows:

Library Facilities and Category