Academic Library Directors: What Do They Do?

Peter Hernon, Ronald R. Powell, and Arthur P.Young

Eleven library directors recorded their work-related activities for twelve days. The activities depicted show them as both managers and leaders, and reflect contact with various individuals within and beyond the institu­ tion as the directors deal with local, regional, and national issues. This paper also highlights how previously identified attributes compare with their everyday work.

or some time now, the au­ ceptual responses given in the authors’ thors of this article have been earlier studies of leadership qualities and studying the leadership at­ their relative importance. In other words, tributes of library directors in academic the data allow one to determine how and public libraries.1 Their main focus has some directors actually spend their time been to identify and rank those attributes as opposed to assuming that what they within the broad categories of manage­ identify as their most important attributes ment, personal traits, and areas of knowl­ accurately refl ect their activities. edge. The complexity of this research This study examined four primary topic has required the use of multiple research questions: research methodologies. Content analysis 1. In what activities do directors en­ of documents, the Delphi technique used gage? to identify and progressively refi ne pri­ 2. Which activities are most com­ orities, interviews, solicitation of written mon? comments, and thematic modeling have 3. Does the range of activities encom­ all been used to determine patterns and pass both management and leadership? meaning from the evidence. In this article, 4. How do their reported activities the authors employ the diary-interview compare with the att ributes and activities technique to record work activities over previously reported as most important? an extended period of time. Data derived Two additional, or secondary, research from the diary exercise have intrinsic questions that were probed through the value but also may be used to compare analysis and comparison of diary entries actual work routines with the more con­ were: Does multitasking occur? and What

Peter Hernon is a Professor in the Graduate School of Library and Information Science at Simmons Col- lege; e-mail: [email protected]. Ronald R. Powell is a Professor in the Library and Information Science Program at Wayne State University; e-mail: [email protected]. Arthur P. Young is Dean of the University Libraries at Northern Illinois University; e-mail: [email protected].

538 Academic Library Directors: What Do They Do? 539 are the most common att ributes (knowl­ procedure, and the instructions given to edge, skills, abilities, and personality participants. traits) refl ected in those activities? This study took an exploratory, primar­ Selection of Library Directors ily qualitative, approach to answering Twelve directors, six from ACRL and six these questions. Much of the information from ARL, were invited to participate in gathered is descriptive in nature and the study. One of them had been included would support neither precise compari­ in the authors’ previous research into the sons across types of academic libraries nor pool of att ributes necessary to guide the generalizations to all academic library di­ present and next generation of academic rectors. However, the information should and public library directors. This person bring us closer to understanding the was invited to participate in the present common ground between an idealized set study because he had encouraged the of att ributes and workplace imperatives. authors to undertake it. The criteria for selection of the directors were length Literature Review of service, extent of recognition in the Some research (reported since 2000) has profession, gender, geographic distribu­ focused on the directors of libraries within tion, and type of institution in which the institutions that are affi liated with either person worked. the Association of College and Research Libraries (ACRL) or the Association of The Diary as Means of Data Collection Research Libraries (ARL). Those studies Because it was impossible to observe the explore the managerial and leadership directors for any prolonged length of time att ributes that current and future direc­ and to visit each campus, compilation of tors should possess, the challenges that a diary became a suitable means of data directors currently face, the qualifica­ collection. As Colin Robson explained, tions and expectations expressed in job a diary “is a kind of self-administered advertisements, “the presence and effect questionnaire … [that] places a great deal of the doctorate among small college of responsibility on the respondent.”8 Don librarians,” the graying of the profession H. Zimmerman and D. Lawrence Wieder and those serving as directors, the job viewed a diary as “an annotated chrono­ satisfaction of directors, the amount of logical record” but recommended its use time they spend on leadership tasks, and in conjunction with a follow-up interview. the relationship between job satisfaction Together, these methods approximate and leadership.2–6 This body of research “the classic patt ern of observational re­ is not confi ned to the United States but search when the investigator is unable to also comes from countries such as Den­ make fi rsthand observations or wishes to mark. The latt er research even uses the supplement those already collected.”9 leadership barometer, a measurement On occasion, library and informa­ instrument that profi les managers and tion science (LIS) researchers have used leaders in the public and private sectors diaries, and they may have done so in in Scandinavia.7 conjunction with other methods of data collection.10 As the above-mentioned Procedures literature emphasizes, it was imperative This section discusses the selection of that participants be carefully selected directors included in this study, the and given a detailed set of instructions, a method of data collection, the pretest pretested instrument, and an opportunity 540 College & Research Libraries November 2004 to ask questions prior to (and during) data ones. A routine activity is a repeated activ­ collection. Furthermore, the diary has to ity or something the directors do several be constructed in such a way that it is times a day. In some instances, such an neither diffi cult nor time-consuming to activity might become a habit. Routine, complete but at the same time is capable personal activities (e.g., coff ee breaks or of generating ample information to exam­ meals) were not recorded unless those ine the six research questions. activities related to work. Because the Studies of work activity, Henry Mint­ sole purpose of completing two forms zberg noted, distinguish between the was to simplify the process of recording content and characteristics of managerial responses, the authors did not distinguish work. The former focuses on what man­ between the forms during data analysis agers do in their work and the latt er ex­ and reporting. amines where, how long, and with whom they work and what media they use (e.g., Diary Instructions telephone).11 Work activity studies have The instructions asked the directors to used diaries, but in combination with compile an exhaustive record of those other methods, so that it is possible to ex­ activities that relate to their official role. amine both content and characteristics. An activity even includes discussions A critical question relates to how long about the library, university, and higher directors should be asked to maintain the education and the reading of documen­ diary. In a discussion of time- and self- tation and the professional literature. management, W. Thomas Porter Jr. noted: The directors were expected to include “You may wish to keep a more detailed activities even if those activities seemed time log … for three to four weeks to see mundane. They also were informed that where your time is being spent. Such an whatever they found notable would be analysis is essential to diagnose the non­ pertinent to the study. They were in­ productive, time-wasting activities and to structed to select two consecutive weeks get rid of them if you possibly can.”12 In (between the weeks of September 22 and contrast, Mintzberg pointed out that data November 17)—Monday through the collection has been anywhere from one second Friday—for data collection. If they day to one month.13 Robert L. Adcock, on engaged in work-related activities during the other hand, recommended “a span of the one weekend or if they worked during not less than two weeks.”14 Based on dis­ evenings, they were asked to make diary cussions with pretest subjects, the authors entries. The time period might involve of this study concluded that maintaining work-related trips. However, the direc­ the diary for less than one week is insuf­ tors were advised not to select a period fi cient and that longer than two weeks with more than three days’ absence from places a severe burden on participants. campus, unless such trips were a usual part of their routine. In brief, the twelve- Pretest day period selected was intended as most For two consecutive days during June typical of the academic term for them. 2003, the directors of three libraries (two The diary for nonroutine activities affi liated with ACRL and one with ARL) covered fi ve Ws: when, what, why, who, conducted a pretest of the diary. Based on and where. When refers to the time of the their comments, the form was split into activity, what describes the activity itself, two forms: one to record routine activities why explains the purpose of the activity, and the other to document nonroutine who identifi es the participants (but only Academic Library Directors: What Do They Do? 541 by their position), and where designates As a result, the background information the location of the activity. (See appendix.) provided for each library and institution For each nonroutine activity described, was limited. the director was asked to indicate how One director from an ARL institution typical it was on the following scale: withdrew from the project, leaving six directors from ACRL institutions and five Not Typical Somewhat Very from ARL institutions. There is no stan­ at All Typical Typical dard for determining a suffi cient sample size for a qualitative study such as this 1 2 3 4 5 one. Having eleven participants enabled Because some activities lead to follow- the authors to address the research ques­ up activities, the directors were asked to tions, make some general comparisons, make the connection when it occurred. and place this study within the context In addition, they were asked to set aside of their previous work on the attributes regular periods each day to prepare diary that directors need to display. entries; this would help them ensure the accuracy and comprehensiveness of each Association of College and Research diary entry. Libraries Moreover, aft er they had completed Library A and returned the diaries, the authors Located in an urban center, this private, read them and arranged an interview to not-for-profi t university is classifi ed as expand on activities that either the direc­ Master’s Colleges and Universities I, mean­ tors or the authors had selected. The in­ ing that it off ers assorted baccalaureate terviews probed details that were omitted programs and graduate education largely from the writt en diary—att itudes, beliefs, through the master’s degree. The library knowledge, consequences of actions, and has a collection of more than 118,000 so on—and were conducted in a timely volumes. manner to ensure that the directors could The director compiled the diary from easily recall those activities. October 27 to November 7 but had no weekend entries. His typical workday was Findings from 6:30 a.m. to 4:30 p.m. The day always This section presents the results of each began with a walk-through of the library diary and interview. There is a quick snap­ to verify that there were no water leaks, shot of the institution and its library based chairs and tables were in their proper on The Carnegie Classifi cation of Institutions places, and public workstations were op­ of Higher Education and volume counts erational. Other activities that he rated as supplied by the directors.15 Population “very typical” (“5”) were communication data were obtained from a Google search via e-mail and, as Webmaster, he updated and from an examination of data on the the library’s Web site and Web pages and home page of the U.S. Bureau of the Cen­ loaded them onto the university server.16 sus (htt p://www.census.gov/). Although He was very involved with technology, the directors might have responsibility updating the library’s technology plan, for more than the library, their activities ensuring that equipment worked prop­ were not divided according to different erly, and ordering new equipment; these reporting responsibilities because the activities, however, generally received authors had pledged to ensure the confi­ a rating of at least “somewhat typical” dentiality of each director and institution. (“3”). As well, he was engaged in devel­ 542 College & Research Libraries November 2004 oping a set of library measures of institu­ his leadership role, while managing the tional eff ectiveness and budget planning. library operation consumed a consider­ As part of that planning, he monitored able amount of his time. library expenditures for fi scal year (FY) 2004 and did preparatory work on the Library B next FY budget document. Located in a city of more than 30,000 Other activities rated no higher than residents, this private, not-for-profi t col­ “3.” Examples of these activities included lege is classifi ed as Baccalaureate Colleg­ discussions with faculty members (e.g., es—Liberal Arts, meaning that the major about the establishment of a poetry center emphasis is on baccalaureate programs. in the library), work on the university’s Institutions in this category award at least strategic planning committee and on half their baccalaureate degrees in liberal publications, meeting with alumnae, and arts. The library has a collection of more preparing a grant proposal and an ap­ than 200,000 volumes. plication for a foundation gift . He spent From October 6 to 17, the director a considerable amount of time communi­ worked between eight and a half and nine cating with staff , especially department and a quarter hours each day; for the one heads, and with others outside the library. weekend he put in more than nine hours As he noted, developing the agenda for a regular Mon­ day morning meeting with department Because of the issues faced (e.g., heads and working on a speech for an budget), I talked with DHs [depart­ upcoming conference. Among the “very ment heads] fi rst; however, on other typical” (“5”) activities are this meeting issues I would talk directly with and preparation for it, taking his turn at staff . [It all] depends on the issue the reference desk twice a week (includ­ and the level in which I am dealing ing 7 to 10 p.m. each Tuesday), signing with the issue at the time. I usually invoices for the dispersion of monies, always go hierarchically from top to and holding regular meetings with the bott om so that DHs do not think I associate college librarian. am doing an end run around them. The other diary entries refl ect a wide I also tend to meet with institutional range of activities, including communicat­ people more than the two weeks ing via e-mail, U.S. mail, and telephone; … [of keeping the diary] would meeting with faculty members who are indicate. their department’s liaison to the library; preparing to replace two photocopy ma­ His diary entries refl ected examples of chines due to poor performance; review­ multitasking. For instance, while work­ ing the adequacy of the library’s electronic ing on a grant proposal, staff , alumni, or reserve policy in protecting copyright; faculty might interrupt him, and he might discussing that policy with a faculty com­ not return to the proposal for more than mitt ee; preparing to att end an upcoming one hour. Planning was a major activity conference and to undertake a consulting in which he was engaged during the data assignment; discussing staff career devel­ collection period. The meetings in which opment; supporting a mentor program for he participated might be impromptu or newly appointed college library directors; scheduled with department heads or dealing with the hospitalization and death university faculty. Involvement in plan­ of the spouse of a staff member; ensuring ning and university committ ees reflected that the building is properly cleaned; Academic Library Directors: What Do They Do? 543 discussing signage for use of cell phones library directors across the state, vendors, and food and drink in the library with an and librarians in other states. He actively artist in the art department; preparing to participates on a listserv and asks ques­ have library guides placed on the Web tions of its users. site for use by freshmen; preparing for, During the fi nal two days of data col­ and meeting with, the vice president for lection, he att ended a conference. As he academic aff airs; dealing with reciprocal explained, “while this particular meeting agreements with two local public libraries is not typical, it is typical for me to be to ensure that the local community has off campus at least one day a week.” He circulation privileges and informing those also noted, directors that the college library honors their circulation cards; discussing the I found as I did this project [keep­ relocation, use, and disposition of Chemi- ing a diary] that there is very litt le I cal Abstracts; att ending a monthly faculty do that is simply a habit. Each day, meeting as a voting member; talking with and, in fact, each hour, seems to be a a librarian who would replace him at an nonroutine activity, which is part of upcoming curriculum meeting; arrang­ the fun and challenge of the job. ing for publication of a list of electronic journals; sharing with the associate direc­ I did fi nd it hard to keep up with tor the results of a meeting with the vice the diary because many times I find president for academic aff airs and, based myself doing two or three things at on those results, reviewing strategies on once, and I seldom fi nd that I have how to proceed; photocopying reports for a fi ve- or ten-minute span where I distribution to divisional deans (the assis­ can concentrate on one thing. When tant who usually does the photocopying I do need to concentrate on things was ill that day); participating in a task for a long period of time, such as force that perceives the decline in state writing a talk or an article, I typi­ funding and the state’s enactment of a cally do that in the late afternoon fee as inequitable (the task force sought or on weekends. to repeal or reduce the amount of the fee); scheduling meetings; reviewing letters When asked about how representative and an agreement that would authorize this time period is, he responded that the him to sign that agreement on behalf of twelve days involved neither any referee­ the consortium; responding to faculty ing for peer-reviewed journals nor any requests to purchase books and videos; scholarly writing (usually he spends “part supplying colleagues with information of each weekend writing something”). He about attending a workshop; meeting also stated that he does one to two consul­ with the associate director to discuss tations each year, att ends the winter and strategies to replace a librarian who is summer ALA conference, speaks at one planning to leave; seeking signage to or two conferences, serves on the execu­ alert students about possible theft in the tive library committ ee of one university library; completing surveys (“get lots of (and has been invited to serve on the surveys to respond to”); and so on. library committ ee of another university), These assorted activities brought the participates in a seminar on mentoring director into contact with library staff, directors, and usually att ends the state faculty members, university administra­ library conference and meetings of the tion, local public library directors, college Council of Independent Colleges, the 544 College & Research Libraries November 2004 Oberlin Group, and the regional nonprofit with a personnel problem; she discussed library resource-sharing network. the problem with key people, including those in the human resources depart­ Library C ment. As part of the search team for a Located in an urban center of approxi­ new dean, she convened a meeting in her mately 370,000 people, this private, not­ offi ce. Other activities included gather­ for-profi t university is classified as Doc­ ing information for a grant proposal, toral/Research UniversitiesExtensive reviewing a proposal that failed to receive (such institutions off er a diverse range funding, engaging in donor relations (e.g., of baccalaureate programs and provide courting alumnae and planning a library graduate education through the doctor­ development board meeting), and serving ate; they award a minimum of fi ft y doc­ as a judge in an annual competition of the toral degrees per year in at least fi fteen Council of Editors of Learned Journals to disciplines). The library has a collection select the best journal. of more than one million volumes. She interacted with library staff, The director maintained the diary from faculty, alumni (including the son of a October 20 through the end of the month. Nobel Laureate whose papers the library Her major routine activity is communica­ is recruiting), the university counsel, tion via e-mail. The exact number of work- and others in university administration. related hours is diffi cult to pinpoint, but Finally, it is interesting to note that some the typical day seemed to be anywhere of the issues she discussed included on- from eight to ten hours, with some activi­ demand printing for the Million Book ties completed at home in the evenings. project, research and librarianship in The type of activities in which she was general, the university’s experiences with engaged complicated the calculation of digital reference, digital libraries, and the number per day. starting an electronic journal in one of the During the twelve days, she drove to university’s schools. and att ended two conferences, engaged in numerous ceremonial functions (e.g., Library D spoke at and staged special events), Located in a city of nearly 100,000 people, prepared and delivered presentations, this public university is classified as and participated in programs aimed at Master’s Colleges and Universities I. The informing and educating senior citizens. library has a collection of more than These activities aff orded numerous op­ 300,000 volumes. portunities to network—meet and cul­ This director kept the diary from Oc­ tivate supporters for the library and its tober 6 through 17. Except for one day collections—and to encourage gift giving in which he worked in his offi ce before to the library. driving to a nearby city to att end a re­ She also participated on a task force ception (that day involved nearly twelve that marketed new programs to campus hours), he generally worked between leaders, held discussions about the Mil­ eight and nine hours. His “very typical” lion Book project, and met with depart­ activities included reading, composing, ment heads and diff erent members of the and sending e-mail messages; having as­ staff to discuss issues related to library sorted telephone conversations; holding governance and matt ers of mutual inter­ biweekly meetings with the associate est. Furthermore, during the time period, director, heads of diff erent departments, she spent more than four hours dealing and the library “A-Team”(an advisory Academic Library Directors: What Do They Do? 545 policy group of the same managers along related to online credit card transactions with some staff at large). One of these bi­ and to develop “a strategy for enabling weekly meetings was with the university staff to effectively employ credit card archivist, who reports to him. payment technology” to aid patrons who Other typical activities included con­ are paying library fi nes and, it is hoped, vening a monthly meeting of library to encourage donations to the library. He staff ; “dropping in” to consult with the reported a regular monthly meeting with assistant director (something the director the provost during which that administra­ does regularly); participating in meetings tor agreed to provide space for a campus to discuss options and opportunities for archive. As he mentioned, this meeting external funding; holding a weekly meet­ was a result of two years of persistent, ing with the library development officer; tactful lobbying. He reads library litera­ reviewing recent account statements; ture that “came into my inbox during the signing lett ers and forms; att ending the week.” Once during the twelve days, he provost’s roundtable luncheons in which spent two hours “reading and thinking: [I] faculty members present current research read accumulated and recently received projects; att ending a monthly meeting library/higher education journal articles, of administrators about marketing the etc., that help me think about our library campus; att ending a weekly meeting of and its strategic directions.” the council of deans; and having a discus­ In addition, he did the following: sion with a member of the anthropology  Interviewed someone in a firm department about the library’s plans for a with which the library had contracted “to joint project to record the religious music design an organizational assessment pro­ of various inner-city ethnic and cultural cess and strategy so that we [can] collect groups. This director, who takes a proac­ information that enables us to understand tive approach to library services, noted how we are doing and what diff erence do that this last activity was undertaken, in we make. part, to integrate the library into academic  Prepared an outline and a draft programs. He oft en meets informally with proposal for the new director of insti­ individual faculty, as he prefers informal, tutional advancement on the creation of over formal, meetings. an external, visiting committ ee to assist Some of the less typical, but recurring, the library in generating external funds. activities included revising a report of The director commented that he wanted the task force on academic integrity that to ensure that the library was part of the he chaired (a position he believes he was university fundraising process and had asked to assume because the provost a good working relationship with the thinks “he doesn’t have any turf”). That development offi cer. He observed that report recommends to the faculty senate this activity, as is the case for “everything “options and priorities” for improving I do,” was political in nature. the faculty’s “ability to address academic  Called a library patron who sub­ dishonesty quickly, fairly, and confi­ mitted a comment card about library dently”) and for reviewing and evaluat­ hours. (“Our library invites users to fill ing applications as part of a jury panel to out comment cards … [off ering] com­ select a statewide award for excellence in plaints, suggestions, or compliments. librarianship. Some of the other activities If a ‘commenter’ includes [his or her] in which he engaged were a meeting of phone number, we call back to discuss selected library staff to explore issues the matt er. Library hours are one area that 546 College & Research Libraries November 2004 I typically handle.”) The director added property rights). It also merits mention that he welcomes the opportunity to talk that he frequently drove to receptions and with library customers. meetings in other parts of the state.  Att ended a meeting of the state­ wide library consortium. Library E  Met with the development offi cer, Located in a town of fewer than 20,000 assistant and associate library directors, residents, this private, not-for-profit and two librarians to discuss the library’s college is classifi ed as Baccalaureate Col- acquisition of a children’s collection for­ leges—Liberal Arts. The college has more merly held by a public library. The direc­ than 150 FTE faculty and a FTE student tor noted that this was a new activity for body of fewer than 1,700. The library the library and would require a grant for has a collection of more than 900,000 maintenance of the collection. Thus, he volumes. used this activity as an opportunity to Diary entries from November 10 defi ne and develop a process for fundrais­ through 21 showed that, except for one ing and to train staff in development. day in which he worked slightly less He met with senior members of the than eight hours, this director worked library and visited with other librar­ anywhere from eight to thirteen hours. ians twice when he conducted a “walk­ He engaged in e-mail communication the around” of the library. He also dealt with one Sunday evening for thirty minutes. members of the university administration, His “very typical” activities included e- faculty (e.g., through the faculty senate), mail communication, participating in a other library directors and librarians, monthly meeting of nearby college library vendors, and members of the broader directors, sharing the resulting informa­ community. One of the meetings with a tion with relevant department heads, and vendor involved a discussion with a video having lunch with the chair of the library producer to explore the feasibility of committ ee. E-mail correspondence might producing a rap video for a local, not-for­ deal with the retirement party for a library profi t foundation. The director is respon­ staff member, seeking support of the sible for the university’s video production governor of the state in giving raises to department (as well as its media services), the faculty and staff at a state institution, which, under his leadership, has changed helping a student decide whether to seek its focus to academic support. He operates a fellowship sponsored by the friends of this department on a cost-recovery basis the library, and upgrading media equip­ and avoids competing with commercial ment in a classroom. organizations. Most of the other activities listed in Interactions such as these have in­ the diary ranged from “not typical at creased his awareness of key issues. For all” (“1”) to “somewhat typical” (“3”). instance, as his campus representative on These activities showed that he might a university, systemwide committ ee that have breakfast or lunch with, for instance, advises the president on privacy matters, faculty members, the head of information he att ended a forum on privacy to learn technology, or the head of public aff airs to more about issues related to scholarly exchange information or to socialize. He databases. The director noted that being also was planning for the acquisition of the the campus representative enables him to “one millionth” volume and the related emphasize the library’s major role in in­ ceremony, corresponding with a design formation policy issues (e.g., intellectual artist about creating a bookplate, meet­ Academic Library Directors: What Do They Do? 547 ing library department heads, planning a  Discussing a benefi t problem and its research project and soliciting advice (e.g., resolution with a part-time staff member. from a statistician to select a probability  Reviewing someone’s probationary sample), dealing with a problem or the performance appraisal. budget (e.g., the transfer of funds to cover As part of donor relations, the library the purchase of new databases), planning had just received a “major gift ” (an en­ an electronic poetry display in the lobby dowment of $900,000 now and $300,000 of the library, discussing the composition later) and gifts of books from faculty of a college search committ ee for his re­ members. During the twelve days, he also placement when he retires (fall 2004), or informed the president and others about engaging in donor relations. Among the the $1.2 million gift , wrote thank-you problems he dealt with were: and acknowledgment notes and letters  An administrator’s request for to donors, discussed the use of monies copies of media that, under the terms that would be generated by the gift , ad­ of a contract the director signed, could vised the college administration about a not be duplicated. He discussed with a donor’s intentions, reviewed “with my department chair how to deal “with this secretary … the status and handling of diffi cult situation.” a very large gift of classical music CDs,”  Copyright infringement under and requested a donation for “one of the Digital Millennium Copyright Act the additions to the collection associ­ (DMCA) when he had to disconnect a ated with the library’s millionth volume student’s Web site in response to a writ­ ceremony.” ten complaint from a legal fi rm that this He met with a wide assortment of peo­ person illegally downloaded songs onto ple associated with the institution (e.g., his computer (the director is the college’s the president, other administrators, and DMCA agent). their secretaries; faculty; staff ; students;  Explaining to the administration and members of the library staff ), a group legal restrictions on the “use of a fi lm in of friends of the library, a former Poet Lau­ one collection.” reate, directors in the same library con­  Meeting with a student library as­ sortium, and leaders in the profession. If sistant “about an incident in the media a library department head att ended a key center last week.” college meeting, he met with that person  Calling the associate dean of stu­ to discuss what transpired. He also met dents to explain that a “student worker with a college department chair to discuss did not feel comfortable coming to a issues related to staff training and dealt meeting in the dean’s offi ce tomorrow in with two faculty widows about either the which she was to receive an apology.” receipt of funding for the preservation of  Dealing with an insurance claim a spouse’s papers or speaking at a local “to provide hourly rates for library staff retirement community event. who helped salvage and replace books Finally, to guide the search committee damaged and lost in a fl ooded campus seeking his replacement, this director cat­ building.” egorized how he spends his time thusly  Draft ing an agreement for a library (percentages total 99.99): pursuing affi liate status with the library  interacting with library department consortium. heads (15.81%);  Briefi ng the dean of faculty about  interacting with faculty members the DMCA and the USA PATRIOT Act. (13.28%); 548 College & Research Libraries November 2004  responding to e-mail messages teaches a history course each semester, (12.18%); he needs time to prepare for class, grade  engaging in friends of the library papers, advise students (he is an academic activities (7.68%); advisor for three or four undeclared lib­  participating in professional activi­ eral arts students each year), and meet ties (beyond his campus) (7.35%); with current and former students. His  engaging in consortia activities (a e-mail activities relate to both library local group) (6.48%); administration and teaching.  conducting donor relations He participated in numerous planned (5.93%); and impromptu meetings with mem­  interacting with the dean of faculty bers of central administration (e.g., the (5.60%); vice-provost for academic affairs to  interacting with other campus ad­ whom he reports, facilities staff , and the ministrators (5.60%); library associate director) and library  conducting staff meetings (4.39%); staff . The topic of a meeting might be “to  interacting with library staff other brainstorm some ideas on developing than department heads (3.84%); new/deeper relationships with several  reviewing and writing documents college/university libraries in the state,” and lett ers (3.07%); mold and mildew in the library’s book  interaction with students (2.85%); storage area, or the university’s off ering of  performing miscellaneous admin­ online courses. He held a weekly meeting istrative activities (2.63%); with the librarians and chatt ed with them  interacting with members of the independent of that meeting. Less-typical local community (2.20%); and activities (rated no higher than “3” on  preparing for staff meetings the fi ve-point scale) included preparing (1.10%). to serve as a member of a team conduct­ ing a review for the regional accrediting Library F organization; att ending a lecture (“I at­ Located in a city of more than 50,000 tend guest lectures on campus several people, this private, not-for-profi t univer­ times a semester”) and a dinner for the sity is classifi ed as Master’s Colleges and speaker; arranging travel plans for an Universities I. The library has a collection upcoming conference; conducting collec­ of more than 170,000 volumes. tion development activities; and working From October 13 to 24, the director, on a virtual conference meeting (“annu­ who has been in the position for nine ally, committ ee chairs now hold virtual years, worked between fi ve and a half committ ee meetings instead of in-person and twelve hours; there were no weekend meetings”). activities.17 The workday began at either In the interview, he explained that he 5:30 or 6 a.m., when he engaged in e-mail is principally the library director but also communication for one hour from home: is an adjunct professor in history. As he “I start each day to catch up from previ­ mentioned, “I spend a lot of time in meet­ ous days and/or to get a start on … [that] ings. The number and complexity of these day.” Once at work, he reviewed the daily meetings is increasing.” The university schedule and continued with his e-mail; wants him to be involved in institutional however, these messages are “primarily activities and to be aware of what is oc­ the one- to fi ve-minute transactions.” He curring. Due to the workload associated also listened to telephone messages and with meetings, he relies on the associate made numerous phone calls. Because he director to manage the “main line fl ow of Academic Library Directors: What Do They Do? 549 [library] activity.” He recalled that, when ticipated in event planning, and met with he fi rst became director, he performed friends of the library group (at a busi­ many of these activities himself. Now ness and a board meeting) and potential he lacks the time. His contact with other donors. Furthermore, he oft en spent one library staff takes place at the previously hour a day communicating by e-mail and mentioned weekly meeting. The staff also U.S. mail. He also worked on reports for can meet with him informally by drop­ professional associations (ALA and the ping by the offi ce or formally by schedul­ state library association) and coordinated ing an appointment. Or, they might catch a statewide networking meeting. up with him in any part of the library as His diary entries, in summary, reflect he “walks part of the building every day.” an extensive external role within the uni­ He reiterated that he is very active within versity and in courting potential donors. the institution, the profession, and the He spent considerable time cultivating regional accrediting organization. support for the library, engaging in plan­ ning, and working on the budget and on Association of Research Libraries behalf of professional associations. He Library G rated the weekend entertainment of do­ The main campus of this public universi­ nors and the preparation of the reports for ty, which is classifi ed as Doctoral/Research the professional association as “somewhat Universities—Extensive, is located in a typical” (“3”). city of approximately 40,000 people. The library has a collection of more than two Library H million volumes. This public university, which is classified The director, who has been at this as Doctoral/Research Universities—Exten- institution for seventeen years, compiled sive, is located in a city of nearly 500,000 the diary from November 3 through 14. people. The library has a collection of During this time, he worked anywhere more than four million volumes. between four and a half and nine hours a Covering the period from October day. The one Saturday, he att ended a col­ 27 through November 7, diary entries lege football game with a potential donor showed that the director worked ap­ and his wife. His activities focused on the proximately twelve hours a day (Monday macro level, except for (1) the fi nal two through Friday). For the one weekend, she days when he spent thirty minutes a day worked eleven hours (att ending a meet­ walking around the library and when he ing of a center under her jurisdiction and (2) met with the systems staff to analyze a a dinner with community members and new soft ware package (one hour), (3) had donors). Her weekdays tended to refl ect a a phone conversation with a vendor (one morning routine that fi rst involved meet­ hour), (4) convened a monthly meeting ing with her administrative assistant to with library department heads, and (5) review the schedule of the day, checking held a one-hour staff meeting that focused e-mail, returning telephone calls, and re­ on the budget, planning, and technology. ceiving an update from the associate direc­ Besides these activities, he focused tor and key personnel with diff erent areas on budget discussions with the deans’ of responsibility. The end of the day saw advisory group and the provost, met with her checking her e-mail. She also tended to the vice president for technology and spend thirty to forty-fi ve minutes each day the head of the physical plant, reviewed reading professional literature (library the strategic and technology plans, par­ literature and higher education). 550 College & Research Libraries November 2004 Some of the recurring activities in­  writing a lett er of reference for a cluded participating in the performance colleague who had applied for the direc­ eff ectiveness review for the fi nal quarter torship of an ARL library; (reviewing the goals set and progress in  discussing with a staff member achieving them so that administrators can whether to accept another position (“to “stay on track”) and conducting a budget discover if the person thought the job review, which involved monitoring bud­ was what she wanted and whether she get allocations and expenditures, review­ would prefer to stay if her situation could ing areas in which monies might be saved, be improved”); discussing possible state budget reduc­  preparing for and conducting an tions for information resources and the all-staff meeting; consequences of an underfunded budget,  meeting with senior offi cials on a preparing for an upcoming budget meet­ university committ ee dealing with com­ ing, inquiring whether a unit outside the puter security; library had received funding for a grant  holding a discussion about the coordinator (the library currently pays for formation of a new administrative team the position), discussing the allocation of in the library; salary increases for librarians, and partici­  providing a possible list of keynote pating on a university strategic planning speakers for the next ACRL national con­ and budget advisory committee. ference; There also was a focus on donor rela­  discussing a library administrator’s tions, which involved meeting with the sabbatical leave next semester and how to campus development offi cer (the director cover that person’s duties; noted that she had successfully negotiated  discussing with another library with the provost for a library develop­ director the fact that a vendor was not ment officer), writing thank-you letters abiding by a development contract (“the to donors, seeking agreement on the job purpose of this call was to plan strategy description and clarifi cation of the report­ for confronting the vendor about future ing line for a new development offi cer for plans”); the above-mentioned center, meeting with  exploring the possibility of a certifi­ library staff to review fundraising accounts cation program in museum studies; and that are undesignated (“to determine how  discussing how to resolve visa is­ we might use these … [to meet] library pri­ sues for four staff members. orities”), and att ending a reception for uni­ In addition, she was engaged in co­ versity donors and a state-of-the-university operative activities with other universi­ luncheon (“talked with donors about the ties (e.g., outsourcing some cataloging), library … [and] interacted with some deans including a regional alliance of univer­ and university administrators”). In addi­ sity libraries and a group of seven ARL tion, she spent time on strategic planning, libraries; discussing a report on the as­ was involved in discussions about a new sessment of diversity in the university branch library, and met with the members with the library cabinet (administrators of teams to discuss their progress in achiev­ and representatives of the staff and fac­ ing strategic goals and objectives. These ulty); and assuming a ceremonial role meetings also gave staff a chance to interact (planning a ribbon-cutting function, with her by asking questions. inviting the state librarian to speak at an Other activities (ones not rated higher upcoming event, and attending a recep­ than “3”) included: tion in the library for a national holiday Academic Library Directors: What Do They Do? 551 that a number of international students white paper on how academic libraries and staff celebrate). The ribbon cutting might transform in the future is revised was to be for a project in which business, and sent to campus academic administra­ demographic, and climatological data are tors; and (5) having a luncheon meeting overlaid on a map of the state. One of the with the new assistant vice-provost so meetings with representatives for other that she would “understand our issues universities concerned the development as they come to the provost and provost of computer soft ware to build a portal advisory group.” for faculty and students to search across databases. To highlight library collec­ Library I tions and build community and faculty Located in a city of more than 100,000 support, she introduced a special public people, this private, not-for-profi t uni­ program on writing and publishing in versity, which has a religious affiliation, nineteenth-century France as well as the is classifi ed as Doctoral/Research Universi- program’s speaker: “we have an exhibit ties—Extensive. The library has a collec­ [that we] developed for an international tion of nearly three million volumes. symposium and wanted to host a public From September 29 through October program around the exhibit topic.” 3, except for two days, she worked any­ She also spent one hour with the asso­ where between ten and twelve hours a ciate director and administrative assistant day; one of those two days she spent four in reviewing her schedule for next month and a half hours engaged primarily in so that they were aware of her activities, e-mail and telephone conversations and any absences from campus, priorities, and the other day was shortened due to jury any materials that needed to be developed duty. Every day contained activities she for those activities. Finally, she met with, labeled “very typical”; these included or talked to, a broad range of people, discussions with her administrative as­ including a vice-provost and the provost, sistant about the day’s activities. Typical the academic deans, faculty, members meetings included those with the provost of the community, the president of the and deans, the university council on aca­ Center for Research Libraries, other ARL demic technologies (a council consisting directors, and others. In fact, one night she of elected faculty from the university’s hosted a dinner for the deans and their colleges; the library director is an ex spouses at her home. Other examples of offi cio member), the library executive leadership were (1) a series of telephone committ ee, a board of academic library calls to members of the friends’ board directors for a statewide consortium about supporting the library’s request working to enhance access to resources for money to plan a new branch library; and services, the library faculty appoint­ (2) participating in a discussion of the ments and promotions committ ee, and all goals and vision for the university’s stra­ of the professional library faculty. Other tegic plan and of the board of regents’ typical activities included reading and oversight of technology purchases; (3) sending e-mail messages, making tele­ meeting with the campus information phone calls, scheduling and preparing technology group to discuss the board for upcoming meetings, meeting with as­ of regents’ oversight of information sociate library directors, and concluding technology purchases (the library direc­ the day with a “wrap up”—completing tor works closely with the campus chief unfi nished e-mail messages and reflect­ information offi cer); (4) ensuring that a ing on that day and preparing for the 552 College & Research Libraries November 2004 next one. In one case, the director was Some messages get printed and put preparing the agenda and reports for the in piles, essentially work focused on university library committ ee, which con­ preparation for a meeting, report, sists of elected faculty who are advisory or other communication to other to the director. parties. Other routine activities, but ones not considered “very typical,” involved a Finally, an example of a meeting, one discussion of issues with “drop-in” visi­ with the chair of the history department, tors (e.g., “associate directors and other lasted an hour and a half and centered on ‘direct’ reports: budget manager, ITR [in­ an explanation and discussion of “library formation technology resources] director, collection goals, history, options, etc.” or advancement offi cer”), an interview conducted by a student reporter (about Library J the eff ects of the USA PATRIOT Act on This public university, which is classified academic libraries), participation in a as Doctoral/Research Universities—Ex- Webcast of ARL directors on the topic of tensive, is located in a city of fewer than ARL statistics, and att ending a workshop 500,000 people. The library has a collec­ conference on the USA PATRIOT Act. tion of more than two million volumes. Moreover, she was likely to have breakfast From September 29 through October or lunch with either visiting library direc­ 10, the director worked on both Satur­ tors or the associate director. day (att ending a college football game During the twelve-day period, she to socialize with potential donors) and clearly interacted with her senior staff, Sunday (fi nishing a draft of a consulting library directors in the state (in one case report). For the fi rst day and a half of data regarding the state library association), collection, he att ended an annual meeting visiting librarians, the provost and deans, of deans, department heads, and related a new university employee involved academic leaders that the vice president with a new capital campaign, the library for academic aff airs convened to report advancement offi cer, and the director of on the status of the campus. planned giving. The university president’s The length of the workday for the corporate lunch that she att ended includ­ remaining eight days ranged from four ed two hundred university administrators and a half to slightly more than eight and local area business people. hours. During this time, no activity was She responded to e-mail messages “on categorized as “very typical.” Instead, the a wide range of topics … with responses categorization ranged from “1,” or “not requiring more than ‘okay’ or ‘let’s do typical at all” (e.g., att ended a museum lunch.’” The messages might be an invi­ open house—“good will support of cam­ tation to serve on an ad hoc task force or pus”) to “4,” a number between “some­ a discussion with the chair of the library what” and “very” typical” (e.g., e-mail history council. Furthermore, and U.S. mail). E-mail messages covered topics such as the library’s private funds, Some messages are responded to the library annual report, cooperative immediately (e.g., where answers storage, and a report on budget projec­ are one to two paragraphs). Some tions. He twice devoted forty-fi ve minutes messages are forwarded (e.g., sur­ to reading professional literature. Most of veys or questions for which I need the other time was spent meeting people answers from someone else). or participating in formal meetings. For Academic Library Directors: What Do They Do? 553 instance, a faculty member stopped by his a collection of more than three million offi ce without an appointment to discuss volumes. the possibility of the campus housing a From October 27 through November 7, collection of classifi ed technical reports. this director worked all twelve days. His He also gave a tour of the library’s infor­ weekdays ranged from more than nine mation commons to a visiting alumnus hours to nearly seventeen hours. For the who manages one in another state. one weekend, he worked twelve hours on A formal meeting might be with the Saturday and six hours on Sunday. That provost, vice-provost for graduate af­ Saturday, he provided the “welcome” fairs, library dean’s council, the library for—and att ended—a campus conference personnel offi cer, the library Web devel­ that the library sponsored; read and sent oper, staff for the board of regents, and e-mail messages; prepared materials for the business manager. For instance, he an upcoming presentation; and attended met with the vice-provost to provide an a library reception and later a donors’ update on the digitization of theses and dinner. On Sunday, he prepared paper dissertations. He also chaired a search correspondence, read and sent e-mail, committ ee meeting for the position of as­ worked on a scholarly article, and read sociate vice-provost for distance learning professional literature. and professional education; advised staff “Very typical” activities included members on dealing with problems (e.g., reading and sending e-mail messages, how to handle faculty refusal to return preparing and sending correspondence, books); met with the assistant director of reading and routing U.S. mail, and doing the physical plant and one of his super­ professional reading (oft en while travel­ visors regarding dirty rest rooms in the ing). Examples of activities he rated as library; worked on a plan and strategy for “4” were meeting with the provost, the extension of one fl oor of the library; and associate vice president for fi nance and read a records certifi cation proposal. administration about budget and capital These meetings and events brought project matt ers, the library management him into contact with a number of librar­ committee, or the director of library de­ ians and senior library managers, uni­ velopment, perhaps about a proposal to versity administration, faculty, potential att ract a potential donor. He had a meet­ donors, applicants for the position of asso­ ing with the director of an electronic pub­ ciate vice-provost, members of the board lishing program to discuss a new grant of regents, and the larger community. He application and to review the marketing also did favors for the friend of a campus and sales of products. administrator (“spent forty-fi ve minutes The other activities listed ranged looking for information sites on the Web from “not typical at all” (“1”) to “some­ for grants” relevant to that person’s inter­ what typical” (“3”). Most oft en, he had ests) and for a librarian in another country a working breakfast, lunch, or perhaps (searched for information on the value of dinner with visiting librarians or library faculty status). directors, a candidate for director of an affi liated library, staff union delegates Library K (to discuss budget developments and Located in a city of more than one mil­ job impact), or someone in university lion people, this private, not-for-profit administration. He traveled elsewhere to university is classifi ed as Doctoral/Research deliver a presentation and interact with Universities—Extensive. The library has other librarians, or he served as a peer 554 College & Research Libraries November 2004 reviewer for an LIS journal. Returning library profession, and with representa­ to donor relations, he had a telephone tives of other professional associations. conversation with a prospective donor, He attended various committee meet­ met with the director of development to ings (e.g., a meeting of the Association of discuss “several donors’ case statements” American Universities, of the university and a proposal to be presented to a do­ space policy committ ee, and of the advi­ nor, and dined with a donor and a donor sory board of a nearby school of library prospect about a gift proposal. and information science) and spoke to the During the twelve days, he dealt with friends of the libraries. He also discussed such assorted issues as the role of univer­ a consultant’s report on the organiza­ sity presses in scholarly communication, tion of university computing with the information technology, information provost and the associate vice president policies affecting higher education (e.g., for fi nance and administration. Further­ intellectual property rights), scholarly more, he reviewed and commented on a publishing, library and university press draft report from the National Research collaboration, current developments Council; prepared reference lett ers for in research libraries, personnel matters two individuals interviewing for library (e.g., a telephone conversation with the director positions; and had telephone university counsel and a meeting with the conversations with the president of deputy university librarian), an electronic Research Libraries Group and the chair dissertation program, staff development, of the ACRL Scholarly Communication bibliographic instruction, electronic col­ Committ ee. Furthermore, as a member lections, strategies for plagiarism man­ of the university senate, he att ended its agement, an organizational strategy on meetings. information technology, the planning of a In the interview, he mentioned that special conference for ALA, and a faculty there is no single prototype of a director. teaching development center. In addition, Directors, he explained, have different he participated in planning meetings on strengths and interests, and they operate the development of an information tech­ in diff erent institutional cultures, orga­ nology network, the capital budget, initial nizational cultures, and environments. preparation for a new library building, Because these cultures change, he believes development of an electronic classroom, that fl exibility is an essential attribute network connectivity in university for directors to possess. As for the daily apartments and a new e-mail system, operation of the library, he stressed the space planning, a new human rights importance of having an outstanding center and collection in the library, and senior management team upon which library renovation. He also participated to rely. in a meeting of the university president’s advisory committ ee on master planning, Discussion discussed the strategic plan with the staff In order to identify patt erns and common­ of a center affi liated with the library, met alities among the responses provided by with the university budget committee, the directors, their diaries were subjected and conducted a performance review of to a content analysis with a card sort. Each a senior member of the staff who reported distinct activity reported in a diary was directly to him. recorded on a card. Cards representing This director is externally focused the same or similar activities were then and active within the university and the grouped. For example, cards recording Academic Library Directors: What Do They Do? 555

FIGURE 1 Frequency of Occurrence of the 44 Activities 18 Occurrences Meetings with other librarians within Fundraising the state Meetings with professional leaders 17 Occurrences Reading professional literature Meetings with university administra- University strategic planning tors, including provosts and deans Involvement with electronic materials and services 15 Occurrences Personnel matters, including staff 4 Occurrences development U.S. mail Bibliographic instruction 13 Occurrences Meetings with library administrators 3 Occurrences (associate and assistant directors, “Walk-through” of the library department heads, and administrative Planning assistants) Library evaluation/organizational as- Ceremonial functions. sessment Work with vendors 12 Occurrences Collection management Financial management/budgeting E-mail, including use of one listserv 2 Occurrences Work with media and computer equip- 9 Occurrences ment Meetings with university faculty Consulting Making a presentation 8 Occurrences Attending committee meetings Meetings with library staff Intellectual property issues Involvement with information technol- ogy 1 Occurrence University diversity 7 Occurrences Policy review Activities related to cooperation and University faculty development consortia Engaged in travel Preparing an annual report 6 Occurrences Academic advising Preparation of grant proposals Course preparation Telephone conversations Multitasking Professional association activities Privacy issues Scholarly communication, university 5 Occurrences presses Building planning, maintenance Academic integrity Meeting about library statistics

that directors had taken alumni to din- were grouped in one category labeled ner in order to solicit donations, had fundraising. No doubt, some activities engaged in development activities, and ended up in categories not perfectly rep- had att empted to obtain external funding resenting them, but some imprecision was 556 College & Research Libraries November 2004 deemed necessary in order to reduce the activities that involved meetings is indeed many activities to a reasonable number of quite impressive. The forty-four types of categories. The content analysis and card activities listed above represent a great sort ultimately identifi ed forty-four types variety; and as some of the directors com­ of activities. Figure 1 depicts those activi­ mented in their interviews, relatively few ties and the frequency of their occurrence, of their activities are routine. that is, the number of times they were Hernon, Powell, and Young reported reported in the eleven directors’ diaries. the 105 att ributes deemed most impor­ (If a director used exactly the same termi­ tant by directors and assistant/associate/ nology to report multiple activities, they deputy directors (AULs) of ARL academic were recorded only once for that director.) libraries.19 Those att ributes were listed Given observations made by Hernon, in order of most to least importance in Powell, and Young in their previous re­ seven categories: managing, leading, search and the amount of att ention given planning, dealing with others, individual to such matt ers in the professional litera­ traits (general), individual traits (leader­ ture, it was not surprising that fundraising ship), and general areas of knowledge. was the most frequently reported activity, The types of activities identifi ed in the nor was it surprising that meetings with present study were compared to the list university administrators, personnel of 105 att ributes to explore the relation­ matt ers, and meetings with library ad­ ship between what directors said was ministrators came in second, third, and important and what they actually did on fourth, respectively.18 The high ranking of the job. It should be kept in mind, how­ e-mail refl ects the current pervasiveness ever, that att ributes and activities are not of that activity. It was reassuring to see necessarily interchangeable, so it was not that involvement with university faculty always possible to identify an attribute received quite a bit of att ention. On the that could be used for a valid comparison other hand, it was surprising that planning with an activity. This was especially true was ranked only in the middle. However, for some of the personal characteristics, it is quite possible that planning perme­ such as “is honest” and “inspires trust.” ated many of the other activities, such as Also, a number of activities could have library evaluation, and that the directors been reasonably assigned to more than did not think to identify planning activi­ one category. For example, the “walk­ ties explicitly. Similarly, though multitask­ through” logically could be placed in the ing was stated explicitly only once, it was managing category and the leadership clearly occurring on a regular basis. category. Some of the activities related to One noticeable patt ern was the num­ leading also could have been assigned to ber of activities that involved meeting or “dealing with others.” communicating with others, especially With these caveats in mind, an at­ administrators and other individuals tempt was made to compare the lists of outside the library. One director com­ att ributes and activities. To do so, the mented that it was sometimes difficult activities were assigned to the categories to decide if an activity was a library or in which the att ributes had been classified. university one; the activities tended to What follows in fi gure 2 is a list of those merge together. As more than one direc­ categories, with the activities assigned to tor noted in the follow-up interviews, them, ranked from most oft en reported campus politics greatly infl uences the to least oft en reported. Following each director’s activities. The total number of activity are the category’s most equivalent Academic Library Directors: What Do They Do? 557

FIGURE 2 Activities and Corresponding Attributes

Managing 1) Fundraising—fundraising (9) 2) Personnel matters—promotes professional growth in staff (7) 3) Meetings with library administrators—communicates effectively with staff (3), del- egates authority (4) 4) Financial management/budgeting—manages fi scal resources/budgets (8) 5) Meetings with library staff—communicates effectively with staff (3), facilitates the group process (14) 6) Grant proposal preparation—develops various sources of funds (11) 7) “Walk-through”—facilitates a productive work environment (5) 8) University diversity—is committed to staff diversity (12) 9) Policy review—nurtures the development of new programs and services (10)

Leading 1) Ceremonial functions—develops a campus visibility for the library (4) 2) Meetings with university faculty—is able to function in a political environment (3), develops a campus visibility for the library (4), is an advocate for librarians’ role in higher education (5) 3) Cooperation and consortia—leads and participates in consortia and cooperative en- deavors (8) 4) Meetings with other librarians within the state—demonstrates effective networking skills (12), develops and fosters partnerships with groups and organizations on/off campus (15) 5) Meetings with professional leaders—demonstrates effective networking skills (12), develops and fosters partnerships with groups and organizations on/off campus (15) 6) Travel—demonstrates effective networking skills (12), develops and fosters partner- ships with groups and organizations on/off campus (15) 7) University faculty development—is an advocate for librarians’ role in higher educa- tion (5) 8) Annual report—develops a campus visibility for the library (4)

Planning 1) Planning—sets priorities (1) 2) Library evaluation/organizational assessment—creates and implements systems that assess the library’s value to its users (4), creates an environment that fosters ac- countability (5) 3) Work with media and computer equipment—plans for life cycles of information tech- nologies and services (2)

Dealing with Others 1) E-mail—is accessible (4), is articulate (7) 2) Telephone conversations—is accessible (4), is articulate (7) 3) U.S. mail—is accessible (4), is articulate (7)

Individual Traits (General) 1) Professional association activities—is committed to job and profession (5) 2) Reading professional literature—is committed to job and profession (5), has broad knowledge of issues (15) 3) Consulting—has a variety of work experiences (12) 558 College & Research Libraries November 2004

FIGURE 2 (CONTINUED) Activities and Corresponding Attributes

4) Presentation—is committed to job and profession (5) 5) Writing article—is committed to job and profession (5) 6) Academic advising—works on multiple tasks simultaneously (3) 7) Course preparation—works on multiple tasks simultaneously (3), has a variety of work experiences (12) 8) Multitasking—works on multiple tasks simultaneously (3)

Individual Traits (Leadership) 1) Meetings with university administrators—articulates direction for the library (3) 2) University strategic planning—articulates direction for the library (3), is change focused (1) 3) Committee meetings—is an enabler and facilitator (12), has team-building skills (15)

General Areas of Knowledge 1) Information technology—information technology (8) 2) Electronic materials and services—digital libraries (5) 3) Building planning and maintenance—facilities planning (4) 4) Bibliographic instruction—information literacy (22) 5) Work with vendors—information delivery systems (19), publishing industry (20) 6) Collection management—collection management and development (9) 7) Intellectual property issues—intellectual property rights (12) 8) Privacy—management issues (13) 9) Scholarly communication, university presses—scholarly communication (1) 10) Academic integrity—trends in higher education (7) att ribute and the att ribute’s ranking in one ranking for fundraising as an activity parentheses. In some cases, more than one and its number nine spot as an important att ribute was related to a single activity att ribute; personnel, which was second and some att ributes are compared to more as an activity but seventh as an attribute; than one activity. grant proposal preparation, which was An examination of the comparisons sixth as an activity but eleventh as an between attributes and activities pro­ att ribute; information technology, which duced some expected results and some was fi rst as an activity but eighth as an surprises. Activities whose rankings were att ribute; bibliographic instruction, which close to, or the same as, those for the was fourth as an activity but twenty- equivalent att ributes included: meetings second as an attribute; and scholarly with library administrators, meetings communication, which was ninth as an with library staff , ceremonial functions, activity but fi rst as an attribute. meetings with university faculty, plan­ This is an appropriate time to reem­ ning, library evaluation, meetings with phasize that these comparisons must be university administrators, university interpreted carefully. As noted above, strategic planning, building planning, the identifi cation of equivalent activities and collection management. Surprises, and att ributes is not an exact science. In within categories, included: the number addition, the lists of att ributes are based Academic Library Directors: What Do They Do? 559 on more evidence than what the directors be able to engage in multitasking; this is reported over a twelve-day period and a “given” and the directors understand only ARL directors provided the attributes. it. Third, the library directors refl ected on However, it does seem safe to conclude issues and gathered information to make that the lists of both att ributes and ac­ informed decisions. There is no evidence tivities indicate that directors of academic that they rushed to make a decision or libraries must be campus leaders, engaged responded “quickly to every stimulus.” in planning with university administra­ Fourth, some of them indicated that they tors, heavily involved in fundraising, in read a wide variety of literature and all regular communication with other library of them interact with people in different administrators and staff, concerned with settings, exchanging information. The evaluation, and knowledgeable of biblio­ eleven directors were engaged in both graphic instruction/information literacy. management and leadership. As players Indeed, some of these and other activities/ at the institutional level and in donor att ributes emphasized in the lists above relations, library leaders must work and correspond rather well with the roles of communicate effectively with a broad leadership in academic research libraries range of people within and outside the identifi ed by Michael A. Keller: master college or university. practitioner; advocate; steward; judge and power broker; mentor and colleague; and Study Limitations strategist, risk taker, and innovator.20 Naturally, the fi ndings of this study only In another related study, Mintzberg refl ect the actual time period of data col­ raised the question, What do managers lection. No att empt was made to depict an do? and then said that “even managers entire academic term or year. Clearly, dur­ themselves don’t always know.” He noted ing these other times directors could—and that “ignorance of the nature of manage­ undoubtedly do—participate in other ac­ rial work” should not continue because it tivities. Furthermore, although the eleven has implications for the workplace and for directors may not be representative of the the teaching of management.21 Further­ population of ACRL and ARL directors, more, “if there is a single theme that runs this sample provides a foundation upon through … [his] article, it is that the pres­ which others can build. Still, given the care sures of the job drive the manager to take they took in data collection, the authors on too much work, encourage interrup­ feel that the fi ndings are representative of tion, respond quickly to every stimulus, a twelve-day period for study participants. seek the tangible, and avoid the abstract, Another limitation is that the authors did make decisions in small increments, and not conduct an in-depth investigation do everything abruptly.”22 of each campus and its institutional and This study does not replicate Mintz­ organizational culture; thus, the findings berg’s research, but it seems that there are provide only a general snapshot. distinct diff erences between the managers he studied and those participating in this Further Research study. First, the library directors did not There were some striking differences refer to the pressures of the job and having among the directors regarding their list too much work to do. This does not mean of activities and the amount of time they that these were not present; rather, such allott ed to each of them. Those individu­ matt ers were not a focus of the research. als at sites A and B, for instance, tend to Second, any library director today must perform a wide variety of daily activities 560 College & Research Libraries November 2004 and to accomplish their work in much and comparing the activities of directors smaller blocks of time than most of the at institutions of similar control (private other directors. They were oft en inter­ or public), size, and mission.23 Such inves­ rupted and had to switch their focus to tigations might provide gender balance diff erent topics, perhaps returning to the among the participants and factor in the original topic hours later. Furthermore, length of time spent in the position. Such the eleven directors apparently have research also might consider whether diff erent interests and strengths; as well, the libraries are primarily a main library there are probably signifi cant differences operation or have branch libraries. Large in institutional and library cultures and library systems might include law or environments. As some of the participants medical libraries. explained, directors adapt to the cultures Further research on leadership also already in place, but those cultures are should address the topic from the per­ subject to change. For example, when spective of emotional intelligence, which seeking a new director, the institution Daniel Goleman refers to as “the sine may decide it wants someone with dif­ qua non of leadership.”24 As he explains, ferent strengths, att ributes, and interests emotional intelligence in the workplace from the person departing the position. encompasses self-management (self-aware­ Naturally, expected att ributes, strengths, ness, self-regulation, and motivation) and and skill sets change over time. A new managing relationships with others (empa­ director is influenced by the culture thy and social skill).25 more than he or she can change it. Still, that person identifi es the strengths and Conclusion weaknesses in the organization and deals One might usefully ask how the forego­ with the weaknesses. Complicating mat­ ing information on leadership attributes ters, the library staff must adapt to the and activities can be applied to that managerial and leadership styles of a new person’s own leadership aspirations. A director and in any changes in those styles review of these qualities and activities in over time. Clearly, these perceptions of the the context of one’s perceived strengths directors merit examination. and weaknesses might reconfi rm one’s It would seem that future research leadership aspirations and/or suggest might engage in longitudinal case studies some areas needing more skill sets. An in which researchers monitor individual overall compatibility with multitasking institutions and libraries from the time would seem to be very important, given before the arrival of a new director to the variety and overlapping activities that several years thereaft er. What changes have been found in the diary findings. in institutional and library cultures oc­ Rush Miller, Hillman University Librar­ cur? How does a new director go about ian, University of Pitt sburgh, articulately implementing his or her managerial and addressed the multitasking issue when he leadership styles? How successful is he or exclaimed, “goodness, when I read the list she? Such research should go beyond self- of att ributes, I am amazed that any of us reports of directors and the perceptions of can possibly do all of this at once!”26 As library staff as refl ected in surveys. fi gures 1 and 2 illustrate, the directors do, Employing a quantitative method and in fact, engage in an impressive number random samples, studies might seek gen­ and range of activities within and beyond eralizability of the fi ndings by focusing the particular library. on a portion of the Carnegie classification And, it is always well to remember that Academic Library Directors: What Do They Do? 561 leadership represents a set of capabilities unrestricted, and disorderly characteristics that follow the path of the presently known of the Web.27 Because leadership is both a to the unfolding future. A recently issued present and a future-oriented activity, one environmental scan by OCLC rather dra- should always be thinking about next steps matically positions libraries in the twilight and nurturing those capabilities that will zone between the rational order of our his- facilitate its arrival. torical mandate and the free-associating, APPENDIX

Notes 1. See Peter Hernon, Ronald R. Powell, and Arthur P. Young, The Next Library Leadership: Att ributes of Academic and Public Library Directors (Westport, Conn.: Libraries Unlimited, 2003); ———, “University Library Directors in the Association of Research Libraries: The Next Genera­ tion: Part One,” College & Research Libraries 62 (Mar. 2001): 116–45; ———, “University Library Directors in the Association of Research Libraries: The Next Generation: Part Two,” College & Research Libraries 63 (Jan. 2002): 73–90 2. In addition to the sources cited in note 1, see Eileen McElrath, “Challenges That Academic Library Directors Are Experiencing as Perceived by Them and Their Supervisors,” College & Re- search Libraries 63 (July 2002): 304–21; Karin Witt enborg, Chris Ferguson, and Michael A. Keller, Refl ecting on Leadership (Washington, D.C.: Council on Library and Information Resources, 2003); Catherine J. Matt hews, “Becoming a Chief Librarian: An Analysis of Transition Stages in Academic Library Leadership,” Library Trends 50 (spring 2002): 578–602. Most of these writings contain an extensive literature review. 3. Chih-Feng P. Lin, Changes in Stated Requirements of Director Positions of Academic Libraries in the U.S.: A Content Analysis of Qualifi cations and Job Expectations as Advertised in Selected Profes- sional Periodicals (Boston: Simmons College, 2000; unpublished); ———, “Changes in Stated Job Requirements of Director Positions of Academic Libraries in the U.S.,” Journal of Information, Communication and Library Science 8 (fall 2001): 9–25. 4. Peter H. McCracken, “The Presence of the Doctorate among Small College Library Direc­ tors,” College & Research Libraries 61 (Sept. 2000): 400–408. According to the Carnegie classification (see note 14), a small college is a Baccalaureate I institution. 5. Stanley J. Wilder, Demographic Change in Academic Librarianship (Washington, D.C.: As­ sociation of Research Libraries, 2003). 6. Ole Pors-Niels and Carl Gustav Johannsen, “Job Satisfaction and Motivational Strategies among Library Directors,” New Library World 103 (2002): 199–208; ———, “Library Managers and Management 2001: A New Danish Survey,” New Review of Information and Library Research 7 (2001): 186–200. 7. Pors-Niels has developed a 270-variable survey instrument that examines both manage­ ment and leadership. He intends to collapse it into a 100-question form. 8. Colin Robson, Real World Research: A Resource for Social Scientists and Practitioner-Researchers (Oxford, U.K.: Blackwell, 1993), 254. 9. Don H. Zimmerman and D. Lawrence Wieder, “The Diary: Diary-Interview Method,” Urban Life 5 (Jan. 1977): 481. 10. See, e.g., Katrina Byström and Kalervo Järvelin, “Task Complexity Aff ects Information Seeking and Use,” Information Processing & Management 31 (1995): 191–213. 11. Henry Mintzberg, The Nature of Managerial Work (Englewood Cliff s, N.J.: Prentice-Hall, 1980), 22. 12. W. Thomas Porter Jr., “Time and Self-Management,” Journal of Accountancy 145 (June 1978): 58–64. 13. Mintzberg, The Nature of Managerial Work, 21. Please note that fi gure 1 reprints the diary used in one study. 14. Robert L. Adcock, “Time, One More Time,” California Management Review 14 (winter 1971): 29. 15. The Carnegie Classifi cation of Institutions of Higher Education (Menlo Park, Calif.: Carnegie Foundation for the Advancement of Teaching, 2001). 16. For the fi ve-point scale, see the section on diary instructions. 17. This director adjusts his workday so that he can devote time to his young children. He engages in e-mail communication before they awake and go to school. He also volunteers in one 562 College & Research Libraries November 2004 of their classes and att ends parent–teacher conferences. 18. See note 1. 19. See Hernon, Powell, and Young, “University Library Directors in the Association of Re­ search Libraries: The Next Generation: Part Two.” 20. Michael A. Keller, “Scatt ered Leaves: Refl ecting on Leadership,” in Witt enborg, Ferguson, and Keller, Refl ecting on Leadership, 33–51. 21. Mintzberg, “The Manager’s Job: Folklore and Fact,” Harvard Business Review 68 (Mar.–Apr. 1990): 163. 22. Ibid., 174. 23. See note 15. 24. Daniel Goleman, “What Makes a Leader?” Harvard Business Review 82 (Jan. 2004): 82. (The other papers in this issue provide complementary perspectives on emotional intelligence.) 25. Ibid., 88. 26. Rush Miller, comments, in Hernon, Powell, and Young, The Next Library Leadership, 47. 27. The 2003 OCLC Environmental Scan: Patt ern Recognition, A Report to the OCLC Membership, ed. Alane Wilson (Dublin, Ohio: OCLC Online Computer Library Center, Inc., 2004). Academic Library Directors: What Do They Do? 563 Diary (Nonroutine Activities)

Please complete one form per nonroutine activity and provide suffi cient detail about the activity. Data collection begins on a Monday and ends on Friday of the following week; however, complete entries for any work-related activity undertaken in the evening or on the one weekend. (You may write on the back of this page, if necessary.)

Date: Time started: Time stopped:

1. Describe your activity in detail. 2. Even if the activity is nonroutine, how typical is it of your “typical” workweek?

Not typical Somewhat Very at all typical typical 1 2 3 4 5

3. Please state/describe the purpose of this activity. ______

a. Was the activity conducted?  In person  By mail/campus mail  By e-mail  By phone  As part of walk-through (tour) of library  Other (please specify) ______

b. Did you meet with someone?  Yes  No If yes,  one person  more than one person (number)____. Position of person(s): ______

c. Was the meeting scheduled?  Yes  No Did it occur physically inside/outside any/all of the library buildings?  Inside (Where [e.g., your office]) ______ Outside (Where) ______

d. Did the activity concern the:  Library  University  Higher education in general  Professional associations  Personnel  Other (please specify) ______

4. Any other comments? ______