Barriers and Enablers in Access Services

This article summarizes the methodology and findings of the Online Catalogue and Repository Interoperability Study (OCRIS), a project recently carried out by the Centre for Digital Library Research at the University of Strathclyde, funded by the Joint Information Systems Committee (JISC). In the context of the Online Public Access Catalogs (OPAC) and the recent development of the Institutional Repository (IR) within Higher Education Institutions in the United Kingdom, it considers issues of metadata quality, name authority control, and standardized subject headings, as well as departmental and institutional workflows. It also considers duplication and scope overlap within institutions with more than one IR.

Students who have grown up in the digital age have certain expectations for learning in Higher Education (HE). “Using a complex mix of virtual and face-to-face environments, personal and institutional technologies, learners of all ages are developing new working practices around the technologies available to them. Increasingly, they look for flexibility and openness in the institutional policies and provision that support their learning.” (JISC, 2007). The divide between the institutional eLearning provision and the expectations of students who have grown up in a digital world was highlighted through the UK eLearning benchmarking exercise. Institutional eLearning provision and processes within the HE sector were investigated and analysed through this exercise, which was led by the Higher Education Academy (HEA) in collaboration with the Joint Information Systems Committee (JISC). This paper presents the experience of two UK Universities, Bournemouth and Reading, whose participation in the benchmarking exercise provides examples of institutional provision. Subsequent Pathfinder funding enabled them to build on their strengths with projects aimed at narrowing the divide between student expectations of eLearning and institutional provision. The eRes: Innovative eLearning with e-Resources project (Bournemouth) encourages students to use quality e-resources in their learning. The “Driving Institutional Reform: Exploring Change with Technology” (DIRECT) project (Reading) has developed a framework to transform its internal quality management processes.

This study investigated users satisfaction on the use of electronic information resources and services in MTN Net libraries in ABU & UNIBEN. Two objectives and one null hypotheses were formulated and tested with respect to the users’ satisfaction on electronic information resources and services in MTN Net libraries in ABU & UNIBEN. Survey research design was adopted for this study. A total number of 273 registered library users from the 2 MTN Net libraries were drawn as sample size. A questionnaire was used to collect data for this study. The data collected were presented and analyzed using Frequency distribution tables, percentages and histograms, while the hypothesis was tested using T-test.. The levels of satisfaction with the electronic resources and services provided in the ABU and UNIBEN MTN Net Libraries were not significantly different. The study concluded that electronic information resources are vital and are the backbone of any dynamic collection, most of the electronic information resources such are full text databases, electronic books are not publicly available free of charge and they are expensive, and they offer creative possibilities for expanding access as well as changing learning behavior and academic research in Universities. Lastly, management of the MTN Net Libraries should conduct user studies annually in order to have feedback from users on how well the library is meeting their information needs. The results of the survey should be published in any journal in the University.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

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This paper focuses on issues surrounding the sharing of research records, research data and networking of systems. They arose from a 2003 Joint Information Systems Committee (JISC) funded research project undertaken at the School of Informatics, Northumbria University. Five research projects undertaken within the School were studied and a total of 14 project researchers plus research directors and research administrators at school and central levels were interviewed. A group comprising the Pro-Vice Chancellor (Research), research directors and research administrators acted as an expert panel. The project itself also formed a small case study. Issues identified by the participants covered: confidentiality, digital records, joining up of people and systems involved, primary research data, resources, retention management, re-use/re-purposing of data and information, roles/responsibilities, security, sharing/use and systems, covering both processes and procedures as well as IT systems. Four main solutions were offered to address these issues: guidelines, standards and policies; training; systems; resources. One crucial requirement to emerge was the need to share research records and data, both inside and outside the university. This could be achieved through the development of a virtual records centre/archive. The implementation of such a facility is not insignificant and is discussed with reference to relevant national initiatives.

Historically, it has been the work of talented individuals to produce solutions for those with a variety of disabilities who are working and studying in the field of Mathematics and Statistics. Reading graphs from a screen or paper when blind is a challenge, and coping with complex statistics causes many dyslexic students to blanch. However, there are ways of managing independently and it is often through the use of assistive technology that problems are solved and equal access is maintained. The Technology for Disabilities Information Service (TechDis) (www.techdis.ac.uk), has a role to play in enhancing access to this technology by working closely with existing groups in both Higher and Further Education to provide relevant materials for the teaching and learning community; the Joint Information Systems Committee (JISC) provide the TechDis Service, and TechDis will work closely with other JISC services. TechDis will also interact with other bodies, including the Learning and Teaching Support Network (LTSN), with whom TechDis is co-located in York. This article is part of the ongoing process to address the practicalities of making Mathematics accessible through the use of assistive technology, and will contain links to further information.

Assessing the impact of information services in the health sector

The concept of design for learning has arisen as education faces up to the implications of modern pedagogy, student diversity, and the affordances of information and communication technologies. This paper examines some of the benefits and issues for teachers in further and higher education surrounding the idea of learning design and its practical implementation in blended learning. It looks particularly at questions of documenting and representing learning designs so that they can be communicated to others. It explores the differing requirements of representations at various stages in the planning and sharing process, and for different communities of users, finding that multiple perspectives on a learning design are usually necessary. However, few representations to date have succeeded in capturing the essence of a good piece of teaching. Ways of representing designs as dynamic processes, rather than static products, may need to be developed. The paper is based on the outcomes of work with practising teachers during the UK Joint Information Systems Committee (JISC)‐funded Models of Practice Project, part of JISC's Design for Learning Programme, which runs from 2006 to 2007.

Purpose: development of recommendations for the study of security-oriented disciplines by students of higher educational institutions. Methodology: Analysis and generalisation of research results regarding the need of higher education students to study security-oriented disciplines. Results: In the conditions of modern warfare, knowledge and understanding of security issues are of critical importance for students of technical specialties. It helps them to be aware of the threats and risks associated with armed conflict and make the right decisions to ensure personal and collective security, and provides the necessary knowledge and skills to effectively respond to emergencies and save lives. Therefore, in the article: information on the state of higher education in Ukraine until February 2022 has been studied and summarised; the need of students of higher technical education to study security-oriented disciplines during the war was investigated; an expert survey was conducted among students who are studying for the Master’s and Bachelor’s degrees of two higher technical educational institutions – the State Higher Educational Institution “Donetsk National Technical University” and Kyiv National University of Construction and Architecture. It was established that about eighty percent of the respondents are in favour of mandatory study of security-oriented disciplines during martial law, as an opportunity to ensure their own safety and the safety of others, help others and be useful in war conditions. A new concept of civil security education in higher technical institutions under martial law from the point of view of studying individual disciplines is proposed, which consists of the following: improvement of training plans for higher education applicants. recommendations for students of technical higher education institutions to study the following disciplines (in order of priority): “Life safety”, “Occupational safety”, “Fire safety”, “Civil protection”, “Environmental safety”, “Psychology of hazards”. Mandatory courses for students on pre-medical care, psychological help for themselves and others, military training should be introduced. Scientific innovation: a scientific approach has been developed to clarify the new concept of civil security education in higher technical institutions under martial law. Practical significance: the results of the work can be used in the preparation of educational plans for applicants of higher technical educational institutions.

Background and context The aims of this volume A key motivation for developing this volume was the need to address the ‘use’, ‘value’ and ‘impact’ of digital collections in the context of an expanding mass of digital content with tremendous potential. Specifically: • How can we understand how digital collections are being used, and by whom? • How do we assess their value, and add value over time, in order to make decisions about which collections to digitize or make available, and how? • How do we assess their impact on scholarship, on knowledge transfer and on information management and access? • How do we ‘measure’ value? What can be measured, and how? • Is it possible to ensure their sustainability, value and impact over time? • How might we apply indicators of use, value and impact to inform funding decisions and policy making for the future? The explosion of digital initiatives This volume of essays is, in many respects, a follow up and companion to Digitizing Collections: strategic issues for the information manager (Hughes, 2004). Since its publication, digitization initiatives have continued at a tremendous pace in libraries, archives and museums, as well as in higher education. Digitization of existing library, museum and archive collections is still a major priority, where funding can still be found for these initiatives. The National Library of Wales is continuing to digitize two million pages of historic Welsh newspapers and journals in a three-year project that will conclude in 2012, with funding from the Welsh Government. The British Library is partnering online publisher Brightsolid to digitize up to 40 million pages of newspapers. In the USA, the Smithsonian Institute has a remit to digitize its entire collection: a challenge considering that the Smithsonian is home to 137 million objects, 100,000 cubic feet of archival material and 1.8 million library volumes. In the UK, the Joint Information Systems Committee (JISC) has launched a new phase of digitization via its e-Content programme, for projects that will be completed in 2012. This is the era of Google, and mass digitization initiatives to put our cultural heritage online are flourishing.

The Subject Portals Project is a two-year project ending August 2003 that is developing portal services for the Internet subject hubs of the Resource Discovery Network, a service offered to the UK Further and Higher Education (post-16) community. The portal development is notable for two reasons: first because it is being conducted by developers from five sites across the UK; and second because it has a modular design producing “portlets” of functionality that plug into a core framework (currently Jetspeed, although the project is also considering uPortal as an alternative portal framework). The portal services include a single sign-on access management system; a cross-searching tool; a user profiling system; and other “additional services.” The project is funded by the UK's Joint Information Systems Committee (JISC).

Through a number of strategic investments by various funding organisations, the UK academic community has access to a unique and expansive range of digital data resources. The Economic and Social Data Service (ESDS), supported by the Economic and Social Research Council (ESRC) and the Joint Information Systems Committee (JISC) is a national data service. ESDS provides access and support for an extensive range of key economic and social data, both quantitative and qualitative, spanning many disciplines and themes. It comprises a number of specialist data services that promote and encourage data usage in teaching and research. While individual datasets are used extensively in academic research, they are signifi cantly under used in learning and teaching programmes within Higher Education (HE), at both undergraduate and postgraduate levels, and are rarely used in Further Education (FE). As a service provider of the ESDS, the UK Data Archive (UKDA) is in a strong position to offer its data resources to the learning and teaching communities for developing materials that might be more appealing to teachers than raw data. This activity requires advice and input from instructors in the classroom on how to develop the pedagogic aspects of learning resources: which content to extract; how to contextualise and apply raw data; where to position such resources in the learning process; and on the usability and functionality of the digital resources created. This paper describes the UKDA Survey Data in Teaching project (SDiT), funded under the JISC Exchange for Learning (X4L) Programme. The project’s goals were to increase the use of real data sources in the classroom, and in a more ambitious sense, to help improve the data literacy of those studying social sciences, from school students age 16-19 to postgraduates. The project created a set of free teaching and learning data and statistics-oriented resources based on the study of crime in society, and were based on learning strategies that encourage the teaching of research methods within a substantive context. This paper addresses both the positive experiences and challenges that arose from running the project.

PurposeThe purpose of this paper is to describe the findings from the qualitative strand of the National e‐Book Observatory (2007‐2009) project, relating to the promotion of e‐textbooks in UK universities by the library, academics and publishers. A complementary paper on the ways in which students and academics locate e‐books provided by their library will appear in a future issue.Design/methodology/approachFollowing the provision by the Joint Information Systems Committee (JISC) in the UK of collections of e‐textbooks, the project used deep log analysis, benchmark surveys and focus groups to develop a rich picture of library e‐collection management and use by students and academics. Focus groups were undertaken with library staff, academics and students; the dialogues were transcribed and analysed using NVivo7 software.FindingsThe qualitative studies found that libraries were using a range of promotional tools, although these were not always finding their targets. Often libraries had no formal promotion strategy for e‐resources. Although little in evidence, the value of academic commitment and promotion was emphasised. Promotion by publishers and aggregators is both to libraries and directly to academic staff. Students felt that they were largely unaware of promotion beyond the presence of e‐books in the catalogue, and in some cases stated explicitly that they thought more should be done to promote library e‐resources to them.Practical implicationsThe paper offers pragmatic guidance on promotional methodologies.Originality/valueThe project describes the first major, national usage study of e‐books in higher education. The paper contributes significantly to the literature in discussing the importance of promoting e‐books to students and staff.

The article purpose is to introduce important theoretical items of training future agrarians in higher education institutions (HEIs) taking into account the views of modern scientists (Ukrainian and foreign) on professional education and training as well as outlining the priorities of higher agricultural education in Ukraine based on the experience of Great Britain.The methodology is introduced by different methods (analysis, synthesis, observation, description) of the research.There are research results in the paper. The literature on the study subject was analyzed and the theoretical ground of agricultural education and training (namely the definitions of training, vocational education, vocational education and training, professional education, agricultural education, training future agrarians in HEIs), were clarified and generalized. The ideas about the nature of agriculture, its importance in modern society, and approaches to agricultural education were cleared up. It was pointed out that the aim and tasks of training future agrarians were correlated with the needs of sustainable agriculture, labor market and human resource development. The aim of the training of future agrarians in higher education is identified as the formation, development and practical application of a wide range of knowledge and skills which are mastered in different subject areas related to agriculture, taking into account such factors as climate change, sustainability, food safety requirements, etc., oriented the professional and personal development of human resources. The priorities in the field of higher agricultural education in Ukraine according to the current national and international tendencies were detected.Conclusions: there is the interrelation between the agriculture and professional education and training in HEIs; clarifying the principle terminology provides an important theoretical precondition for future agrarians training in HEIs; the outlined priorities of higher agricultural education in Ukraine focus on economic, social, and individual aspects and take into account national and international achievements.