Show simple item record

dc.contributor.authorEmmons, Mark
dc.date.accessioned2012-07-03T18:13:38Z
dc.date.available2012-07-03T18:13:38Z
dc.date.issued2012-07-03
dc.date.submittedMay 2012
dc.identifier.urihttp://hdl.handle.net/1928/20815
dc.description.abstractThe study assessed the impact the academic library has upon student persistence by analyzing two models: (1) a structural equation model that added a library construct to an existing model of student persistence with constructs for academic performance, academic integration, institutional support, intent to persist, and persistence and (2) a multiple regression model. The measures for the library construct included librarians, expenditures, materials circulated, and instruction. Data from the 2006 Integrated Postsecondary Education Data System, Academic Libraries Survey, and the National Survey of Student Engagement served as variables for the constructs and yielded a sample of 497 institutions. The structural equation model did not fit and did not explain the nature of the relationship between the academic library and student persistence. The taxonomy of multiple regression models analyzing the relationship between graduation and the independent variables from the structural equation model revealed that an increase in the ratio of librarians to students or an increase in library expenditures per student predict a higher graduation rate. The lack of fit in the structural equation model is likely due to the inadequacy of library input and output measures that indicate size more than quality. The results suggest that librarians need to devise outcome and value measures at their local institutions and that national library organizations need to develop measures and techniques that can be used by administrators to make decisions when allocating resources and by researchers to demonstrate the academic library’s impact upon student success.en_US
dc.language.isoen_USen_US
dc.subjectacademic librariesen_US
dc.subjectacademic persistenceen_US
dc.subjectcollege studentsen_US
dc.subjectassessmenten_US
dc.subjectevaluationen_US
dc.subjectmeasurementen_US
dc.subjectoutcomesen_US
dc.subjectimpacten_US
dc.subjectvalueen_US
dc.subjectstructural equation modelingen_US
dc.subjectmultiple regression analysisen_US
dc.subject.lcshAcademic libraries -- Administration
dc.subject.lcshEducational attainment
dc.subject.lcshCollege graduates
dc.subject.lcshAcademic libraries -- Use studies
dc.subject.lcshAcademic achievement
dc.titleTHE ACADEMIC LIBRARY IMPACT ON STUDENT PERSISTENCE: TWO MODELSen_US
dc.typeDissertationen_US
dc.description.degreeEducational Leadershipen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorBorden, Allison M.
dc.description.committee-memberChávez, Alicia F.
dc.description.committee-memberTorres, Eliseo
dc.description.committee-memberWhitmire, Ethelene


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record