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THE ACADEMIC LIBRARY IMPACT ON STUDENT PERSISTENCE: TWO MODELS

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/20815

THE ACADEMIC LIBRARY IMPACT ON STUDENT PERSISTENCE: TWO MODELS

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dc.contributor.author Emmons, Mark
dc.date.accessioned 2012-07-03T18:13:38Z
dc.date.available 2012-07-03T18:13:38Z
dc.date.issued 2012-07-03
dc.date.submitted May 2012
dc.identifier.uri http://hdl.handle.net/1928/20815
dc.description.abstract The 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.iso en_US en_US
dc.subject academic libraries en_US
dc.subject academic persistence en_US
dc.subject college students en_US
dc.subject assessment en_US
dc.subject evaluation en_US
dc.subject measurement en_US
dc.subject outcomes en_US
dc.subject impact en_US
dc.subject value en_US
dc.subject structural equation modeling en_US
dc.subject multiple regression analysis en_US
dc.subject.lcsh Academic libraries -- Administration
dc.subject.lcsh Educational attainment
dc.subject.lcsh College graduates
dc.subject.lcsh Academic libraries -- Use studies
dc.subject.lcsh Academic achievement
dc.title THE ACADEMIC LIBRARY IMPACT ON STUDENT PERSISTENCE: TWO MODELS en_US
dc.type Dissertation en_US
dc.description.degree Educational Leadership en_US
dc.description.level Doctoral en_US
dc.description.department University of New Mexico. Division of Educational Leadership and Organizational Learning en_US
dc.description.advisor Borden, Allison M.
dc.description.committee-member Chávez, Alicia F.
dc.description.committee-member Torres, Eliseo
dc.description.committee-member Whitmire, Ethelene


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