Surveys are important tools for gathering qualitative data from a large population across different groups. They generally involve a structures or semi-structured list of questions. They tend to be low cost and offer a quick turn-around time, making them convenient for the administrators. When large numbers of responses are received, the resulting data can be statistically significant. Additionally the standardization of the questions and limitations on interaction with the administrator help reduce researcher bias. Survey questions can also simplify response analysis by quantifying qualitative questions through offering a numeric scale.
Survey information can be collected face to face, by phone or SMS, by paper form distributed through various methods, by electronic form, or by some combination of these methods. Each data collection method has its pros and cons. For example, it's a lot easier to ignore an email or a link to a form than it is to ignore the person standing in front of you, so in person surveys may have a higher participation rate. However, electronic forms often make the recording and manipulation of the data much easier. The method that is best for a particular set of questions, campus culture, and data end-use case should be determined by the librarian administering the survey.
Surveys should include a clear statement of intentions for the data collected, transparency about the anonymity of data and respondents, and easy to follow instructions for respondents. The survey should only contain as many questions as is absolutely necessary for the end-use of the data and state those questions as clearly and concisely as possible. Attempt to phrase your questions as neutrally as possible, to avoid biasing the results. It's often a good idea to ask a small group of people from the target population to take a sample survey and give feedback on the clarity of the instructions and the questions.
Even when surveys are well written, response rates can be low due to a variety of factors, including survey burnout. Sometimes reminder emails and call backs can increase response rates, but too many reminders can also increase community frustration. Monetary or prize incentives can be used to increase survey response rates, but they do increase the costs associated with the process.
Finally, it should be noted that the needs and preferences of graduate populations can differ drastically from those of undergraduate populations. Having a way of separating the data of these two populations will be key to serving both effectively and responsively.
Additional Resources
The CSCU Library Consortium’s Assessment Team is excited to offer this Beta version of the Library Question Bank (QBank). The purpose of the repository is to improve the discoverability of pre-vetted questions to advance library and consortium assessment efforts.
CSCU library staff are encouraged to submit their survey questions to the repository so that they become a resource to others. Additionally, we envision the QBank as a useful tool for facilitating benchmarking and measuring changes across the consortium over time.
This Beta version of the QBank is hosted on Springshare’s LibAnswers platform.
You can enter question keywords in the search box or browse using the tags. In addition to providing the text of the question, each entry lists all values, a link to the original source survey, if available, as well as topic, population, and question type tags as illustrated below. Consortium members may also contribute survey questions from the QBank landing page.
Focus groups are important tools for gathering qualitative data from a smaller, targeted population. They generally involve gathering a small group of people to have a guided conversation about a specific topic. The conversation is guided by a facilitator and usually recorded by a note taker and/or recording device. They tend to be more costly for the organization and the participants in terms of time and if participants are offered food or other compensation for their time, it can be more costly in terms of budget as well. The time required from the organization includes planning and set up time and more complex data analysis in addition to the time needed for the actual conversation. Focus group date is usually deeper and richer than survey data due to the ability to read body language, the exchange of conversation between participants, and the flexibility and responsiveness of the questions asked by the facilitator. Due to the increased human involvement in administering and analyzing the data from focus groups, they are vulnerable to an increased in researcher bias.
Focus groups can be hosted in person or online. In person meetings are often have fewer distractions, offer for more opportunity body language observation, and allow the provision of food as incentive. Virtual meetings can be more convenient for participants, offer social distancing precautions, and are easily recordable. The method that is best for a particular set of questions, campus culture, and data end-use case should be determined by the librarian administering the focus group.
Focus groups should begin with a review of their purpose, as well as goals and norms for the conversation. Questions should be open ended and the facilitator should make sure everyone has a chance to be heard. Input can be solicited by summarizing what been said so far, rephrasing the question, and/or asking a follow up question. The conversation can be closed with an invitation for additional comments beyond the questions that have been asked.
Focus group data can be more complex than survey data to analyze. If you have an audio or video recording, it's often helpful to start with a transcription. Using the transcripts they can be coded to patterns and themes in the responses. A scoring system can be used to count and rank instances of a particular response. Once coded and/or scored, conclusions and further questions can be noted and reported for further action.
As was noted in the section on surveys, graduate populations can differ drastically from those of undergraduate populations. At institutions where graduate student populations are significant or the questions the library is trying to answer pertain directly to graduate student services, a focus group comprised specifically of graduate students and/or program faculty would be highly advisable. Focus groups could also include thesis advisors, who may have insights into where graduate students are encountering obstacles in their research process.
Additional Resources
Focus groups from home: conducting virtual focus groups during the COVID-19 pandemic and beyond by Brendan Johnson and Katie Odhner
Use of focus groups in a library's strategic planning process