A Longitudinal Study of the Costs and Benefits of Selected Library Services: Initial Exploration and Framework. Working Discussion Document No. 74/6-1.

Autor/inn/en	Wills, Gordon; Oldman, Christine
Institution	Cranfield Inst. of Tech. (England). School of Management.
Titel	A Longitudinal Study of the Costs and Benefits of Selected Library Services: Initial Exploration and Framework. Working Discussion Document No. 74/6-1.
Quelle	(1974), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; College Libraries; Cost Effectiveness; Engineering Education; Information Systems; Librarians; Library Expenditures; Library Facilities; Library Research; Library Science; Library Services; Longitudinal Studies; Use Studies; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Ingenieurausbildung; Librarian; Bibliothekar; Bibliothekarin; Bibliothekswissenschaft; Bibliotheksarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Benutzerschulung
Abstract	The purpose of the investigation is to identify an operationally viable research methodology for assessing the value derived from selected library services at Cranfield Institute (England) and to evaluate and comment on the costs of providing such value. Four population groups are critical in the development of the expected value of library services. These are the library policy makers, the library staff, the faculty, and the students. Field studies were carried out for students in management and mechanical engineering. The four populations were investigated by means of interviews and attitude surveys. Proposals for the continuation of this research are made. (WH)
Anmerkungen	The Executive Assistant, Marketing and Logistics Research Centres, Cranfield School of Management, Cranfield Bedfordshire MK430AL, England
Erfasst von	ERIC (Education Resources Information Center), Washington, DC