Towards a more meaningful involvement of librarians in academic program reviews

Abstract

Purpose – Using a descriptive case study approach, this paper aims to validate academic librarians’ perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach – The paper describes a case study at a Canadian university where the six types of documents produced as part of the program review process for ten graduate programs were analyzed using corpus analysis tools and techniques, such as keyword generation and key word in context analysis. For each program, documents were examined to determine the volume and nature of the discussion involving libraries in the self-study, library report annex, site visit itinerary, external reviewers’ report, academic program’s response and final assessment report. Findings – The empirical evidence from the corpus analysis validates the findings of previous perceptionbased studies and confirms that librarians currently have a minor role in program reviews. Best practices and gaps emerged, prompting five recommendations for ways in which academic librarians can play a more meaningful role in the program review process. Practical implications – The results suggest that programs are not currently putting their best foot forward during program reviews, but this could be improved by including librarians more fully in the program review process. Originality/value – The present study contributes to the existing body of knowledge about the role of academic librarians in the program review process by providing direct and empirical measures to triangulate previous perception-based investigations that rely on surveys and interviews. It summarizes limitations of the current institutional quality assurance process and the benefits to be gained by involving librarians more in the process. It offers recommendations for policymakers and practitioners with regard to potential best practices for facilitating librarian involvement in academic program reviews