Modeling college faculty users’ potential acceptance of library data services for research and teaching

Date21 May 2024
Pages109-123
DOIhttps://doi.org/10.1108/IDD-10-2023-0115
Published date21 May 2024
Subject MatterLibrary & information science,Library & information services,Lending,Document delivery,Collection building & management,Stock revision,Consortia
AuthorQiong Xu
Modeling college faculty userspotential
acceptance of library data services for research
and teaching
Qiong Xu
Queens College Library, Queens College, The City University of New York, Flushing, New York, USA
Abstract
Purpose The increasingly active data practice in academic environments makes investigating college faculty use rspotential needs for library data
services (LDS) essential. Guided by a conceptual framework rooted in the data lifecycle and the extended technology acceptance model, this study
aims to investigate the relationship between facultys data engagement (DE) and their attitudes toward multiaspect LDS.
Design/methodology/approach An online survey at a masters college was conducted to collect data regarding faculty data practice, potential
needs for data services (DS) and attitudes toward multiaspect LDS. Based on 139 complete and valid responses, the study built three conceptual
models to demonstrate faculty userspotential acceptance of LDS for research and teaching.
Findings Participantsresearch and teaching-related DE and background factors directly or indirectly affect their attitudes toward general DS, an
institutional data repository if available and repository-based data curation.
Originality/value The study contributes to DS and librarianship research by offering three conceptual models to explore LDSholistic support for
faculty research and teaching. Moreover, the study provides insights into facultys job-related DE factors and calls for future research on effective DS
in more college communities.
Keywords Research data management, Data lifecycle, College faculty user, Data engagement, Institutional data repositories, Library data services
Paper type Research paper
Introduction
In the past decade, scholars have published a succession of
studies emphasizing the importance of data-driven library
services in helping academic libraries enhance visibility and
remain relevant to their institutions (Petters et al., 2022;
Rachlin, 2022;Tenopir et al., 2015). With the growthof data-
intensive research and teaching in disciplines beyond science,
technology, engineering, and mathematics (STEM), exploring
and building library data services (LDS) to support faculty
research and teaching has become ever more critical for
academic libraries(Brodsky, 2017;Sabharwal and Natal, 2017;
Schaub and Minnis, 2021;Tenopir et al.,2015;Thompson
and Yin, 2017;Yoon and Donaldson, 2019). In this vein,
scholars have called for more studies about research data
services (RDS) in f‌ields with a high proportion of funded
researchers, and they have also noted the importance of
conducting more research on unfunded researchersneed for
RDS across a broader expanse of disciplines (Berman, 2017;
Pratt et al., 2023).
Moreover, it is discerned that data curation (DC)
infrastructures that sustain research data sharing and reuse
through disciplinary and institutional repositories have become
indispensable systems for RDS (Gordon et al.,2015;Joo and
Schmidt, 2021;Lafferty-Hess et al.,2020;Yoon and Donaldson,
2019). These repositories are also becoming recognized as
valuable resources for various teaching activities (Condon and
Pothier, 2022;Cox et al.,2019;Schaub and Minnis, 2021). Thus,
as data-intensive academic activities take root across more
disciplinary circles and scholars recognize the need to study data
services (DS) throughout academia, it is worth investigating
college faculty userspotential needs for data-related support and
how data librarianship can nourish their academic activities.
In exploring facultys potential needs for data-related
assistance during the research lifecycle and teaching process,
The current issue and full text archiveof this journal is available on Emerald
Insight at: https://www.emerald.com/insight/2398-6247.htm
Information Discovery and Delivery
53/1 (2025) 109123
© Emerald Publishing Limited [ISSN 2398-6247]
[DOI 10.1108/IDD-10-2023-0115]
The author would like to sincerely thank Dr Dwayne M. Baker, Dr Hongwei
Xu, Alexandra de Luise, librarian, retired, and other anonymous experts who
helped with of the research the questionnaire examination of the research. She
must also thank the survey respondents for their timean dparticipation in this
study. The author wishes to thank all anonymous reviewers for their insightful
commentsand suggestions forimproving this article. The author would also
like to express her special thanks to Brett Spencer, Research Librarian, Penn
State Berks and other anonymous experts for their invaluable reviews and
edits to enhance the quality of this article.
Declaration of competing interest: the author declares that no known
competing f‌inancial interest could have appeared to inf‌luence the work
reported in this article.
Data availability: according to the Institutional Review Board (IRB)
approval, the anonymized data supporting the research are available upon
reasonable request from the corresponding author.
Conf‌lict of interest: Author have no known conf‌lict of interest to disclose.
Received 3 October 2023
Revised 5 January 2024
2 April 2024
Accepted 14 April 2024
109

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