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THE RELATIONSHIP BEIWEEN SERVICES TO
NONTRADITIONAL STUDENTS AND ORGANIZATIONAL TRANSITION:
PERCEPTIONS OF ACADEMIC LIBRARIANS

presented by

Chris J. Mike

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MSU loAn Afflrmotlvo Action/Equal Opportunity Institution
. Wanna-o1

THE RELATIONSHIP BETWEEN SERVICES TO
NONTRADITIONAL STUDENTS AND ORGANIZATIONAL TRANSITION:
PERCEPTIONS OF ACADEMIC LIBRARIANS

BY
Chris J. Miko

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Educational Administration

1996

ABSTRACT
THE RELATIONSHIP BETWEEN SERVICES TO

NONTRADITIONAL STUDENTS AND ORGANIZATIONAL TRANSITION:
PERCEPTIONS OF ACADEMIC LIBRARIANS

BY
Chris J. Miko

The purpose of this research was to identify the
opinions of academic librarians toward nontraditional
students and the services provided to them by their
libraries and institutions and to compare the level of
library service accessibility provided nontraditional
students with the perceived state of organizational
transition. This research attempted to identify the
perceptions of individual academic librarians as they relate
to existing library services accessed by nontraditional
students as well as library services which could be
improved. The research methodology used by this study was
the survey questionnaire. The survey questionnaire was
mailed to every librarian employed by the academic library
of each university within the Mid-American Conference. The
questionnaire consisted of forced choice as well as written
completion statements. Means were computed from the
responses to the questionnaire to determine central
tendency. The t statistic and chi square test were employed
to test for the null hypothesis and to determine significant
relationships. This research produced two major findings.

According to the findings, academic librarians are

satisfied, in general, with the service provided to
nontraditional students by their libraries. In addition,
academic librarians perceive themselves as being sensitive
to the needs of nontraditional students. They also believe,
for the most part, that their institutions are sensitive to
nontraditional student needs. The second major finding
involves the impact which the perceived state of
organizational change or transition on that perception of
service satisfaction and sensitivity toward nontraditional
students. From the results of this research, the perceived
state of organizational change or transition does affect
librarians’ perceived service satisfaction and sensitivity
toward nontraditional students. Librarians who perceive
their organizations to be in a state of transition or change
are more critical and less satisfied with the service
provided to nontraditional students than those librarians
who perceive their organizations to be relatively stable.
Also, librarians who perceive their organizations to be in a
state of transition or change feel less sensitive to the
needs of nontraditional students than those librarians who

perceive their organizations to be relatively stable.

ACKNOWLEDGEMENTS

I would like to thank Drs. Jim Snoddy, Hiram Davis, and Jim
Dearing for their invaluable help and advice throughout my
doctoral program. I would especially like to thank Dr. Joe

Levine for his sound counsel, patience, and wisdom.
I would like to thank my wife, Susan, for her love and

understanding. I would also like to thank my son, Ben, for

his sense of humor and acceptance.

iv

TABLE OF CONTENTS

LIST OF TABLES.............................................vii
LIST OF NOMENCLATURE.V111
CHAPTERI.INTRODUCTION............................. ..... ...l
StatementoftheProblem................................4
Assumptions.............................................9
Research Questions.....................................11
Research Question 112

Research Question 212

Research Question 313

Research Question 413

Research Question 5............ ..... .............14
DelimitationsoftheStudy.............................15
SignificanceoftheStudy..............................16
CHAPTERII. REVIEWOFTHELITERATURE........................18
Higher Education and Adult Education...................18
Higher Education and the Nontraditional Student. . . . . . . .21
Organizational Development and the Transition Process. .28
Academic Libraries and the Nontraditional Student......32
CHAPTER III. METHODOLOGY ..... ........42
Subjects...............................................42
DesignoftheStudy............. ..... 44
Instrumentation........................................45

V

Data Analysis..........................................46
CHAPTER IV. PRESENTATIONS OF FINDINGS. . . . . . . . . . . . . . . . . . . . . . .48
Nontraditional Student Accessibility...................49
Individual Sensitivity to Nontraditional Students. . . . . . 51
Library Staffing.......................................52
Institutional Sensitivity to Nontraditional Students. . . 54

Transition Stages and Accessibility by
Nontraditional Students................................55

Summary................................................66
CHAPTERV. SUMMARYANDDISCUSSION................. ...... ....70
Discussion.............................................73
Conclusions................. ......................... ..82
Recommendations................. ................... ....85
APPENDIXA.SurveyInstrument...............................88
APPENDIX B. Survey Instrument Cover Letter. ........... . . . . . . 93

BIBLIOGRAPHY ........... . .................................... 94

vi

LIST OF TABLES

Table

1.

3.

10.

11.

12.

13.

Appropriateness of Accessibility by Nontraditional
Students to the Reference/Information and Circulation

DeSRSOOOOOOO0.0.0.000...OOOOOOOOOOOO0.0.0.000000000000049

Appropriateness of Accessibility by Nontraditional
Students to the Fines/Change Desk and Dean's/Director's
OffiCBOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO0.0.0.50

Individual Sensitivity to Nontraditional Student Needs. 51

Would You Reassign Personnel to Areas Not Adequately
Staffed?0000OOOOOOOOOOOOOOOOOOOOOOO000...... ..... O ..... 52

Are Library Staff Specifically Assigned to Serve the
Needs of Nontraditional Students?. . . . . . . . . . . . . . . . . . . . . . 53

Institutional Sensitivity to Nontraditional Student

NeedSOOOOOOOOOOOOOOOOOOCOOOOOOOOOIOOOOOOOCOO...0.0.0.0.55

Transition.Stages.and Individual Sensitivity to the Needs
of Nontraditional Students........... ......... . ........ 56

Transition Stages and Institutional Sensitivity to the
Needs ofNontraditional Students. . . . . . . . . . . . . . . . . . . . . . .57

Transition Stages and Possible Staff Reassignment. . . . . . 59

Transition Stages and Accessibility by Nontraditional
Students to the Library' 5 Reference/Information Desk. . . 60

Transition Stages and Accessibility by Nontraditional
Students to the Library’s Circulation Desk. . . . . . . . . . . . . 62

Transition Stages and Accessibility by Nontraditional
Students to the Library's Fines/ Change Desk. . . . . . . . . . . . 63

Transition Stages and Accessibility by Nontraditional
Students to the Library's Dean's/Director’s Office. . . . . 65

vii

LIST OF NOMENCLATURE

Academic Community: the faculty, staff, and students served
by a college or university.

Academic Librarian: any librarian holding a Master's of
Science degree in Library Science or its
equivalency and employed by an
institution of higher education.

Academic Library: any library supported by an institution
of higher education and whose primary
clientele include the faculty, staff, and
students of that institution.

Higher Education Institution: any post-secondary

Mid-American Conference:

Nontraditional Student:

educational institution
including four year

colleges and universities as
well as two year community
and technical colleges.

an association of mid-sized
universities located in the States
of Indiana, Ohio, and Michigan.
The Conference is comprised of
Ball State University, Western
Michigan University, University of
Akron, Central Michigan
University, Bowling Green State
University, Miami University,
University of Toledo, Eastern
Michigan University, Kent State
University, and Ohio

University.

any college or university student
over the age of twenty-two.

Traditional Student: any college or university student
between the age of eighteen and
twenty-two regardless of background,
culture, race, sex, or full or part-
time status.

viii

CHAPTER I

INTRODUCTION

As most college and university educators realize, the
composition of the student body has changed dramatically in
the last twenty-five years. Universities today are faced
with the challenge of meeting the needs of an increasingly
diverse student population (Gilley and Hawkes, 1989). As a
reflection of the various changes taking place in society as
a whole, colleges must now respond to not only the needs of
the traditional student population base but also to the
expectations and lifestyles of a vastly different and
expanding nontraditional student population (Cross, 1981).
Between 1970 and 1993, the number of students aged twenty-
five or older enrolled in higher education institutions
increased from 27.8 percent to 39.2 percent. Minority
enrollments increased from 12 percent in 1972 to 23.2
percent in 1993. Enrollment of women increased from 32
percent of total enrollments in 1950 to 55 percent in 1993.
Part-time students accounted for only 32 percent of
enrollments in 1970, but represented 43.7 percent of
enrollments in 1993 (The Almanac of Higher Education, 1995).
The changes in higher education student population during
the past few decades are clear, the trends obvious.

1

2

From all indications, the trend towards the
diversification of the student population will continue
(Hussar, 1993). As the next century nears, the number of
nontraditional students on campus will grow as demographers
predict an increase of 16 percent of those aged greater than
twenty-four years in the United States's population (Sanders
and Poynter, 1989). According to figures published by the
National University Continuing Education Association, the
greatest gain will be in the thirty-five and older groups
(Roberts, 1990). Also, by the year 2010, about 55 million
Americans will be between the ages of fifty-five and
seventy-four. 0n the other hand, forecasts indicate an 8
percent decline in the population aged twenty-five and
younger by the year 2000 (Sanders and Perfetto, 1993).

There are many implications of these figures and
projections for institutions of higher education. Various
studies have identified the needs of the nontraditional
student. Nontraditional students want evening and weekend
access to the registrar, bursar, and financial aid offices.
They want convenient departmental office hours, faculty
appointment times, and other services. They want adequate
parking and public transportation, flexible day-care
facilities, and quiet areas for studying, eating, and
relaxing. They want class scheduling that recognizes their
needs and lifestyles (Queeney, 1984).

Some colleges and universities have recognized the

lneeds of the nontraditional student and have made

3
institutional changes to address them (Schlossberg, Lynch,
and Chickering, 1989). Many universities have established
satellite campuses, especially in urban areas, which often
serve this new clientele almost exclusively. Evening
colleges and extension programs, formed originally at the
turn of the century, have been expanded. Evidence of
creative class scheduling and course planning, among mostly
small private colleges, is growing. Technology is being
increasingly utilized to make classes more accessible
through videotape, cable television, and satellite
transition.

While some of the concerns of the nontraditional
student are being addressed, much still needs to be done
(Giczkowski, 1990). Curricula could be made more flexible
to incorporate more of the work and life experiences of a
more diverse student population. Scheduling patterns could
still be improved to offer a much greater variety of
options. Student life programs and activities could be
altered to promote the new student community. Intramural
activities could be geared to a variety of interests and
goals and should be scheduled to accommodate the
nontraditional students' needs. Other campus services
should also be integrated into the schedules of this
expanded student population. Physical facilities should
serve the lifestyles of all students. Areas such as
departmental offices, the registrar, the bursar, and the

academic library should also recognize the unique needs of

the nontraditional student.

ate en of t e rob e

The mission of the academic library is to serve the
instructional and research needs of the academic community
(Atkins,1991). While the composition of the academic
community may vary depending on the mission of the
institution itself, the college and university library is
charged with serving its faculty, staff, graduate and
undergraduate students. In attempting to meet the
instructional and research needs of its patrons, the
academic library develops specific collections and designs
appropriate services. The academic library's collections
reflect the depth and breadth of the curriculum as well as
the faculty's research initiatives (Hill, Hannaford, and
Epp, 1991). The academic library's services are designed to
promote and encourage the efficient and effective use of the
library. Therefore, the academic library builds collections
and establishes services unique to the population it serves.
In very basic terms, the academic library identifies its
audience, determines the instructional and research needs of
that audience, secures adequate funding, and finally applies
that funding toward appropriate collections and services.

The university is not a static institution.
Universities function within society and therefore, reflect

the challenges and needs of that society. Universities must

5
examine their mission and charge as it relates to the
society they serves. The vital university reinvents itself
repeatedly to meet the challenges of an evolving society.

All organizations, including universities and
libraries, change. Organizations, including universities
and libraries, respond to various factors and needs for
change. However, the change process, in its basic terms, is
universal. Any major organizational change involves three
discrete conditions: the present state, the transition
state, and the future state (Beckhard and Harris, 1987).
The future state is the condition the organization wishes to
realize. The present state is the existing condition. The
transition state involves the set of conditions and
activities that the organization must proceed through to
move from the present to the future state.

Organizational change or transition is initiated by
defining the need for change. Today, the forces requiring
transition in organizations often tend to originate from
outside the organization. Depending on the organization's
nature and function, governmental legislation, consumer or
market shifts, international competition, new technology,
and\or social priorities may force it to redesign
organizational structures and procedures, redefine
priorities, and redeploy resources.

Two common sources of pressure for change in
organizations, including universities, are emerging

technologies and new customer bases. These two sources of

. 6

change also directly affect academic libraries. As
automated processes develop into integrated library-wide
systems, traditional methods and practices involving
technical support are quickly becoming obsolete. For
example, it is now possible to select, purchase, and catalog
books in one integrated procedure through the utilization of
compatible vendor software. As academic libraries have
traditionally maintained separate collection development,
acquisitions, and cataloging departments,this type of
function consolidation will have obvious effects on the
organization of the academic library. As the functions of
these three departments are merged, the structure of the
organization will need to be transformed and the functions
and job responsibilities of several personnel will need to
be modified and adjusted. The development of automated
technology into the academic library will necessitate an
organizational transition.

A change in the customer base could also compel an
organization to enter a period of transition. For the
university and academic library, society in general and the
student population specifically are its customer base. The
academic library, as an integral part of the university, is
responsible to the broader society it serves and must
respond to the changes within that society. The vital
academic library examines the needs of it's user population
to ensure the relevancy of its collections and services.

For example, as the curriculum shifts and as courses are

7
added and drapped, the academic library appropriately
adjusts its collection development profile. The academic
library's collection profile is also modified to meet
the emerging research directives of the institution's
faculty and staff.

The academic library must also examine the services it
provides. If services are to be relevant and effective,
they must be tailored to the needs of the targeted audience.
If services are to be effectively tailored to the needs of a
targeted audience, the academic library must identify and
understand the characteristics of that audience. More
specifically, if the services directed toward the student
population are to be relevant and effective they must be
designed to meet the needs of the student population based
on that population's identified characteristics (Martin,
1994). The university student population has changed
dramatically over the past twenty five years. Accordingly,
the services provided to the university student population
by the academic library should mirror these changes.

Without question, academic libraries do examine their
role within the university and attempt to respond
accordingly to the changing needs of its patrons. Over the
years, collections and services have been altered and
modified. The evolution of library technology, the adoption
of electronic formats in collection building, and advances
in teaching methodology have affected nearly every service

the academic library provides (Spyers-Duran and Mann, 1985).

8
Changes in the student population have also affected
academic library services. Aca demic libraries have long
recognized the unique needs of groups traditionally
underrepresented in higher education. Today, academic
libraries are making important strides toward improving
services to an increasingly diverse student population.
Academic library resources, in terms of budget and
personnel, have been directed meeting the needs of an
increasingly multicultural student population.

An ever present challenge facing academic librarians is
to recognize the library needs of all its patrons. The
focus of this study was the university nontraditional
student population. The problem that this study addressed
was whether academic librarians recognized the library needs
of nontraditional students. Information was collected for
this study from academic librarians to determine the level
of support and commitment provided by professional academic
librarians toward the nontraditional student receives as
well as the perceived adequacy of this support and
commitment. More specifically, information was collected to
determine the relationship between the perceived adequacy of
support and commitment extended toward nontraditional
students by academic librarians and their institutions and

the relative state of organizational change or transition.

The charge of the academic library is to serve the
library instructional and research needs of every segment of
the university community. The academic library, within the
constraints of its budget, cannot arbitrarily exclude groups
of patrons from their services. For example, the academic
library cannot refuse to serve a particular academic
department or discipline. If the university creates a new
department or program or initiates a new research directive,
the academic library must respond and support these evolving
activities. Similarly, if the university attracts or
recruits a new group of students, significantly different
than the traditional papulation, the academic library must
also respond and support this new group of students. The
university student population has grown increasingly
diverse. The nontraditional student segment of the
university community has grown in significance over the past
few decades. The academic library must respond to the
library needs of the nontraditional student.

Academic libraries have traditionally responded to the
changing needs of vital universities. It is the charge of
the academic library to continuously examine the needs of
its various user groups and then apply its resources
accordingly. Academic libraries have a long and
distinguished history of successfully serving the needs of

patrons. The academic library, once recognizing the

10
existence of an unmet service need, can reevaluate its
mission statement and corresponding objectives to then
formulate the appropriate action steps necessary to address
these unmet needs. Without question, the academic library
has the ability to identify and recognize the existence of
an unmet service need and then act to fill that need. In
the case of library service to the nontraditional student
population, the academic library can if necessary redirect
its resources to meet those needs.

The literature of the library profession provides
evidence that the nontraditional student population is
undeserved by the academic library. Articles dating back to
the 1960s address the need for academic library services
directed toward extension and off-campus students. Early in
the literature, Fisher (1978) claimed that, in many cases,
there is a clear lack of responsibility toward the provision
of library service for nontraditional students. Fisher
stated that academic library service to off-campus students
is underbudgeted. Librarians engaged in the daily business
of serving the traditional student assume that the adult
student is being well served in other locations and leave
library needs up to the local public library or most
convenient community college or university library. Fisher
argued that nontraditional students have unique needs which
differentiate them from the typical undergraduate and that
they require special attention. Sheridan (1986)
highlighted the need to alter the teaching methodology

ll

employed in reference service and library user instruction
designed for nontraditional students. Sheridan claimed that
academic libraries have not recognized the differences in
the learning processes between younger traditional students
and adult learners.

In summary, three major assumptions formed the basis
for this study. First, academic libraries have a
responsibility to meet the library needs of nontraditional
students. Second, academic libraries have the ability to
meet the library needs of nontraditional students. Third,
academic libraries are not fully meeting the library needs

of nontraditional students.

W

The purpose of this research was to identify the
opinions of academic librarians toward nontraditional
students and the services provided to them by their
libraries and institutions and to compare the level of
library service accessibility provided nontraditional
students with the perceived state of organizational
transition. This research attempted to identify the
perceptions of individual academic librarians as they relate
to existing library services accessed by nontraditional
students as well as library services which could be
improved. The following are the specific questions that

guided the research.

12
Beggazgn_gug§tign_1L What service points or offices are
accessed by nontraditional students? Is this accessibility
adequate and appropriate or does it need to be improved?
Academic libraries traditionally staff a number of desks and
offices which provide a variety of services and assistance.
These service desks may include a reference desk,
circulation desk, reserve desk, information desk, change
desk, serials/microforms desk, and photocopying desk.
Assistance and information is also available in various
administrative offices such as the Dean's/Director's Office,
heads of circulation, reference and branch libraries. This
study attempted to determine which of these desks and
offices are utilized by nontraditional students. This study
also attempted to determine if the accessibility of these
desks and offices is sufficient to meet the needs of
nontraditional students.
3§§§g39n_ggg§§19n_z‘ How sensitive are individual academic
librarians to the needs of nontraditional students? Have
academic librarians received specialized training which
focuses on the needs and characteristics of nontraditional
students? Academic librarians become aware of the
characteristics and unique needs of specific populations of
library users through various means. Direct experience and
exposure with various types of library users is always
helpful. In addition to this direct experience, articles in
the professional literature often highlight and feature the

special needs of growing or evolving patron groups,

13
including nontraditional students. Also, courses,
workshops, and seminars are designed to help librarians stay
current as to the needs of the people they serve. Through
these and other types of activities, academic librarians may
increase their sensitivity to the needs of nontraditional
students.
Bgsggzgn_ggg§tigg_;L Are academic library staff
specifically assigned to meet the needs of nontraditional
students? What library services exist which are utilized by
nontraditional students? An indication of the relative
importance any project or population may have within the
academic library priorities is the staffing devoted
exclusively to it. For example, librarians are
traditionally assigned to specific departments to ensure
adequate collection development. More recently, academic
libraries have moved to assign specific staff to serve the
needs of multicultural students. Therefore, an indication
of an academic library's intent to more thoroughly meet the
needs of nontraditional students is the assignment of
specific staff to that task. Another measure of relative
priority a population may have is the number of services the
academic library has specifically designed for it. This
study attempted to determine the level of staffing and
services dedicated to the needs of nontraditional students.
Reggazgn_gug§tign_1; How supportive of nontraditional
students is the library's university? Are efforts being

made throughout the university which would indicate

14
commitment to nontraditional students? Based on certain
evidence, the level of a university's commitment to
nontraditional students can be determined. Curriculum and
scheduling modifications at the college and departmental
levels can be indicative of this commitment. Student
programs and activities designed around the lifestyles of
the nontraditional student would also suggest commitment.
This study attempted to determine if academic librarians
perceive an institutional commitment to nontraditional
students at their university.
Reggargh_gug§tigg_§; Is the academic library presently in a
period of transition or change? Has there been a major
event which has affected the library organization and
shifted it's direction? Academic libraries, as most
organizations, progress through periods of major change or
transition. The causes of transition are varied. For
example, a transition could involve the hiring of a new Dean
or Director of Libraries. It could also involve a change in
organizational structure and reporting arrangements, with or
without new personnel. A major transition could also occur
when the library migrates to a new automated system. Todays
integrated library systems involve nearly every library
function and affects the daily job assignment of virtually
every staff member. This study attempted to identify recent

and/or current periods of transitions in academic libraries.

15

The definition of the nontraditional student often
includes a wide variety of characteristics and backgrounds
which lie outside of the historically narrow and traditional
perception of the white, mostly male eighteen to twenty—two
year old undergraduate. For the purposes of this study,
however, the nontraditional student was defined as any
student over the age of twenty two. Any student between the
age of eighteen and twenty two regardless of background,
culture, race, sex, or full or part-time status was
considered, for the purposes of this study, a traditional
student.

The institutions involved in this study are members of
the Mid-American Conference. These universities provide a
rich variety of major and minor fields of study and attract
an international pool of talented students. However, most
of the students enrolled in Mid-American universities
graduate from high schools from the States of Michigan,
Indiana, and Ohio. Most of the students are white, enrolled
in full-time status, and reside on campus. Also, most of
the conference universities are located in small and medium
sized cities and no Mid-American institution is located in
one of the thirty largest metropolitan areas of the United
States.

Because of the two factors stated above,

generalizations of the findings from this study are limited.

16
The first factor affecting the ability to generalize is the
operational definition of the traditional and nontraditional
student employed in this study. The second limiting factor
involves the stated characteristics of the institutions of
the Mid-American Conference. Therefore, any broad
generalizations based on the results of this study should be

limited.

Significance of the Study

There have been many studies related to nontraditional
students over the past few decades. Numerous studies have
dealt with the trend towards the increasing number of
nontraditional students on today's campuses. The reasons
behind this trend have also been analyzed. Results of these
studies point to economic pressures, a changing workplace,
the internationalization of the United States, the mass
movement of women into the workforce, the rising aspirations
of minorities, and the changes in American lifestyles as
contributing factors to the new mix of students enrolled at
America's universities and colleges.

Many studies have also addressed the response to the
unique needs of the nontraditional student population by the
university community. Studies have reported and described
higher education's response ranging from pre-admission
counseling to post-graduate employment advising.

A number of articles and studies have also been

17

published reporting the academic library's recognition of
the needs of the nontraditional student. Most of the
articles, mainly dating back to the 1960s, are concerned
with the administration of services and the delivery of
materials to nontraditional students located off-campus.
More recently, articles have been published emphasizing the
reference or bibliographic needs of nontraditional students.
To date, however, no comprehensive study has been conducted
identifying the level and amount of overall support provided
for nontraditional students in terms of existing services
and the perceived needs of nontraditional students by the
professional librarians on staff at the academic library.
This study, with its stated assumptions and delimitations,
attempted to identify those services and needs.

Within this chapter, the purpose of this research has
been defined as the identification of academic librarians'
opinions toward nontraditional students and the services
provided to them by their libraries and institutions and to
compare the level of library service accessibility provided
nontraditional students with the perceived state of
organizational transition. This chapter also identified
specific research questions which guide this research as
well as the delimitations and significance of this study.
The next chapter will summarize the literature which serves

as a basis and foundation for this research.

CHAPTER II

REVIEW OF THE LITERATURE

The review of related literature focuses on the
specific problem being addressed by this study as well as
the broader context in which it is framed. That is,
literature describing higher education's relationship to the
nontraditional student is presented followed by the
literature dealing with the academic library and the
nontraditional student. Also included in this review is
literature describing organizational development and the
process of transition. Even though much research has been
documented about higher education and the nontraditional
student, relatively little has been studied concerning the

academic library and the nontraditional student.

n. 1 E: !l 2 E! 1! E! !° D

As stated above, the study of the emerging relationship
between higher education and the nontraditional student
population is fairly well developed. Much of this
literature is based on works describing efforts by
universities and colleges providing adult education. In an
early exploratory study, Hall-Quest (1926) identified and

18

19
assessed the adult educational programs conducted by
universities. His was, he said, "a reconnoitering
expedition through the territory of university extension".1
While investigating a rather new field, he discovered that
many efforts were underway. Almost twenty years later,
Thompson (1943) published an account of what was being done
in university extension in the United States while ten years
later Morton (1953) conducted another statistical survey.
In 1948 Burns and Houle presented a collection of addresses
on the need for higher education to provide an opportunity
for adults to master basic knowledge not acquired in earlier
education. They were given by authorities from many fields,
including industry and labor, as well as such segments of
higher education as land-grant universities, liberal arts
colleges, community colleges, teacher-training institutions,
and urban universities. Brownell (1952) described in a
series of essays the need for the community and the
university to be brought into closer collaboration so that
humanistic values may be reenforced. Schoenfeld in 1954
focused primarily on how a university is related to its
public. The author proposed that the formal teaching of
adults by various extension efforts influences the public's
perception of the university. Shannon and Schoenfeld
(1965), in one of a standardized series of books covering

various aspects of higher education, composed an extended

 

1Alfred Lawrence Hall-Quest, The University.Afie1d (New York;
Macmillan, 1926) p. 265.

20
encyclopedia entry on university extension.

In 1960, Petersen and Petersen reviewed the whole field
of adult education and the place of universities in it.
Knowles (1969) described the trends and issues concerning
higher adult education during the mid 1960s and includes a
bibliography of the significant literature available at that
time. Knowles work grew out of the deliberations of the
Committee on Higher Adult Education of the American Council
on Education.

In the 1970s, a number of major university leaders
emphasized strongly the importance of full participation by
universities in a society that was then accepting adult
education in a wholly unprecedented fashion. The Carnegie
Commission on Higher Education published in 1973 the report
of its lengthy discussion on the nature of a learning
society and the challenges and opportunities that it
provided to higher education. Hesburgh, Miller, and Wharton
(1973) supplied the results of three investigations
concerning the functions of the university as a lifelong
learning center. The contribution by Miller is an
individual essay, that of Hesburgh is a highly compressed
version of a study carried out by a number of task forces
made up of national leaders, and that of Wharton is a report
of a faculty group at Michigan State University. These
reports together are a synthesis that captures the essential
ideas of all three. Harrington (1977) writes from

experience ranging from extension teaching and

21
administration to the presidency of the University of
Wisconsin and the National Association of State Universities
and Land-Grant Colleges. His book weighs the evidence on
both sides of many issues. However, his strong commitment
to lifelong learning and the importance of higher education
to it is obvious. In 1987, Gessner provided a compendium of
chapters dealing with topics of interest to administrators
of university programs of adult education, including
structural models, financing, program planning, delivery
system alternatives, and marketing. Other chapters treat
such topics as the history of university continuing
education, the forces influencing the field, and patterns of

research and evaluation.

Higher Education egg the Nontraditione; Student

In the late 1960s and early 19708, it became apparent
that a number of trends were operating in such a way as to
bring about profound changes in the traditional patterns of
service of college and university education. The
traditional college curriculum sequence originally designed
for full-time students enrolling directly after graduation
from high school imposed on students a rigidity not in
accord with changing life-styles and an increasingly diverse
student population. The Carnegie Corporation created the
Commission on Non-Traditional Study made up of people drawn

from various segments of higher education and headed by

22
Samuel Gould, formally chancellor of the State University of
New York. The Commission published its report in 1973 and
as Gould states, the nontraditional student presents a clear
challenge and opportunity to higher education:

Despite our lack of a completely suitable
definition, we always seemed to sense the areas of
education around which our interests centered.
This community of concern was a mysterious light
in the darkness, yet not at all mysterious in
retrospect. Most of us agreed that non-
traditional study is more an attitude than a
system and thus can never be defined except
tangentially. This attitude puts the student
first and the institution second, concentrates
more on the farmer's need than the later's
convenience, encourages diversity of individual
opportunity rather than uniform prescription, and
deemphasizes time, space, and even course
requirements in favor of competence, and even
where applicable, performance. It has concern for
the learner of any age and circumstance, for the
degree aspirant as well as for the person who
finds sufficient reward in enriching life through
constant, periodic, or occasional study. This
attitude is not new; it is simply more prevalent
than it used to be. It can stimulate exciting and
high-quality educational progress; it can also,
unless great care is taken to protect the freedom
it offers, be the unwitting means to a lessening
of academic rigor and even to charlatanism (Gould,
p. xv).

The Commission on Non-Traditional Study did its work at
a time when other studies were also being made of the system
of higher education in relation to the nontraditional
student population. Although they sometimes included adult
education at various points in their reports, the commission
accepted the need for special arrangements for adult degree
programs as a central element in its work. In addition to
its own report, the commission sponsored three other

studies. Houle (1973) looked closely at the external degree

23
which is rewarded to adults who had completed a special
sequence of study designed especially for them. He traced
the history of such a degree over the past century and a
half. Gould and Cross (1972) compiled essays by several
authors dealing with issues related to the provision of
degree—level instruction to audiences not usually served by
colleges and universities. Adults are not singled out for
separate attention, but an underlying assumption of the
authors is that mature students will be the chief
beneficiaries of the nontraditional programs concerned.
Cross and Valley (1974) focused more directly on adult
education. They analyzed two major studies on adult
learning, exploring a number of possible new ways of
providing instruction, and discussing the problems of
maintaining quality. An excellent annotated bibliography is
also provided.

One of the most important events in the modern movement
to provide degree programs for nontraditional students
occurred in England. The Open University in the United
Kingdom first came to the attention of educators throughout
the world in 1963. It provided an opportunity for a new
population of students to secure a degree and was centered
on the use of electronic media for instruction. A major
institution was created in a period of only three years,
from 1968 to 1971. Perry (1977) provided an inside account
of the development of that institution as he served as its

first chief administrative officer.

24

A number of other books dealing with the Open
University also appeared in the mid 1970s. Tunstall (1974)
gave a general and diversified account of the institution
dealing with all aspects of its structure and operation.
Ferguson (1976) offered a highly personal account of the
beginnings of the Open University, written by one of its key
administrators. The book provided a rather subjective
historical description of the institution. In 1976, the
Open University itself issued a report by its Committee on
Continuing Education. Although the original mission of the
institution was to award degrees on the basis of
unconventional study, its leaders soon realized that they
could use the operational mechanisms in place as well as
their theories of education to develop an all-encompassing
program of continuing education that would parallel and
exceed the degree work. The committee, whose deliberations
were included in this report, identified the central goals
and plans that would be used to create a comprehensive
program. McIntosh, Calder, and Swift (1977) provided a
heavily statistical longitudinal report on the first group
of students enrolled at the Open University. The report
described the groups composition and how it progressed
during its first five years. Some data was also provided
concerning newly matriculated students.

Since its conception and development, the Open
University evoked a remarkably strong international interest

and reaction. The nontraditional movement in the United

25
States was strongly influenced by the appearance and
evolution of this institution. In the United Kingdom and
elsewhere, it was widely believed that the Open University
could serve as a model for similar ventures. An appraisal
of this influence was presented in 1982 by Rumble and Harry,
focusing on "those few universities mainly founded in the
1970s to teach only at a distance" (Rumble and Harry, 1982,
p. 7). They described not only the Open University, but
also universities or university-oriented programs in eight
other countries: Canada, China, Costa Rica, the Federal
Republic of Germany, Israel, Pakistan, Spain, and Venezuela.
The authors did not hesitate to report on the problems
encountered by the institutions they studied but the general
tone of the book was positive and optimistic. It suggested
that although the Open University's design, methods, and
materials can be widely used elsewhere, they must always be
adapted to suit the social and local setting in which they
are tried.

In addition to the major efforts of the Commission on
Non-Traditional Study and related studies, a number of other
approaches have been made to provide credits, degrees, and
programs for nontraditional students. The idea that
advanced and theoretical knowledge could be achieved by the
normal processes of life, as well as by formal study, has
been advanced and systematized in various ways. Stern and
Missal (1960) supplied an early report on the work done at

Brooklyn College to test this idea in its experimental

26

degree program for adults. Much that was highly
unconventional then is currently accepted practice. Meyer
(1975) dealt with how undergraduate credit could be awarded
for prior learning experiences. Nyquist, Arbolino, and
Hawes (1977) provided a straightforward, directly written
guide for potential nontraditional student degree seekers;
they furnished practical information on how to use
experiential learning, credit by examination, and other ways
of receiving instruction. Moon and Hawes (1980) described
how part of the credit required for a degree may be achieved
by a nontraditional student by means of the assessment of
life experience through portfolio completion, the passing of
examinations, and the use of established assessments of
military instruction programs that parallel those in
civilian life. Chickering (1971) provided one critical
analysis of experiential learning. He discussed how such
learning could be provided for both conventional and
nontraditional students in colleges and universities. He
covered thoroughly the major elements, practices, and
problems of such learning and gave many examples of his
general principles. In theoretical and abstract fashion,
Kolb (1984) considered the question of how experience itself
educates, drawing particularly from the writings of Dewey,
Lewin, and Piaget.

Part of the stimulus for creating new kinds of credit
and degree programs has grown out of the desire to reach new

students to compensate for an expected decline in enrollment

27

of traditional college-age students when the postwar "baby
boom" came to an end. Vermilye (1974) reported on a
national conference concerned with whether nontraditional
students might become a major clientele group for American
higher education. One of the most comprehensive papers is
that of Ernest L. Boyer (1974), entitled "Breaking Up the
Youth Ghetto," in which he described the changes that occur
on a campus as it broadens its concerns to include
nontraditional students. MacKenzie, Postgate, and Scupham
(1975) used the term open learning to cover all the new
teaching processes and systems designed to bring
postsecondary education to new categories of students.
Baskin (1974) assessed many arrangements that were made to
adjust the standard curriculum patterns of American colleges
and universities in order to make their programs more
accessible to mature students. Teather (1982) reported on
innovative practices in the British Commonwealth and one
American institution. The reports are grouped together in
four categories: adapting to new clienteles on campus;
meeting course needs off campus through appropriate
technology; using research and consultancy; and providing
for the performing arts. The introductory paper by Teather
is a summary of the nature of university-based community
service in the 1980s.

Some works concerning higher education's response to
the needs of the nontraditional student are collections of

case studies. Hall (1974) reviewed a number of ventures by

28
colleges and universities to reach new students of
conventional age as well as nontraditional students.
Medsker and others (1975) made a cross-cutting analysis of
sixteen innovative college degree programs established for
mature students in the United States. The authors undertook
an in-depth investigation of what was occurring and
estimated the probable success of the various ventures.
Greenberg, O'Donnell, and Bergquist (1980) analyzed programs
founded in the 1960s and 19703, chiefly by small liberal

arts colleges, to provide formal education for adults.

thehieetiohe; Develepment and the Trensition Ptocese

Organizational development involves a process of change
or transition in an organization's culture and behavior.
The field of organizational development is a relatively
young field having its origins around 1960. Most
practitioners agree that three models are the underlying and
guiding frames of reference for organizational development
and transition. These models include the action research
model, Lewin's three-step model of system change -
unfreezing, moving, and refreezing, and the phases of
planned change as delineated by Lippitt, Watson, and Westley
(1958).

As Brown (1972) indicates, the words "action research"
in practice are reversed. Initially research is conducted

and then action is taken as a direct result of what research

29
data are interpreted to indicate. As French and Bell (1978)
have pointed out, action research originated from two
independent sources, John Collier and Kurt Lewin. Collier
worked to bring about change in ethnic relations and was a
strong advocate of conducting research to determine the
"central areas of needed action" (1945). Collier labeled
this type of research as "action research." As Morrow
(1969) describes, Lewin was an academic but also a man of
action. Moreover, Lewin (1946) stated that there is "no
action without research, and no research without action."
Lewin and his colleagues and students conducted several
action research projects in several domains: community and
racial relations, leadership, eating habits, and intergroup
conflicts. The action research project that is most
relevant to organizational development and change was
conducted by John R. P. French (a student of Lewin's) and
his client, Lester Coch. Their study (1948) of workers'
resistance to change in a pajama factory not only
illustrated action research but also provided the
theoretical basis for what is now called participative
management. Marrow, Bowers, and Seashore summarized the
results of this effort in Management by Participation
(1967). French (1969) and Frohman, Sashkin, and Kavanagh
(1976) applied the action research model and made it
directly relevant to the organization development/change
process. According to Lewin (1958), the first step in the

process and change or transition is unfreezing the present

30
level of behavior. To reduce prejudice, for example, the
unfreezing step might be catharsis as Allport (1945)
describes or participation in a series of sensitivity
training sessions as Rubin (1967) provides. Blake, Mouton,
Barnes, and Greiner (1964) and Shepard (1960) illustrated
the unfreezing step involving organizational
change/transition as a series of management training
sessions in which the objective for change might was a more
participative approach. Bowers (1973) and Nadler (1977)
cited the use of data feedback from a survey that showed
serious problems in the managerial process of the
organization.

The second step, movement, is to take action that will
change the social system from its original level of behavior
or operation to a new level. This action could be
organization restructuring as described by Foltz, Harvey,
and McLaughlin (1974), team development as proposed by
Beckhard and Lake (1971), or any number of what
organizational development researchers have labeled
interventions.

The refreezing step which Lewin (1958) described
involves the establishment of a process that will make the
new level of behavior "relatively secure against change."
This refreezing process may include different conforming
patterns, or new norms, including collaboration rather than
competition characterized by Davis (1967) and Tannenbaum and

Davis (1969), a new approach to managing people proposed by

31
Marrow, Bowers and Seashore (1967) and Seashore and Bowers
(1970), and a new reward system that will positively
reinforce the desired behavior change delineated by Lawler
(1977).

Thus, according to Lewin, bringing about lasting change
means initially unlocking or unfreezing the existing social
system. As Beckhard (1967) states, this effort might
require some type of confrontation or a process of
reeducation. Next, behavioral movement must occur in the
direction of desired change, such as a reorganization.
Finally, deliberate steps must be taken to ensure that the
new state of behavior remains relatively permanent.

Lippitt, Watson, and Westley (1958) clarified these steps by
elaborating further on them.

The Lippitt, Watson, and Westley (1958) model of
planned change expanded Lewin's three steps to five phases.
They used the word phase deliberately, as step connotes a
discrete action or event rather than the more likely reality
that an individual step probably had not been completed when
the next step was initiated. Their five phases are:

1. Development of a need for change (Lewin's unfreezing)

2. Establishment of a change relationship

3. Working toward change (Lewin's movement)

4. Generalization and stablization of change (Lewin's
refreezing)

5. Achieving a terminal relationship

32
heegemic Lihteties eng the Nehttegitiehei Sthdent

Libraries are collections of instruments of knowledge,
information, entertainment, and enlightenment. Therefore,
everything that has to do with a library is, in the broadest
sense, educational. However, the essential theme
stimulating adult and lifelong learning in libraries in this
century has been the desire to provide an increased and more
discriminating use of those collections to achieve personal
and social goals. This active thrust can be found in
public, school, college and university libraries; research
and special collections; and in all other places where books
and other communication and information resources are
meaningfully assembled.

The literature produced by the library profession since
the 1970s reveals much about the evolution of library
services provided by academic libraries for adult or
nontraditional students. The literature also provides
evidence of an increasing awareness of not only the
existence of nontraditional students but also that they have
unique needs which must be addressed.

Many of the general works concerning the academic
library's response to the adult or nontraditional student
are reviews or analyses of the Open University movement in
the United Kingdom. Hannabuss (1981) documented the ways in
which libraries in the United Kingdom attempted to meet the

needs of open learning students during the 1970s. Using a

33
survey approach, he covered such issues as access,
multimedia, learner-centered systems, and public library
support for open learning. In a paper published in 1983,
Payne recognized the heterogenous nature of part-time
students. He recommended special funding for resource
allocation targeted at this population as well as flexible
hours and procedures in view of the students' time
constraints, distribution of publicity on the library,
personalized service provided by assigned staff, the
provision of special loan collections, and access to local
libraries.

While addressing a conference on off-campus library
services in the United States, Scott (1987) emphasized the
need for academic institutions to adapt to a changing
student population. Scott identified four factors to be
addressed in educational reform: "demographics,
characteristics of the student population, trends in higher
education governance and finance, and the condition of the
academy" (p. 251). He claimed that a reformed educational
program must provide services which are "responsive to the
needs and interests of clients" (p.254). He further stated
that institutions of higher education should experiment with
innovative approaches to the delivery of education and
cooperate "with such diverse partners as the public schools,
state and local governments, social service agencies, the
military, business, and industry" (p. 256). Trullinger

(1987) at the same conference urged librarians to

34
aggressively seek program information from faculty and
administrators, provide on-site library orientation
programs, institute flexible service hours, and ensure that
library staff are knowledgeable about the needs of
nontraditional and off-campus students.

The appropriate role of librarians in service to the
nontraditional student population, including those involved
in off-campus and distance learning is represented in the
literature. These works are of a philosophical or
theoretical nature, focusing primarily on the ideals of
library service. Dale (1978) examined the role of liaison
librarians in Open University course teams. She advised
liaison librarians to interact with faculty by offering
services such as current awareness, literature searches, and
preparation of literature guides for students. Librarians
should also attend faculty and course team meetings whenever
possible to keep informed as to students' needs and to
remind faculty about library resources. De Silva (1985)
recognized the role of the academic library in terms of open
learning methods often associated with nontraditional
students. The success of these methods hinges partially on
the academic library providing appropriate and effective
retrieval facilities and services, flexible service hours,
and the participation of librarians in curriculum planning.

A number of works have addressed the planning,
organization, and guidelines necessary for academic

libraries to meet the needs of nontraditional students.

35

Dadswell (1983) described the Frank Crean Adult Education
Resource Center as an example of a library serving students
in a nontraditional educational institution. The library
organization has moved away from a hierarchical structure to
one which is more flexible and responsive to the needs of
individual adult learners. In 1988, the Library Association
in London issued the guide for library services for adult
education and independent learning. Developed through the
Adult Learning and Libraries Sub-Committee, this guide was
intended for librarians in public, college, polytechnic, and
university libraries involved in serving nontraditional
students. The scope of the guidelines covered all types of
adult learning including part-time courses, external
studies, distance education, open learning, and independent
study. The aim of this work was "to present a reasonable
achievable level of library provision and service, not an
abstract statement of ideals" (Fisher, 1988, p.3).

The provision of information and reference services to
nontraditional students has also been addressed in the
literature. Copler (1989) describes Indiana University's
"Academic Information Environment" which was designed, in
part, to meet the needs of faculty and students from remote
locations. Library users are provided remote online access
to a number of library services. Options on the main menu
include general information, interlibrary loan, reference
services, library tours, OCLC access, and document delivery.

Crocker and Grimison (1989) provided a checklist for library

36
users summarizing area British libraries which adult
students could utilize when access to their home libraries
was difficult. Entries for 49 institutions included the
names of librarians responsible for services for
nontraditional students, and provided information on the
following: answering service, methods for requesting
materials (mail, telephone), types of materials loaned, free
or fee-based photocopy services, courier delivery services,
information\reference services, online search services (free
or fee-based), and evening/weekend service. Central
Michigan University's telephone reference service is
described by Leasher in a paper presented in 1988. The
paper, published in 1989, outlines the differences between
in-person and telephone reference interviews. The mission
statement and goals of CMU's remote user library service are
listed and examples are provided of the types of inquiries
received by CMU's specially assigned librarians.

While academic libraries have long provided
bibliographic instruction or library user education, only
recently have provisions been made to accommodate the needs
of nontraditional students. Howard pointed out in 1983 that
adult students in either full- or part-time programs require
library instruction programs which are designed to suit
their time schedules, education/experience levels, age
levels, and learning styles. Dommer and Van Meer (1983)
indicated computer-assisted instruction could be utilized as

an effective teaching tool for the nontraditional student

37
population. It's advantages include programming
flexibility, availability at the student's convenience,
distance portability, and effectiveness.

Recognizing the ways in which nontraditional students
differ from traditional students, Brown (1983) advocated
incorporating Macolm Knowles' concept of "andragogy" into
the bibliographic instruction program. The program must be
rooted in a framework that embodies flexibility,
adaptability, and the notion of "learning to learn."
Sheridan in 1986 claimed that library instruction for
nontraditional students was still based on traditional
educational relationships and teaching techniques. She
recommended adopting the concept of andragogy as well as
alternative teaching styles and collaborative techniques.

Steffen (1988) described a course-related bibliographic
instruction program designed to meet the needs of adult
students. The program is designed to meet four major needs
of adult students: proficiency in information retrieval,
confidence, familiarity with new information technology, and
efficient time management. Chabot (1989) presented a
description of a library orientation/bibliographic session
required of all students in the Adult Degree program of Mary
Baldwin College. Since the majority of the students in this
program are nonresidential and are involved in an
individualized study approach, the session emphasizes
techniques and strategies for information retrieval that are

applicable to all types of libraries.

38

As nontraditional students are often nonresidential,
cooperation among libraries is essential in meeting the
needs of this population. Richards and Oakey (1974)
discussed the programs of the following nontraditional post-
secondary institutions in relation to library support: Open
University of Pennsylvania, British Open University,
University of Maryland, University Without Walls-Skidmore,
Empire State College-Saratoga, Minnesota Metropolitan State
College, and Cambridge Public Library. For many of these
institutions, local public libraries serve the needs of a
significant number of nontraditional students. In several
cases, formal arrangements exist. Fletcher (1975) defined
nontraditional education and the Open University and its
various counterparts in the United States were described.
She suggested that to serve the students of these
institutions a national network should be established
through which information about learning resources and
library and audio-visual materials can be obtained. In
1983, Forrest described the delivery of library services to
students in a geographically extended graduate studies
program in West Virginia. Library service was extended to
120 classes offered in 21 different locations within 16
counties. Service outlets included dozens of public
libraries, a private college, two undergraduate libraries,
and school libraries. Outlets were provided with microfiche
copies of the main library's catalog and relevant indexes,

including ERIC, etc. Students used a toll-free telephone

39
line to request materials which were delivered by 0.8. mail,
faculty, or librarians. A bookmobile equipped with a
reference collection and audio-visual equipment was also
used.

Library user studies have been useful in measuring the
needs of different populations. A number of user studies
have been conducted in the past 20 years attempting to
identify the library practices and needs of nontraditional
students. Nolan (1975) conducted a survey of students
enrolled at two learning centers of New York's Empire State
College, a nontraditional liberal arts college which
provides an independent learning experience. The results
of the survey indicated that students tended to use campus
libraries about once a week and private academic libraries
(where they lacked borrowing privledges) more often.
Students did not use interlibrary loan heavily and suggested
the establishment of libraries in the learning centers.
Nolan recommended that libraries wishing to better serve
nontraditional students should work to develop regional
finding tools and union lists and should offer seminars in
library use skills at remote locations. Alexander and
Steffen described a variety of needs assessment tools and
methods employed by Northwestern University Library in 1989
to determine the information needs of nontraditional and
part-time graduate management students. Responses to the
questionnaire indicated low use of services which the

library had developed especially for adult part—time

40
students. In reaction to the findings, a number of small
changes and innovations were introduced to improve service
to these students, including the expansion of publicity and
bibliographic instruction programs. The authors concluded
that since there does not seem to be a simple, effective way
of meeting the library needs of adult part-time students, it
is best to offer a variety of services taking into account
differences in learning styles, levels of interest, and
commitment. Wong (1987) surveyed nontraditional students
enrolled in part-time degree programs at the University of
Saskatchewan. Students rated library service as fair
compared to counseling and financial assistance. When
students were asked for suggestions for "things the
University could do to help me in my studies" the library
received 9.6% of the total suggestions, ranking third in
importance after the need to improve courses and academic
counseling.

Hammond (1994) compared responses from traditional and
nontraditional students concerning certain library related
activities. Hammond's survey indicated no significant
difference between the responses of traditional and
nontraditional students in six areas. These areas included
the pressure due to lack of time, their ability to find what
they need in the library on their own, the importance of
instruction on using electronic sources, concerns about
library hours, the adequacy of collections, and the role of

the library in providing access to materials. Differences

41
between traditional and nontraditional students were
identified in areas related to technology, perceived value
of information literacy and library skills, the willingness
to pay for services, and the use of the library as study
space.

This chapter has presented and summarized the relevant
literature in the areas of higher education and adult
education, higher education and nontraditional students,
academic libraries and nontraditional students, and
organizational development and the transition process. The

next chapter presents the methodology for this research.

CHAPTER III

METHODOLOGY

5.921%

The research methodology used by this study is the
survey questionnaire. The survey questionnaire was mailed
to every librarian employed by the academic library of each
university within the Mid-American Conference. The Mid-
American Conference is comprised of the following
institutions of higher education: Ball State University,
Western Michigan University, University of Akron, Central
Michigan University, Bowling Green State University, Miami
University, University of Toledo, Eastern Michigan
University, Kent State Univer2sity, and Ohio University.

The Mid-American Conference was selected as the sample
population primarily because of their similarity not only to
each other but also to other public, residential four year
universities. According to enrollment figures published by
The Almanac of Higher Education (1995) over 70% of the
nation's universities fall within the enrollment ranges of
Mid-American institutions. While Mid-American universities
have their own unique services and programs, they are
similar in many ways. On average, they are predominately
undergraduate institutions. Most of the students enrolled

42

43
in Mid-American universities are residents of the States of
Michigan, Ohio, and Indiana. Most of the students are
white, enrolled in full-time status, and reside on or close
to campus. Also, most of the conference universities are
located in small and medium-sized cities and no Mid-American
Conference institution is located in one of the thirty
largest metropolitan areas of the United States. However,
every Mid-American Conference university offers a wide
selection of Master's and Doctoral programs. A number also
include professional schools such as Law and Engineering.
Most importantly, however, they are all medium-sized,
public-supported, midwestern universities.

Librarians employed by Mid-American Conference
universities are required to hold a Master's of Science
degree in Library Science or its equivalency. The Master's
of Science degree in Library Science must be granted from a
graduate program accredited by the American Library
Association. Each librarian also holds a Bachelor of Arts
or a Bachelor of Science degree. The individual major and
minor fields of study of the undergraduate degree vary
depending on the particular librarian's position
responsibilities. A small, yet growing, number of academic
librarians hold a Doctorate of Philosophy. The specific
area of advanced study varies based on individual interest
and academic background as well as position

responsibilities.

44

W

The following steps were utilized to implement this
study:

1. The survey questionnaire was designed to gather the
data necessary to identify academic librarians' perceptions
concerning the level of support provided by their academic
library to nontraditional students.

2. The Deans and Directors of the academic libraries
of the Mid-American Conference were written introducing the
study and describing the survey questionnaire. The Deans
and Directors were also asked to submit the names of
librarians on their staff. This written communication was
followed by a telephone call to each Dean or Director. The
questionnaire was then mailed to the lists of names received
from the Deans and Directors.

3. In requesting the subjects to complete the
questionnaire, they were promised anonymity and
confidentiality. Accordingly, a self addressed postcard was
included in the questionnaire mailing. The subjects were
asked to separately mail the postcard when their
questionnaire was completed and mailed. By this means, a
confidential, anonymous double-check was possible and
reminders were mailed to those subjects for which no
postcards were received.

The university libraries of the Mid-American Conference

were also promised anonymity and confidentiality.

45

Accordingly, the response rate by institution was not

recorded.

ihstthmehtatioh

The utilized instrument was created for this survey.

The survey examined the following questions through this

instrument:

1.

What service points or offices are accessed by
nontraditional students? Is this accessibility
adequate and appropriate or does it need to be
improved?

How sensitive are individual academic librarians
to the needs of nontraditional students? Have
academic librarians received specialized training
which focuses on the needs and characteristics of
of nontraditional students?

Are library staff specifically assigned to meet the
needs of nontraditional students? What library
service exist which are utilized by nontraditional
students?

How supportive of nontraditional students is the
library's university? Are efforts being made
throughout the university which would indicate
commitment to nontraditional students?

Is the library presently in a period of transition

or change? Has there been a major event which has

46
affected the library organization and shifted it's

direction?

The questionnaire consisted of forced choice as well as
written completion statements (Appendix A). The
questionnaire required approximately 20 minutes to complete.
The questionnaire was mailed to 265 subjects. One hundred
sixty four questionnaires were completed and returned

accounting for 62% of the total mailed.

Qete Ahalysis

Means were computed from the responses to the
questionnaire to determine central tendency. The t
statistic and chi square test were employed to test for the
null hypothesis and to determine significant relationships.

Means were computed from the responses to the questions
involving the appropriateness of accessibility by
nontraditional students to the reference/information desk,
circulation desk, fines/change desk, and the
dean's/director's office to determine central tendency.
Means were also computed from the responses to the questions
involving individual and institutional sensitivity to the
needs of nontraditional students to determine central
tendency. To analyze the relationships between individual
and institutional sensitivity to the needs of nontraditional

students and the perceived state of organizational stability

47
or change, the t statistic was utilized. The chi square
test was used to analyze the relationships between the
perceived appropriateness of accessibility by nontraditional
students to the library's major service points and the
perceived state of organizational stability or change.

This chapter has described the research methodology
used by this study. The subjects, design of the study, and
instrumentation were also presented. Additionally, the
types of planned data analysis were included in this
chapter. The next chapter will present the findings of this

research.

CHAPTER IV

PRESENTATION OF FINDINGS

The findings presented in this chapter summarize the
responses from the survey results submitted by academic
librarians of the Mid-American Conference concerning library
service provided by academic libraries and their
institutions to nontraditional students. The findings 1)
summarize the opinions of academic librarians toward
nontraditional students and the service provided to them by
their libraries and institutions and 2) compare the level of
library service accessibility provided nontraditional
students and the individual librarian and institutional
sensitivity toward the needs of nontraditional students with
the perceived state of organizational transition. The Mid-
American Conference is comprised of the following
institutions of higher education: Ball State University,
Western Michigan University, University of Akron, Central
Michigan University, Bowling Green State University, Miami
University, University of Toledo, Eastern Michigan
University, Kent State University, and Ohio University.
Academic librarians employed at Mid American Conference
universities hold a Masters Degree in Library Science as the
profession’s terminal degree or its equivalency. The

48

49
findings are presented according to the organization of the

five research questions which have guided this study.

Table 1 presents the responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library’s
reference/information desk and circulation desk as perceived
by academic librarians. Subjects were asked whether
accessibility is appropriate, could be improved with minor
changes, or needs to be greatly improved. One hundred sixty

four subjects responded to question.

Table 1

Appropriateness of Accessibility by Nontraditional Students
to the Reference/Information and Circulation Desks

 

 

Reference/Information Desk n=164 Circulation Desk n=164
Appropriate
Accessibility 77% (127) 76% (125)

Minor Changes
Needed 20% (33) 14% (24)

Needs to be
Greatly Improved 3% (4) 10% (15)

 

As is shown in Table 1, a majority of subjects feel
comfortable with nontraditional student accessibility at the

library's major public service points. Approximately three-

50
quarters of the subjects feel that reference/information
desk and circulation desk accessibility by nontraditional
students is appropriate. Conversely, approximately one-
quarter of the subjects feel that reference/information desk
and circulation desk accessibility by nontraditional
students needs to be greatly improved or needs minor
changes.

Table 2 presents the responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library's fines/change desk
and dean's/director's office as perceived by academic
librarians. Subjects were asked whether accessibility is
appropriate, could be improved with minor changes, or needs
to be greatly improved. 81 subjects responded to the
fines/change desk component and 142 subjects responded to

the dean's/director's office component of the question.

Table 2

Appropriateness of Accessibility by Nontraditional Students
to the Fines/Change Desk and Dean’s/Director’s Office

 

Fines/Change Desk n=81 Dean's/Director’s Office n=142

 

Appropriate
Accessibility 89% (72) 83% (117)

Minor Changes
Needed 7% (6) 15% (21)

Needs to be
Greatly Improved 4% (3) 2% (4)

 

51

As shown in Table 2, a majority of subjects are
satisfied with nontraditional student accessibility at the
library’s fines/change desk and administrative offices.
Approximately 90% of the subjects feel that fines/change
accessibility by nontraditional students is appropriate.
Over 80% of the subjects feel accessibility by
nontraditional students to the Dean's/Director’s Office is

appropriate.

' ' 'v t t Nontradit'o al S ud nts

Subjects were asked to rate their sensitivity to the
needs of nontraditional students. Table 3 presents the
responses to that question. Subjects were asked to rate
their sensitivity on a five point scale with one being low
sensitivity and five being high sensitivity. One hundred

sixty two subjects responded to the question.

Table 3

Individual Sensitivity to Nontraditional Student Needs

 

1 2 3 4 5
Low High
2% (4) 6% (10) 11% (17) 26% (46) 55% (85)
Mean = 4.2

n = 162

 

As shown in Table 3, most subjects feel they are

sensitive to the needs of nontraditional students. Over 80%

52
of the subjects rated themselves as either four or five on
the five point scale while less than 10% rated themselves as
either a one or two. The mean is 4.2.

Subjects were asked to identify any training received
which focused on the needs of nontraditional students.
Nineteen subjects responded that they had received some type
of training directed toward meeting the needs of
nontraditional students. The types of training included

primarily workshops and professional readings.

I'lr e! EE'

Subjects were also asked if they would reassign library
personnel to areas not adequately staffed by the present
organizational structure. Table 4 summarizes the responses
to that question. The question is based on the assumption
that there is no additional staff involved in any
reassignment. One hundred sixty one subjects responded to

the question.

 

Table 4
Would You Reassign Personnel to Areas
Not Adequately Staffed?
Yes 18% (29)
No 32% (132)
n = 161

 

53

As shown in Table 4, over 80% of subjects reported that
they would not reassign library personnel to areas not
adequately staffed by the present organizational structure.
The question is based on the assumption that no additional
staff is involved in any reassignment.

If subjects responded affirmatively to the previous
question, they were asked to identify areas to which staff
would be reassigned. The vast majority of responses
involved the shifting of personnel from library technical
services to library public services. Subjects would
reassign personnel to reference, circulation, and document
delivery areas. They would also reassign staff to library
instruction specifically involving electronic resources. A
number of subjects would reassign library staff to provide
improved outreach or remote user services.

Subjects were asked if library staff are specifically
assigned to serve the needs of nontraditional students at
their institution. One hundred sixty three subjects
responded to the question. Table 5 summarizes the responses

to that question.

Table 5

 

Are Library Staff Specifically Assigned to Serve the Needs
of Nontraditional Students?

Yes 5.5% (9)
No 94.5% (154)

n = 163

 

54

As shown in Table 5, the overwhelming majority of
subjects, 94.5%, reported that there are no staff
specifically assigned to serve the needs of nontraditional
students within their academic library. If the subjects
responded affirmatively to the previous questions, they were
asked to describe the level of nontraditional student
staffing. The only staffing specifically assigned to serve
the needs of nontraditional involved an off-campus library
services staffed by nine librarians, approximately ten
clerks and specialists, and twenty-five student assistants.

Subjects were also asked to identify services
specifically designed for nontraditional students. Extended
library hours, evening library instruction/workshops, off
campus document delivery, and long-distance interactive
television and teleconferencing were identified as services
specifically designed to meet the needs of nontraditional

students.

st' '0 e ' ° N 't'o a t e ts

Table 6 summarizes the responses to the question
concerning institutional sensitivity to the needs of
nontraditional students according to academic librarians
employed at those institutions. Subjects were asked to rate
their institution's sensitivity on a five point scale with
one being low sensitivity and five being high sensitivity.

One hundred sixty three subjects responded to the question.

55
Table 6

 

Institutional Sensitivity to Nontraditional Student Needs
1 2 3 4 5
Low High
4% (5) 5% (8) 14% (22) 65% (101) 12%(20)

Mean = 3.6
n = 163

 

As shown in Table 6, most subjects feel their
institution is sensitive to the needs of nontraditional
students. More than three-quarters of the subjects rated
their institution as either a four or a five on a five point
scale while less than 10% rated their institution as either

a one or a two. The mean is 3.6.

t s c s
Nontraditional_§tudeuts

Table 7 summarizes the responses to the question
involving individual librarian sensitivity to the needs of
nontraditional students. Subjects were asked to rate their
sensitivity on a five point scale with one being low
sensitivity and five being high sensitivity. One hundred
sixty two subjects responded to the question. The responses
were sorted into two groups - subjects who feel their
libraries are organizationally stable and those who feel
their library is exiting a transition state being grouped
together and those subjects who feel their library is

beginning or in the middle of a state of transition being

56
grouped in the second set. The null hypothesis states that
there is no difference between the means of the two groups.
That is, the state of organizational stability/transition
has no effect on the librarians' sensitivity toward the

needs of nontraditional students.

Table 7

Transition Stages and Individual Sensitivity to the Needs
of Nontraditional Students

 

 

Sensitivity Stable/Exiting Beginning/Middle
1 (low) 0% (0) 2% (2)

2 0% (0) 5% (6)

3 8% (4) 21% (24)

4 14% (7) 60% (66)

5 (high) 78% (40) 12% (13)

Mean 4.7 3.7

t=9.00

p < .05

n =l62

 

As is shown in Table 7, the results of the t test
performed on this data are t(160) = 9.00; p < .05. The
obtained value, t = 9.00, is in the critical region.
Therefore, the null hypothesis is rejected. Based on this
test, there is a significant difference between the two
populations concerning individual sensitivity toward the
needs of nontraditional students.

Table 8 summarizes the responses to the question

57
involving institutional sensitivity to the needs of
nontraditional students according to academic librarians
employed at those institutions. Subjects were asked to rate
their institution’s sensitivity on a five point scale with
one being low sensitivity and five being high sensitivity.
One hundred sixty three subjects responded to the question.
As stated above, the responses were sorted into two
populations - subjects who feel their libraries are
organizationally stable and those who feel their library is
exiting a transition state being grouped together and those
subjects who feel their library is beginning or in the
middle of a state of transition being grouped in the second
set. The null hypothesis states that there is no difference
between the means of the two groups. That is, the state of
organizational stability/transition has no effect on the
librarians' perception of their institution's sensitivity

toward the needs of nontraditional students.

Table 8

Transition Stages and Institutional Sensitivity to the Needs
of Nontraditional Students

 

 

Sensitivity Stable/Exiting Beginning/Middle
1 (low) 2% (1) 1% (1)
2 0% (0) 5% (6)
3 6% (3) 48% (53)
4 72% (37) 32% (36)
5 (high) 20% (10) 14% (16)

58
Table 8 (cont’d).

Mean 4.1 3.5
t=4.6

p<.05

n = 163

 

As is shown in Table 8, the results of the t test are
t(161) = 4.6; p < .05. The obtained value, t = 4.6, is in
the critical region. Therefore, the null hypothesis is
rejected. Based on this test, there is a significant
difference between the two populations concerning
institutions' sensitivity toward the needs of nontraditional
students.

Table 9 summarizes responses to the question involving
the willingness of librarians to reassign personnel to other
areas within their library not adequately staffed by their
present organizational structure. The question assumes that
this possible personnel reassignment would occur with no
additional staff. Subjects were asked to respond either in
the affirmative or negative. One hundred fifty subjects
responded to the question. As stated above, the responses
were sorted into two populations - subjects who feel their
libraries are organizationally stable and those who feel
their library is exiting a transition state being grouped
together and those subjects who feel their library is
beginning or in the middle of a state of transition being
grouped in the second set. The null hypothesis states there

is no difference between the population sets. That is,

59
there is no significant relationship between the state of
organizational stability/transition and librarians'
willingness to reassign personnel to other areas of the
library not adequately staffed by the present organizational

structure.

Table 9

Transition Stages and Possible Staff Reassignment

 

 

Reassign Staff Stable/Exiting Beginning/Middle
Yes 12% (6) 50% (50)

No 88% (45) 50% (49)

X (l, n = 150) = 8.83

p < .05

n = 150

 

As is shown in Table 9, the results of the chi square
test are X (1, n = 150) = 8.83, p<.05. The obtained chi
square value, 8.83, exceeds the critical value (3.84).
Therefore, the null hypothesis is rejected. Based on this
test, there is a significant relationship between
librarians’ willingness to reassign staff and the state of
organizational stability/transition.

Table 10 summarizes responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library's
reference/information desk as perceived by academic

librarians. Subjects were asked whether reference desk

60
accessibility is appropriate, could be improved with minor
changes, or needs to be greatly improved. One hundred sixty
four subjects responded to the question. As stated above,
the responses were sorted into two populations - subjects
who feel their library is organizationally stable and those
who feel their library is exiting a transition state being
grouped together and those subjects who feel their library
is beginning or in the middle of a state of transition being
grouped in the second set. The null hypothesis states there
is no difference between the population sets. That is,
there is no significant relationship between the state of
organizational stability/transition and librarians'
perception of the appropriateness of accessibility to the

reference/information Desk.

Table 10

Transition Stages and Accessibility by Nontraditional
Students to the Library’s Reference/Information Desk

 

 

Stable/Exiting Beginning/Middle
Appropriate
Accessibility 88% (45) 68% (77)
Minor Changes
Needed 12% (6) 26% (29)
Needs to be
Greatly Improved 0% (0) 5% (7)

X (2, n = 164) = 7.985
p < .05
n = 164

 

61

As is shown in Table 10, the results of the chi square
test are X (2, n = 164) = 7.985, p<.05. The obtained chi
square value, 7.985, exceeds the critical value (5.99).
Therefore, the null hypothesis is rejected. Based on this
test, there is a significant relationship between perceived
reference/information desk accessibility and the state of
organizational stability/transition.

Table 11 summarizes responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library’s circulation desk as
perceived by academic librarians. Subjects were asked
whether circulation desk accessibility is appropriate, could
be improved with minor changes, or needs to be greatly
improved. One hundred sixty four subjects responded to the
question. As stated above, the responses were sorted into
two populations - subjects who feel their library is
organizationally stable and those who feel their library is
exiting a transition state being grouped together and those
subjects who feel their library is beginning or in the
middle of a state of transition being grouped in the second
set. The null hypothesis states there is no difference
between the population sets. That is, there is no
significant relationship between the state of organizational
stability/transition and librarians' perception of the

appropriateness of accessibility to the circulation desk.

62
Table 11

Transition Stages and Accessibility by Nontraditional
Students to the Library's Circulation Desk

 

Stable/Exiting Beginning/Middle
Appropriate
Accessibility 88% (45) 77% (87)
Minor Changes
Needed 12% (6) 19% (22)
Needs to be
Greatly Improved 0% (0) 4% (4)
x (2, n = 164) = 3.37
p<.05
n = 164

 

As is shown in Table 11, the results of the chi square
test are X (2, n = 164) = 3.37, p<.05. The obtained chi
square value, 3.37, does not exceed the critical value
(5.99). Therefore, the results fail to reject the null
hypothesis. Based on this test, there is no significant
relationship between perceived circulation desk
accessibility and the state of organizational
stability/transition.

Table 12 summarizes responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library's fines/change desk
as perceived by academic librarians. Subjects were asked
whether fines/change desk accessibility is appropriate,
could be improved with minor changes, or needs to be greatly

improved. Ninety subjects responded to the question. As

63
stated above, the responses were sorted into two populations
- subjects who feel their library is organizationally stable
and those who feel their library is exiting a transition
state being grouped together and those subjects who feel
their library is beginning or in the middle of a state of
transition being grouped in the second set. The null
hypothesis states there is no difference between the
population sets. That is, there is no significant
relationship between the state of organizational
stability/transition and librarians' perception of the

appropriateness of accessibility to the fines/change desk.

Table 12

Transition Stages and Accessibility by Nontraditional
Students to the Library’s Fines/Change Desk

 

 

Stable/Exiting Beginning/Middle
Appropriate
Accessibility 93% (13) 78% (59)
Minor Changes
Needed 7% (1) 20% (15)
Needs to be
Greatly Improved 0% (0) 2% (2)
x (2, n = 90) = 2.235
p < .05
n = 90

 

As is shown in Table 12, the results of the chi square
test are X (2, n = 90) = 2.235, p<.05. The obtained chi

square value, 2.235, does not exceed the critical value

64
(5.99). Therefore, the results fail to reject the null
hypothesis. Based on this test, there is no significant
relationship between perceived fines/change desk
accessibility and the state of organizational
stability/transition.

Table 13 summarizes responses to the question
concerning the appropriateness of accessibility by
nontraditional students to the library's dean’s/director's
office. Subjects were asked whether dean’s/director's
office accessibility is appropriate, could be improved with
minor changes, or needs to be greatly improved. One hundred
thirty seven subjects responded to the question. As stated
above, the responses were sorted into two populations -
subjects who feel their library is organizationally stable
and those who feel their library is exiting a transition
state being grouped together and those subjects who feel
their library is beginning or in the middle of a state of
transition being grouped in the second set. The null
hypothesis states there is no difference between the
population sets. That is, there is no significant
relationship between the state of organizational
stability/transition and librarians' perception of the
appropriateness of accessibility to the dean's/director's

office.

65
Table 13

Transition Stages and Accessibility by Nontraditional
Students to the Library's Dean's/Director's Office

 

Stable/Exiting Beginning/Middle

 

Appropriate
Accessibility 94% (46) 74% (64)

Minor Changes
Needed 6% (3) 13% (12)

Needs to be
Greatly Improved 0% (0) 13% (12)

X (2, n = 137) = 8.614
p < .05
n = 137

 

As is shown in Table 13, the results of the chi square
test are X (2, n = 137) = 8.614, p<.05. The obtained chi
square value, 8.614, exceeds the critical region.
Therefore, the null hypothesis is rejected. Based on this
test, there is a significant relationship between perceived
dean's/director's office accessibility and the state of
organizational stability/transition.

Subjects were asked to list the indicators of
transition present within their organization if their
library was in fact in a state of transition. These
responses could be grouped into four categories. Changes
and advances in library and office technology was the
leading indicator of change according to the subjects.
Examples of changing technology include the introduction of

statewide electronic consortia, the internet, increasing

66
numbers of electronic resources and full-text accessibility,
and emerging multimedia technology. Following advances in
technology, subjects cited changes in administrative
leadership as a leading indicator of a transition. Subjects
identified changes in leadership within the library ranging
from the unit or department level through the Dean's or
Director's Office as transition state indicators. They also
cited administrative changes at the University level as
indicators of transition. These changes typically involved
the University President or Vice President. The third
indicator catagory includes a shift in the institution's
mission and/or goals statement. Again, this catagory
includes mission and goals shifts within both the library
and university. The final indicator of transition involved
library reorganization. Based of the subjects' responses,

libraries are reorganizing at an increasing frequency.

Summary

The findings presented in this chapter address the five
specific questions around which this research was designed.
The first question sought to determine the appropriateness
of accessibility by nontraditional students to the library's
major service points. According to the findings, a majority
of subjects are satisfied with nontraditional student
accessibility to the library's major service points.

Approximately three-quarters of the subjects feel that

67
reference/information desk and circulation desk
accessibility is appropriate. Approximately 90% of the
subjects feel that fines/change desk accessibility is
appropriate. Over 80% of the subjects feel that
dean’s/director's office accessibility is appropriate.

The second question involved the sensitivity of
academic librarians to the needs of nontraditional students.
According to the findings, over 80% of the subjects rated
themselves as either a four or five on a five point scale
while less than 10% rated themselves as either a one or two.
The mean is 4.2.

The third question tried to determine if library staff
were specifically assigned to meet the needs of
nontraditional students. According to the findings,
approximately 95% of subjects indicated that library staff
were not specifically assigned to meet the needs of
nontraditional students. An off-campus library services
division was the only type of staffing identified as serving
specifically nontraditional students. Also, less than 20%
of subjects indicated that they would reassign library
personnel to areas not adequately staffed by the present
organizational structure. These respondents would reassign
staff from library technical services to library public
service areas.

The fourth question involved the sensitivity of the
institution to the needs of nontraditional students. More

than three-quarters of the subjects rated their institutions

68
as either a four or a five on a five point scale while less
than 10% rated their institution as either a one or a two.
The mean is 3.6.

The fifth question involved the relationship between
organizational change or transition and
individual/institutional sensitivity to nontraditional
student needs, possible staff reassignment, and
nontraditional student major service points accessibility.
According to the findings, there is a significant difference
involving individual and institutional sensitivity to the
needs of nontraditional students between those subjects in a
relatively stable organization and those subjects beginning
or moving through a state of transition. There is also a
significant relationship between librarians' willingness to
reassign staff and the state of organizational stability or
transition. According to the findings, there is a
significant relationship between perceived
reference/information desk and dean's/director's office
accessibility by nontraditional students and the state of
organizational stability or transition. The findings
revealed, however, there is no significant relationship
between perceived circulation desk and fines/change desk
accessibility by nontraditional students and the state of
organizational stability or transition.

Subjects identified four categories of change
indicators present in libraries moving through a state of

transition. These indicator categories include changes or

69
advances in technology, changes in library and university
leadership, shifts in institutional mission and/or goals
statements, and library reorganization.

As this chapter has presented and summarized the
findings of the research, the next chapter will present a
discussion of these findings. Also included in the next
chapter will be recommendations involving further research

and activities based on the results of this study.

CHAPTER V

SUMMARY AND DISCUSSION

The purpose of this research has been to identify the
opinions of academic librarians toward nontraditional
students and the service provided to them by their libraries
and institutions and to compare the level of library service
accessibility provided nontraditional students with the
perceived state of organizational transition. The specific
questions which have guided the research are: (1) What
service points or offices are accessed by nontraditional
students and how appropriate is the accessibility?; (2) How
sensitive are individual academic librarians to the needs of
nontraditional students and have they received specialized
training which focuses on nontraditional students?; (3) Are
academic library staff specifically assigned to meet the
needs of nontraditional students and what library services
exist which are utilized by nontraditional students?; (4)
How supportive of nontraditional students is the library's
university and are efforts being made throughout the
university which would indicate a commitment to
nontraditional students?; (5) Is the academic library
presently in a period of transition or change and has there
been a major event which has affected the library's

7O

71
organization and shifted it's direction?

As stated in the Introduction, the definition of the
nontraditional student often includes a wide variety of
characteristics and backgrounds which lie outside of the
historically narrow and traditional perception of the white,
mostly male eighteen to twenty-two year old undergraduate.
For the purposes of this research, the nontraditional
student was defined as any student over the age of twenty-
two. Any student between the age the eighteen and twenty-
two regardless of background, culture, race, sex, or full or
part-time status was considered, for the purposes of this
research, a traditional student.

The research methodology used in this research was the
survey questionnaire. The survey was mailed to every
librarian employed by the academic library of each
university within the Mid-American Conference. The Mid-
American Conference is comprised of the following
institutions of higher education: Ball State University,
Western Michigan University, University of Akron, Central
Michigan University, Bowling Green State University, Miami
University, University of Toledo, Eastern Michigan
University, Kent State University, and Ohio University.

The survey questionnaire was designed to gather data
necessary to identify academic librarian's perceptions
concerning the level of support provided by their academic
library to nontraditional students and to determine the

state of relative organizational stability or transition

72
within the library. The Deans and Directors of the academic
libraries of the Mid-American Conference were written
introducing the research and describing the survey
questionnaire. The Deans and Directors were also asked to
submit the names of librarians on their staff. This written
communication was followed by a telephone call to each Dean
or Director. The questionnaire was then mailed to the lists
of names received from the Deans and Directors. A self-
addressed postcard was included in the questionnaire
mailing. The subjects were asked to separately mail the
postcard when their questionnaire was completed and mailed.
By this means, a confidential, anonymous double-check was
possible and reminders were mailed to those subjects for
which no postcards were received. The university libraries
of the Mid-American Conference were also promised anonymity
and confidentiality. Accordingly, the response rate by
institution was not recorded.

The questionnaire consisted of forced choice as well as
written completion statements. The questionnaire required
approximately 20 minutes to complete. The questionnaire was
mailed to 265 subjects. Of this number, 164 were completed
and returned accounting for 62% of the total mailed.

Means were computed from the responses to determine
central tendency. The t statistic and the chi square test
were employed to test for the null hypothesis and to

determine the existence of significant relationships.

73
Discussien

In general, academic librarians are satisfied with the
level of accessibility by nontraditional students to the
reference/information desk, circulation desk, fines/change
desk, and dean's/director's office. In response to the
questions concerning the appropriateness of accessibility by
nontraditional students to these major service points,
approximately three-quarters of the subjects indicated that
reference/information desk and circulation desk
accessibility is appropriate, approximately 90% of the
subjects indicated that fines/change desk accessibility is
appropriate, and over 80% of the subjects indicated that the
dean's/director's office accessibility is appropriate. On
average, 81% of the respondents indicated that
nontraditional student accessibility to major service points
within the academic library is appropriate.

Conversely, 23% and 24% of the subjects respectively
indicated that reference/information and circulation desk
accessibility needs to be greatly improved or needs minor
changes. Only 11% and 17% respectively of the subjects
indicated that fines/change desk and dean's/director's
office accessibility needs to be greatly improved or needs
minor changes. On average, 19% of the respondents indicated
that nontraditional student accessibility to major service
points within the academic library needs to be greatly

improved or needs minor changes.

74

Upon drawing conclusions from the responses to these
questions concerning nontraditional student accessibility to
the librarys' major service points, the phenomenon of the
socially accepted response or self-reporting bias must be
considered. The subjects were asked to evaluate services
which they themselves or their institutions' provide. In
part, the positive response received concerning
nontraditional accessibility to these service points could
be attributed to the tendency toward socially accepted
response and self-reporting bias.

Another possible factor which must be considered while
analyzing these responses is the subjects' potential naivete
concerning the needs of nontraditional students. While
academic librarians provide service to a broad community of
students, educators, and scholars, they may not be familiar
with the specific and unique needs of the nontraditional
student. This unfamiliarity may affect the subjects’
responses to questions concerning the appropriateness of
accessibility to the libraries major service points by
nontraditional students.

In response to questions concerning their own
sensitivity as well as their institutions' sensitivity to
the needs of nontraditional students, most subjects
indicated that they as individuals and their institutions
are sensitive to nontraditional student needs. Concerning
individual sensitivity to the needs of nontraditional

students, over 80% of the subjects rated themselves as

75

either a four or five on a five point scale while less than
10% rated themselves as either a one or two. Concerning
institutional sensitivity to the needs of nontraditional
students, more than three-quarters of the subjects rated
their institution as either a four or five on a five point
scale while less than 10% rated their institution as either
a one or two.

While the respondents rated their own individual and
their institution's sensitivity toward the needs of
nontraditional students rather high, there is a difference
between the two mean measurements. The mean in response to
the question concerning individual sensitivity to the needs
of nontraditional students is 4.2 on a five point scale.

The mean in response to the question concerning
institutional sensitivity to the needs of nontraditional
students is 3.6 on a five point scale. According to the
differences in these two mean scores, the subjects feel that
their institutions are less sensitive to the needs of
nontraditional students than they are as individuals.

Once again, the phenomenon of the socially accepted
response or self-reporting bias must be considered while
drawing conclusions from the responses concerning individual
and institutional sensitivity to the needs of nontraditional
students. The subjects were asked to evaluate their own
personal sensitivity as well as their institutions’
sensitivity to the needs of a segment of the student

population. In part, the positive response received

76
concerning individual and institutional sensitivity toward
the needs of nontraditional students could be attributed to
the tendency toward socially accepted response and self-
reporting bias.

Also, the subjects’ potential naivete concerning the
needs of nontraditional students may be a contributing
factor to the positive responses involving individual and
institutional sensitivity. The possible unfamiliarity of
academic librarians with the special and unique needs of
nontraditional students may affect the responses concerning
individual and institutional sensitivity.

Questions were also asked concerning staffing within
the academic library. In response to the question whether
library staff were specifically assigned to serve the needs
of nontraditional students, over 94% of the subjects
responded in the negative. On the other hand, subjects were
also asked if they would reassign library personnel to areas
not adequately staffed by the present organizational
structure. This question was based on the limitation that
there were no additional staff involved in any reassignment.
In response to this question, 82% of the subjects indicated
that they would not reassign staff.

Given the relatively high level of satisfaction with
the perceived appropriateness of accessibility to the major
service points within the academic library as well as the
relatively high individual sensitivity ratings toward to the

needs of nontraditional students, the responses concerning

77

library staffing are consistent and compatible. That is,
the subjects have indicated that, in general, their
libraries are meeting the needs of the nontraditional
student as presently structured. The subjects also
indicated that they are personally sensitive to
nontraditional student needs. While approximately 94% of
the subjects indicated that no staff are specifically
assigned to serve nontraditional students, it is clear based
on the subjects’ responses that they perceive that
nontraditional students do not require specifically assigned
staff. This conclusion, in part, is substantiated by the
response to the question concerning the reassignment of
staff to areas not adequately staffed by the present
organizational structure - over 80% would not reassign
staff. It is clear from the responses summarized in Tables
1 through 6 in Chapter IV that, in general, academic
librarians perceive service provided to nontraditional
students is appropriate. It is also clear that academic
librarians, in general, perceive themselves as sensitive to
the needs of nontraditional students. Based on these
perceptions and the responses concerning library staffing,
the subjects are satisfied with the level of service
provided to nontraditional students by academic libraries.

The following discussion surrounds the results based on
the effects which organizational stability or transition
might have on the subjects’ responses to various questions.

That is, does the subjects’ perceived state of

78
organizational stability or transition affect the responses
to questions involving individual and institutional
sensitivity to the needs of nontraditional students, the
willingness to reassign library staff, and the
appropriateness of accessibility by nontraditional students
to the library’s reference/information desk, circulation
desk, fines/change desk, and the dean’s/director’ office.

The responses to the questions concerning individual
sensitivity and institutional sensitivity were sorted into
two groups - subjects who feel their libraries are
organizationally stable with those who feel their libraries
are exiting a transition state being grouped together and
those who feel their libraries are beginning or in the
middle of a transition state being grouped in the second
set. The null hypothesis states that there is no difference
between the means of the two groups. That is, the perceived
state of organizational stability or transition has no
effect on perceived individual or institutional sensitivity
toward the needs of nontraditional students.

In both cases, the null hypothesis was rejected. Based
on the results of the t test, there is a significant
difference between the two populations concerning individual
sensitivity toward the needs of nontraditional. There is
also, based on the results of the t test, a significant
difference between the two populations concerning the two
populations concerning the institutions’ sensitivity toward

the needs of nontraditional students.

79

The results of this research indicate that the
perceived state of organizational stability or transition
does have an effect on how librarians rate their own
sensitivity as well as their institutions sensitivity to
the needs of nontraditional students. Librarians whose
organizations are perceived as being relatively stable
appear to rate themselves as more sensitive to the needs of
nontraditional students compared to those librarians whose
organizations are perceived as being in a state transition
or change. Accordingly, librarians whose organizations are
perceived as being relatively stable appear to rate their
institutions as more sensitive to the needs of
nontraditional students compared to those librarians whose
organizations are perceived as being in a state of
transition or change.

The responses to the question concerning the
willingness of librarians to reassign personnel to other
areas within the library not adequately staffed by their
present organizational structure were also sorted into two
groups - subjects who feel their libraries are
organizationally stable with those who feel their libraries
are exiting a transition state being grouped together and
those who feel their libraries are beginning or in the
middle of a transition state being grouped in the second
set. The null hypothesis states that there is no difference
between the population sets. That is, there is no

significant relationship between the perceived state of

80
organizational stability or transition and the willingness
of librarians to reassign personnel to other areas within
the library not adequately staffed by their present
organizational structure.

In this case, the null hypothesis was rejected. Based
on the chi square test, there is a significant relationship
between the librarians’ willingness to reassign staff and
the perceived state of organizational stability or
transition.

The results of this research indicate that the
perceived state of organizational stability or transition
does have an effect on the librarians’ willingness to the
reassign staff to serve unmet needs. Librarians whose
organizations are perceived as being relatively stable
appear to be less willing to reassign personnel to other
areas within the library not adequately staffed by their
present organizational structure compared to those
librarians whose organizations are perceived as being in a
state of change or transition.

The responses to the questions concerning the
appropriateness of accessibility to the major service points
within the library were also sorted into two groups -
subjects who feel their libraries are organizationally
stable with those who feel their libraries are exiting a
transition state being grouped together and those who feel
their libraries are beginning or in the middle of a

transition state being grouped in the second set. The major

81
service points identified in the questionnaire included the
reference/information desk, circulation desk, fines/change
desk, and the dean’s/director’s office. The null hypothesis
states that there is no difference between the two
population sets. That is, there is no significant
relationship between the perceived state of organizational
stability or transition and the perceived appropriateness of
accessibility by nontraditional students to the librarys’
major service points.

In the cases concerning the appropriateness of
accessibility by nontraditional students to the library’s
reference/information desk and the dean’s/director’s office,
the null hypothesis was rejected. Based on the chi square
test, there is a significant relationship between the
perceived appropriateness of accessibility by nontraditional
students to the library’s reference/information desk and the
dean’s/director’s office and the perceived state of
organizational stability or transition.

The results of this research indicate that the
perceived state of organizational stability or transition
does have an effect on how the librarian perceives the
appropriateness of accessibility by nontraditional students
to the library’s reference/information desk and the
dean’s/director’s office. Librarians whose organizations
are perceived as being relatively stable view their
reference/information desk and dean’s/director’s office as

being appropriately accessible by nontraditional students as

82
compared to those librarians whose organizations are
perceived as being in a state of change or transition.

In the cases concerning the appropriateness of
accessibility by nontraditional students to the library’s
circulation desk and fines/change desk, the results fail to
reject the null hypothesis. Based on the chi square test,
there is no significant relationship between perceived
circulation and fines/change desk accessibility by
nontraditional students and the perceived state of
organizational stability or transition.

The results of this research indicate that the
perceived state of organizational stability or transition
does not have an effect on how the librarian perceives the
appropriateness of accessibility by nontraditional students

to the library’s circulation desk and fines/change desk.

9222M

This research has produced two major findings. First,
academic librarians are satisfied, in general, with the
service provided to nontraditional students by their
libraries. In addition, academic librarians perceive
themselves as being sensitive to the needs of nontraditional
students. They also believe, for the most part, that their
institutions are sensitive to nontraditional student needs.

The second major finding involves the impact which the

perceived state of organizational change or transition has

83
on that perception of service satisfaction and sensitivity
toward nontraditional students. When the data are analyzed
further, finer distinctions can be drawn. From the results
of this research, the perceived state of organizational
change or transition does affect librarians’ perceived
service satisfaction and sensitivity toward nontraditional
students. That is, librarians who perceive their
organizations to be in a state of transition or change are
more critical and less satisfied with the service provided
to nontraditional students than those librarians who
perceive their organizations to be relatively stable. Also,
librarians who perceive their organizations to be in a state
of transition or change feel they are less sensitive to the
needs of nontraditional students than those librarians who
perceive their organizations to be relatively stable.

The more critical view taken by librarians toward the
service provided nontraditional students, as well as
individual and institutional sensitivity toward
nontraditional students, as they move through organizational
change can be explained and substantiated by organizational
development literature. The first step of Lewin’s (1958)
process of organizational change or transition is the
unfreezing of present behavior. Part of the process of
unfreezing behavior involves the analysis and study of
the organization itself. Rubin (1967) cites sensitivity
training as an example of this analysis. Blake, Mouton,

Barnes, and Greiner (1964) and Shepard (1960) illustrate

84
this beginning of organizational change as a series of
management training sessions. Bowers (1973) and Nadler
(1977) cited the use of data feedback from surveys to
identify problems in the managerial process of
organizations.

It is clear that as individuals begin to move through
organizational change, they begin to rethink and critically
analyze the operation of the organization. Through this
rethinking and analysis, problems and shortcomings are
identified within the organizations which then initiate the
second step of Lewin’s (1958) process of organizational
change. The second step involves the action which will
actually change the organization from it’s original level of
behavior or operation to a new level.

It is also clear from this research that academic
librarians involved in organizational change are rethinking
and analyzing the operation of their library. As a result
of this rethinking and analysis, they are more knowledgeable
and, therefore, more critical of services provided to
populations served by the library.

According to the results of this research, academic
librarians involved in the process of organizational change
are more critical of the service provided to nontraditional
students as compared to academic librarians employed in
organizationally stable environments. This behavior is

consistent with findings in organizational literature.

85

Becehhehdetions

The findings of this research suggest further study.
Further research should involve the nontraditional student
population. It would be useful to survey the nontraditional
student population concerning their perceptions of library
service and sensitivity. It would be interesting to compare
the results of this research with studies identifying the
perceptions of nontraditional students.

Further research should be directed at other areas of
library services. Further research could be directed toward
analyzing a wide variety of library services in light of
organizational stability and change. For example, academic
cataloging librarians could be surveyed concerning their
perceived satisfaction with their work and procedures.

Based on this research, one hypothesis would state that
academic cataloging librarians involved in organizational
change would be less satisfied and more critical of their
work and procedures compared to academic cataloging
librarians employed in organizationally stable environments.

Another example could involve reference service
provided graduate students. Academic reference librarians
could be surveyed concerning their perceived satisfaction
with service provided graduate students. Based on this
research, one hypothesis would state that academic reference
librarians involved in organizational change would be less

satisfied and more critical of service provided to graduate

86
students compared to academic reference librarians employed
in organizationally stable environments.

In addition to further formal research, academic
librarians should utilize the results of this study to
improve service not only to nontraditional students but to
their entire university community. As stated above, a
characteristic of organizational transition is the critical
study and evaluation of the present state of operation.
Through this critical study and evaluation, service and
policy assumptions are examined. Assumptions once
considered acceptable are reexamined. Part of the critical
study and evaluation should involve efforts to learn more
about the various populations which comprise the university
community. Through this type of investigation, academic
librarians may be able to respond more effectively to the
needs of all the library’s patrons.

Based on the results of this research, academic
librarians should continuously review and examine policies
and procedures for relevance and currency. Based on this
research, policy and service examination could reveal
deficiencies and shortcomings. The results of this research
suggest that satisfaction with present library services may
be unfounded. The results of this research suggest the
critical analysis and evaluation of present library service
might reveal opportunities for improvement. Academic
librarians, through formal research and continuous

examination of operating policies and procedures, will

87

continue to improve service to all library patrons.

APPENDICES

APPENDIX A

Survey Instrument

88

Appendix A

Survey Instrument

1. Institutions, including libraries, go through periods of
transition. Indicators of these states of transition could
involve changes in organizational structure, library systems
introduction or migration, high levels of personnel
turnover, institutional mission shifts, levels of funding,
etc. Please check the statement below which best describes
your library's present situation:

Our library is at a point of stability. We are
maintaining and fine tuning services, functions, and/or
policies but we are not involved in a major transition
at this time.

Our library is at the beginning of transition. We have
started the process of change.

Our library is in the middle of transition. Previous
services, functions, and/or policies are being revised
or discarded while new directions are taking form.

Our library is exiting this transition period. New or
revised services, policies and/or functions are being
implemented and the library is beginning to stabilize.

2. If your library is in a state of transition, what are
its indicators?

3. During what year(s) did the last major transition occur
in your library?

89

4. What were the indicators of the last major transition?

5. Please check the following service points or offices
within your library which are accessed by nontraditional
students. (Indicate 'NA' if your library does not have a
particular service point or office.)

Reference/Information Desk

Circulation Desk
Fines/Change Desk

Dean's/Directors Office

Please check the statements below which best describe

Reference/Information Desk

accessibility
accessibility
accessibility

Circulation Desk
accessibility
accessibility
accessibility

Fines/Change Desk
accessibility
accessibility
accessibility

Dean's/Director's
accessibility
accessibility
accessibility

could be improved with minor
is appropriate
needs to be greatly improved

could be improved with minor
is appropriate
needs to be greatly improved

could be improved with minor
is appropriate
needs to be greatly improved

Office

could be improved with minor
is appropriate

needs to be greatly improved

the accessibility by nontraditional students to those
service points or offices indicated above:

changes

changes

changes

changes

90
7. How would you rate your sensitivity to the needs of
nontraditional students? Please circle the appropriate
number with one being low and five being high.

1 2 3 4 5
Low High

8. Please identify any training you have had which focuses
on nontraditional students, i.e. courses, workshops,
readings:

9. Are library staff specifically assigned to serve the
needs of nontraditional students?

Yes NO

* _

10. If yes, please describe the level of staffing and
assignments.

11. What services have been specifically designed for
nontraditional students at your library?

91
12. What services and/or innovations, while not specifically
designed for nontraditional students, have been implemented
at your library which could be utilized to meet the needs of

nontraditional students?

13. Assuming no additional library staff are available,
would you reassign personnel to other areas not adequately
staffed by the present organizational structure?

Yes No

14. If yes, in what areas would you reassign staff?

15. How supportive of nontraditional students is your
university?

1 2 3 4 5
Not Supportive Supportive

92
16. Please describe the reasons or rationale for your
response to the previous question:

Please return the completed survey in the included, pre-
addreeeed envelope. Once again, thank you for helping in
thie research effort.

APPENDIX B

Survey Instrument Cover Letter

93
APPENDIX B

Survey Instrument Cover Letter

October, 1995

Dear Colleague:

I need your help in conducting research directed toward
identifying the present level of support and commitment
provided by professional academic librarians toward
nontraditional students. I have chosen to survey academic
librarians on staff at Mid-American universities.

For the purposes of this study and questionnaire, the
operational definition of the nontraditional student
population are those college and university students beyond
the eighteen to twenty-five year old age range. I would
appreciate your asistance in this study of nontraditional
students and academic libraries by completing the attached
questionnaire.

Your responses to the questionnaire will be kept anonymous.
Accordingly, please separately mail the included pre-
addressed postcard when you have completed and mailed the
questionnaire.

Your participation in this study is completely voluntary and
you indicate your voluntary agreement to participate by
completing and returning this questionnaire.

Completion of the questionnaire will require about 15
minutes of your time. Please use the enclosed pre-addressed
envelope to return the questionnaire. Your prompt reply is
important to the success of this study. Please return the
completed questionnaire by

Thank you for your time and assistance.

Sincerely,

Chris Miko

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