All
Respondents
|
|
Older Journal Issues
 |
n |
% |
|
1 (lowest) |
8 |
2.3 |
|
2 |
7 |
2.0 |
|
3 |
37 |
10.6 |
|
4 |
82 |
23.4 |
|
5 (highest) |
216 |
61.7 |
|
Total |
350 |
100.0 |
(see comments below)
|
(Count)
|
|
Current Journal Issues
|
|
n |
% |
|
1 (lowest) |
5 |
1.4 |
|
2 |
7 |
2.0 |
|
3 |
11 |
3.1 |
|
4 |
44 |
12.5 |
|
5 (highest) |
284 |
80.9 |
|
Total |
351 |
100.0 |
(see comments below)
|
(Count)
|
|
|
|
PDF as Full- Text Option
|
|
n |
% |
|
1 (lowest) |
16 |
4.7 |
|
2 |
18 |
5.3 |
|
3 |
64 |
18.9 |
|
4 |
87 |
25.7 |
|
5 (highest) |
154 |
45.4 |
|
Total |
339 |
100.0 |
(see
comments below) |
(Count)
|
|
Although access
to the full-text of both current and older journal issues was
considered highly important (4 or 5 rating) by all respondents,
a larger percentage rated the full-text of current issues as of
somewhat greater importance than the full-text of older issues
(93% to 85%). Just over 70% of all respondents rated PDF as a
full-text option as a 4or 5.
|
|
All Respondents by Academic
Status |
|
Older Journal Issues
|
(n / %) |
1 |
2 |
3 |
4 |
5 |
Total |
|
Faculty |
6 |
5 |
19 |
41 |
99 |
170 |
| |
3.5 |
2.9 |
11.2 |
24.1 |
58.2 |
100.0 |
|
Graduate |
1 |
1 |
5 |
18 |
64 |
89 |
| |
1.1 |
1.1 |
5.6 |
20.2 |
71.9 |
100.0 |
|
Undergraduate |
0 |
1 |
5 |
8 |
35 |
49 |
| |
.0 |
2.0 |
10.2 |
16.3 |
71.4 |
100.0 |
|
Staff |
1 |
0 |
7 |
14 |
14 |
36 |
| |
2.8 |
.0 |
19.4 |
38.9 |
38.9 |
100.0 |
|
Other |
0 |
0 |
1 |
1 |
4 |
6 |
| |
.0 |
.0 |
16.7 |
16.7 |
66.7 |
100.0 |
|
Total |
8 |
7 |
37 |
82 |
216 |
350 |
| |
2.3 |
2.0 |
10.6 |
23.4 |
61.7 |
100.0 |
|
1 = (lowest) 5 = (highest) |
(see comments below)
|
|
|
|
|
Current Journal Issues
|
(n / %) |
1 |
2 |
3 |
4 |
5 |
Total |
|
Faculty |
2 |
3 |
4 |
22 |
140 |
171 |
| |
1.2 |
1.8 |
2.3 |
12.9 |
81.9 |
100.0 |
|
Graduate |
1 |
1 |
1 |
7 |
79 |
89 |
| |
1.1 |
1.1 |
1.1 |
7.9 |
88.8 |
100.0 |
|
Undergraduate |
0 |
3 |
1 |
6 |
39 |
49 |
| |
.0 |
6.1 |
2.0 |
12.2 |
79.6 |
100.0 |
|
Staff |
2 |
0 |
5 |
8 |
21 |
36 |
| |
5.6 |
.0 |
13.9 |
22.2 |
58.3 |
100.0 |
|
Other |
0 |
0 |
0 |
1 |
5 |
6 |
| |
.0 |
.0 |
.0 |
16.7 |
83.3 |
100.0 |
|
Total |
5 |
7 |
11 |
44 |
284 |
351 |
| |
1.4 |
2.0 |
3.1 |
12.5 |
80.9 |
100.0 |
|
1 = (lowest) 5 = (highest) |
(see comments below)
|
 |
|
PDF as Full- Text Option
|
(n / %) |
1 |
2 |
3 |
4 |
5 |
Total |
|
Faculty |
11 |
10 |
38 |
40 |
62 |
161 |
| |
6.8 |
6.2 |
23.6 |
24.8 |
38.5 |
100.0 |
|
Graduate |
2 |
1 |
6 |
27 |
52 |
88 |
| |
2.3 |
1.1 |
6.8 |
30.7 |
59.1 |
100.0 |
|
Undergraduate |
2 |
4 |
8 |
9 |
26 |
49 |
| |
4.1 |
8.2 |
16.3 |
18.4 |
53.1 |
100.0 |
|
Staff |
1 |
3 |
10 |
9 |
12 |
35 |
| |
2.9 |
8.6 |
28.6 |
25.7 |
34.3 |
100.0 |
|
Other |
0 |
0 |
2 |
2 |
2 |
6 |
| |
.0 |
.0 |
33.3 |
33.3 |
33.3 |
100.0 |
|
Total |
16 |
18 |
64 |
87 |
154 |
339 |
| |
4.7 |
5.3 |
18.9 |
25.7 |
45.4 |
100.0 |
|
1 = (lowest) 5 = (highest) |
(see comments below) |
 |
|
Just over 10% more faculty gave the highest
ratings (4 or 5) to the importance of current issues than to
older issues. The split between the current and older issues was
more evenly distributed in responses from the graduate and
undergraduate students and staff. Both undergraduate and
graduate student respondents posted larger percentages of high
ratings for both current and older issues than faculty and
staff. Graduate students had the largest percentage of high
ratings for both current (96%) and older issues (91%) of all the
user groups. Graduate students also had a significantly higher
percentage of high ratings (4 or 5) for PDF as a full-text
option than any other user group.
|
Faculty by
Subject Division
|
|
Older Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
1 |
3 |
14 |
18 |
|
|
.0 |
.0 |
5.6 |
16.7 |
77.8 |
100.0 |
|
Education |
1 |
2 |
0 |
4 |
10 |
17 |
|
|
5.9 |
11.8 |
.0 |
23.5 |
58.8 |
100.0 |
|
Engineering |
1 |
0 |
3 |
5 |
8 |
17 |
|
|
5.9 |
.0 |
17.6 |
29.4 |
47.1 |
100.0 |
|
Fine Arts |
1 |
0 |
4 |
1 |
10 |
16 |
|
|
6.3 |
.0 |
25.0 |
6.3 |
62.5 |
100.0 |
|
Health Sciences |
0 |
0 |
3 |
7 |
6 |
16 |
|
|
.0 |
.0 |
18.8 |
43.8 |
37.5 |
100.0 |
|
Humanities |
0 |
0 |
1 |
4 |
14 |
19 |
|
|
.0 |
.0 |
5.3 |
21.1 |
73.7 |
100.0 |
|
Sciences |
2 |
0 |
1 |
9 |
18 |
30 |
|
|
6.7 |
.0 |
3.3 |
30.0 |
60.0 |
100.0 |
|
Social Sciences |
0 |
3 |
4 |
6 |
14 |
27 |
|
|
.0 |
11.1 |
14.8 |
22.2 |
51.9 |
100.0 |
|
Library |
0 |
0 |
2 |
1 |
5 |
8 |
|
|
.0 |
.0 |
25.0 |
12.5 |
62.5 |
100.0 |
|
Other |
1 |
0 |
0 |
1 |
0 |
2 |
|
|
50.0 |
.0 |
.0 |
50.0 |
.0 |
100.0 |
|
Total |
6 |
5 |
19 |
41 |
99 |
170 |
|
|
3.5 |
2.9 |
11.2 |
24.1 |
58.2 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
Overall, most faculty (58%) gave the highest
rating to the importance of full-text access to older journal
issues. Another 24% rated it highly – as a 4. Only 6% gave it
the lowest ratings possible. These results were fairly
consistent across the subject divisions. The numbers in support
of full-text access to older issues was particularly strong
among Humanities faculty – not quite so strong among Engineering
faculty.
|
|
Current Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
0 |
2 |
16 |
18 |
|
|
.0 |
.0 |
.0 |
11.1 |
88.9 |
100.0 |
|
Education |
0 |
1 |
0 |
1 |
15 |
17 |
|
|
.0 |
5.9 |
.0 |
5.9 |
88.2 |
100.0 |
|
Engineering |
1 |
1 |
0 |
3 |
12 |
17 |
|
|
5.9 |
5.9 |
.0 |
17.6 |
70.6 |
100.0 |
|
Fine Arts |
1 |
0 |
2 |
3 |
10 |
16 |
|
|
6.3 |
.0 |
12.5 |
18.8 |
62.5 |
100.0 |
|
Health Sciences |
0 |
0 |
0 |
2 |
14 |
16 |
|
|
.0 |
.0 |
.0 |
12.5 |
87.5 |
100.0 |
|
Humanities |
0 |
0 |
0 |
4 |
15 |
19 |
|
|
.0 |
.0 |
.0 |
21.1 |
78.9 |
100.0 |
|
Sciences |
0 |
0 |
0 |
3 |
27 |
30 |
|
|
.0 |
.0 |
.0 |
10.0 |
90.0 |
100.0 |
|
Social Sciences |
0 |
1 |
1 |
3 |
23 |
28 |
|
|
.0 |
3.6 |
3.6 |
10.7 |
82.1 |
100.0 |
|
Library |
0 |
0 |
0 |
1 |
7 |
8 |
|
|
.0 |
.0 |
.0 |
12.5 |
87.5 |
100.0 |
|
Other |
0 |
0 |
1 |
0 |
1 |
2 |
|
|
.0 |
.0 |
50.0 |
.0 |
50.0 |
100.0 |
|
Total |
2 |
3 |
4 |
22 |
140 |
171 |
|
|
1.2 |
1.8 |
2.3 |
12.9 |
81.9 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
Even greater numbers of faculty respondents gave the highest
rating to the importance of full-text access to current journal
issues than to the importance of full-text access to older
issues. Overall, 95% of the faculty rated access to current
issues as a 4 or 5. These numbers were very consistent across
subject divisions. |
|
|
|
PDF as Full text
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
2 |
1 |
2 |
3 |
10 |
18 |
|
|
11.1 |
5.6 |
11.1 |
16.7 |
55.6 |
100.0 |
|
Education |
2 |
0 |
1 |
3 |
10 |
16 |
|
|
12.5 |
.0 |
6.3 |
18.8 |
62.5 |
100.0 |
|
Engineering |
0 |
0 |
2 |
6 |
9 |
17 |
|
|
.0 |
.0 |
11.8 |
35.3 |
52.9 |
100.0 |
|
Fine Arts |
2 |
2 |
7 |
2 |
0 |
13 |
|
|
15.4 |
15.4 |
53.8 |
15.4 |
.0 |
100.0 |
|
Health Sciences |
1 |
0 |
3 |
3 |
8 |
15 |
|
|
6.7 |
.0 |
20.0 |
20.0 |
53.3 |
100.0 |
|
Humanities |
1 |
4 |
3 |
4 |
2 |
14 |
|
|
7.1 |
28.6 |
21.4 |
28.6 |
14.3 |
100.0 |
|
Sciences |
1 |
1 |
7 |
6 |
15 |
30 |
|
|
3.3 |
3.3 |
23.3 |
20.0 |
50.0 |
100.0 |
|
Social Sciences |
1 |
1 |
10 |
9 |
7 |
28 |
|
|
3.6 |
3.6 |
35.7 |
32.1 |
25.0 |
100.0 |
|
Library |
1 |
1 |
2 |
3 |
1 |
8 |
|
|
12.5 |
12.5 |
25.0 |
37.5 |
12.5 |
100.0 |
|
Other |
0 |
0 |
1 |
1 |
0 |
2 |
|
|
.0 |
.0 |
50.0 |
50.0 |
.0 |
100.0 |
|
Total |
11 |
10 |
38 |
40 |
62 |
161 |
|
|
6.8 |
6.2 |
23.6 |
24.8 |
38.5 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
A majority of faculty respondents (63%) rated the importance
of PDF as a full-text option as a 4 or 5. More faculty rated PDF
as a 3 or lower than did in other parts of Question 14 . There
was some variation across the subject divisions. Fine Arts,
Humanities, and Social Sciences faculty generally gave lower
ratings to PDF than other faculty while the highest ratings came
from Business, Education, Engineering, Health Sciences, and
Sciences faculty.
|
Graduate
Students by Subject Division
|
|
Older Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
0 |
2 |
3 |
5 |
|
|
.0 |
.0 |
.0 |
40.0 |
60.0 |
100.0 |
|
Education |
0 |
0 |
1 |
6 |
13 |
20 |
|
|
.0 |
.0 |
5.0 |
30.0 |
65.0 |
100.0 |
|
Engineering |
0 |
0 |
2 |
1 |
10 |
13 |
|
|
.0 |
.0 |
15.4 |
7.7 |
76.9 |
100.0 |
|
Fine Arts |
0 |
0 |
1 |
1 |
4 |
6 |
|
|
.0 |
.0 |
16.7 |
16.7 |
66.7 |
100.0 |
|
Health Sciences |
0 |
0 |
0 |
1 |
1 |
2 |
|
|
.0 |
.0 |
.0 |
50.0 |
50.0 |
100.0 |
|
Humanities |
1 |
0 |
0 |
3 |
5 |
9 |
|
|
11.1 |
.0 |
.0 |
33.3 |
55.6 |
100.0 |
|
Sciences |
0 |
1 |
0 |
0 |
11 |
12 |
|
|
.0 |
8.3 |
.0 |
.0 |
91.7 |
100.0 |
|
Social Sciences |
0 |
0 |
1 |
4 |
17 |
22 |
|
|
.0 |
.0 |
4.5 |
18.2 |
77.3 |
100.0 |
|
Total |
1 |
1 |
5 |
18 |
64 |
89 |
|
|
1.1 |
1.1 |
5.6 |
20.2 |
71.9 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
Just over 70% of the graduate student
respondents gave the highest rating, e.g. 5, to the importance
of full-text access to older journal issues. An additional 22%
gave a high rating of “4”. These percentages were fairly
consistent across disciplines.
|
|
|
|
Current Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
0 |
1 |
4 |
5 |
|
|
.0 |
.0 |
.0 |
20.0 |
80.0 |
100.0 |
|
Education |
0 |
0 |
0 |
2 |
18 |
20 |
|
|
.0 |
.0 |
.0 |
10.0 |
90.0 |
100.0 |
|
Engineering |
0 |
1 |
0 |
0 |
12 |
13 |
|
|
.0 |
7.7 |
.0 |
.0 |
92.3 |
100.0 |
|
Fine Arts |
0 |
0 |
1 |
0 |
5 |
6 |
|
|
.0 |
.0 |
16.7 |
.0 |
83.3 |
100.0 |
|
Health Sciences |
0 |
0 |
0 |
0 |
2 |
2 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Humanities |
1 |
0 |
0 |
1 |
7 |
9 |
|
|
11.1 |
.0 |
.0 |
11.1 |
77.8 |
100.0 |
|
Sciences |
0 |
0 |
0 |
1 |
11 |
12 |
|
|
.0 |
.0 |
.0 |
8.3 |
91.7 |
100.0 |
|
Social Sciences |
0 |
0 |
0 |
2 |
20 |
22 |
|
|
.0 |
.0 |
.0 |
9.1 |
90.9 |
100.0 |
|
Total |
1 |
1 |
1 |
7 |
79 |
89 |
|
|
1.1 |
1.1 |
1.1 |
7.9 |
88.8 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
 The
graduate student who responded gave a very high rating to the
importance of full-text access to current journal issues -- 89%
gave a 5; 97% gave either a 4 or 5. Again, these percentages
were fairly consistent across the disciplines, and again there
were low numbers of respondents in several areas.
|
|
|
PDF as Full text
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total
|
|
Business |
0 |
0 |
1 |
1 |
3 |
5 |
|
|
.0 |
.0 |
20.0 |
20.0 |
60.0 |
100.0 |
|
Education |
0 |
0 |
2 |
5 |
13 |
20 |
|
|
.0 |
.0 |
10.0 |
25.0 |
65.0 |
100.0 |
|
Engineering |
0 |
0 |
1 |
0 |
12 |
13 |
|
|
.0 |
.0 |
7.7 |
.0 |
92.3 |
100.0 |
|
Fine Arts |
0 |
0 |
0 |
4 |
2 |
6 |
|
|
.0 |
.0 |
.0 |
66.7 |
33.3 |
100.0 |
|
Health Sciences |
0 |
0 |
0 |
0 |
2 |
2 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Humanities |
1 |
1 |
1 |
3 |
3 |
9 |
|
|
11.1 |
11.1 |
11.1 |
33.3 |
33.3 |
100.0 |
|
Sciences |
0 |
0 |
0 |
4 |
8 |
12 |
|
|
.0 |
.0 |
.0 |
33.3 |
66.7 |
100.0 |
|
Social Sciences |
1 |
0 |
1 |
10 |
9 |
21 |
|
|
4.8 |
.0 |
4.8 |
47.6 |
42.9 |
100.0 |
|
Total |
2 |
1 |
6 |
27 |
52 |
88 |
|
|
2.3 |
1.1 |
6.8 |
30.7 |
59.1 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
|
|
|
|
Undergraduate Students by Subject Division |
|
Older Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
2 |
3 |
5 |
10 |
|
|
.0 |
.0 |
20.0 |
30.0 |
50.0 |
100.0 |
|
Education |
0 |
0 |
0 |
0 |
2 |
2 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Engineering |
0 |
0 |
0 |
1 |
2 |
3 |
|
|
.0 |
.0 |
.0 |
33.3 |
66.7 |
100.0 |
|
Fine Arts |
0 |
1 |
0 |
0 |
4 |
5 |
|
|
.0 |
20.0 |
.0 |
.0 |
80.0 |
100.0 |
|
Health Sciences |
0 |
0 |
1 |
0 |
2 |
3 |
|
|
.0 |
.0 |
33.3 |
.0 |
66.7 |
100.0 |
|
Humanities |
0 |
0 |
0 |
0 |
3 |
3 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Sciences |
0 |
0 |
0 |
2 |
3 |
5 |
|
|
.0 |
.0 |
.0 |
40.0 |
60.0 |
100.0 |
|
Social Sciences |
0 |
0 |
2 |
2 |
13 |
17 |
|
|
.0 |
.0 |
11.8 |
11.8 |
76.5 |
100.0 |
|
Other |
0 |
0 |
0 |
0 |
1 |
1 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Total |
0 |
1 |
5 |
8 |
35 |
49 |
|
|
.0 |
2.0 |
10.2 |
16.3 |
71.4 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
A very high percentage of undergraduate
respondents – 88% -- considered full-text access to older
journal issues as very important, giving either a 4 or 5 rating.
Very few students gave a low rating, e.g. 2 or less. The results
were consistent across the subject divisions.
|
|
|
Current Journals
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
0 |
0 |
0 |
1 |
9 |
10 |
|
|
.0 |
.0 |
.0 |
10.0 |
90.0 |
100.0 |
|
Education |
0 |
0 |
0 |
0 |
2 |
2 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Engineering |
0 |
1 |
0 |
0 |
2 |
3 |
|
|
.0 |
33.3 |
.0 |
.0 |
66.7 |
100.0 |
|
Fine Arts |
0 |
1 |
0 |
0 |
4 |
5 |
|
|
.0 |
20.0 |
.0 |
.0 |
80.0 |
100.0 |
|
Health Sciences |
0 |
1 |
0 |
0 |
2 |
3 |
|
|
.0 |
33.3 |
.0 |
.0 |
66.7 |
100.0 |
|
Humanities |
0 |
0 |
0 |
0 |
3 |
3 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Sciences |
0 |
0 |
0 |
2 |
3 |
5 |
|
|
.0 |
.0 |
.0 |
40.0 |
60.0 |
100.0 |
|
Social Sciences |
0 |
0 |
1 |
3 |
13 |
17 |
|
|
.0 |
.0 |
5.9 |
17.6 |
76.5 |
100.0 |
|
Other |
0 |
0 |
0 |
0 |
1 |
1 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Total |
0 |
3 |
1 |
6 |
39 |
49 |
|
|
.0 |
6.1 |
2.0 |
12.2 |
79.6 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
An even greater percentage of undergraduate students -- 92%
-- rated the importance of full-text access to current journal
issues as a 4 or 5. The high numbers were again fairly
consistently across the subject divisions. Again, very few
students gave a low rating, e.g. 2 or less.
|
|
PDF as Full-text
|
(n / %)
|
1 |
2 |
3 |
4 |
5 |
Total |
|
Business |
1 |
1 |
1 |
2 |
5 |
10 |
|
|
10.0 |
10.0 |
10.0 |
20.0 |
50.0 |
100.0 |
|
Education |
0 |
0 |
0 |
0 |
2 |
2 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Engineering |
0 |
0 |
1 |
0 |
2 |
3 |
|
|
.0 |
.0 |
33.3 |
.0 |
66.7 |
100.0 |
|
Fine Arts |
1 |
0 |
1 |
1 |
2 |
5 |
|
|
20.0 |
.0 |
20.0 |
20.0 |
40.0 |
100.0 |
|
Health Sciences |
0 |
0 |
1 |
1 |
1 |
3 |
|
|
.0 |
.0 |
33.3 |
33.3 |
33.3 |
100.0 |
|
Humanities |
0 |
0 |
1 |
1 |
1 |
3 |
|
|
.0 |
.0 |
33.3 |
33.3 |
33.3 |
100.0 |
|
Sciences |
0 |
0 |
0 |
2 |
3 |
5 |
|
|
.0 |
.0 |
.0 |
40.0 |
60.0 |
100.0 |
|
Social Sciences |
0 |
3 |
3 |
2 |
9 |
17 |
|
|
.0 |
17.6 |
17.6 |
11.8 |
52.9 |
100.0 |
|
Other |
0 |
0 |
0 |
0 |
1 |
1 |
|
|
.0 |
.0 |
.0 |
.0 |
100.0 |
100.0 |
|
Total |
2 |
4 |
8 |
9 |
26 |
49 |
|
|
4.1 |
8.2 |
16.3 |
18.4 |
53.1 |
100.0 |
|
1 = (lowest) 5 = (highest) |
|
Most undergraduate respondents --71% -- rated the importance
of PDF full-text as a 4 or 5. However, 12% rated PDF as of
lesser importance; 16% were neutral. Among the subject
divisions, PDF was rated more highly among students in Education
and Sciences.
|
|
|
