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We Said … We Did!: A Partnership Approach to Developing Library and Student Support Services

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Title: We Said … We Did!: A Partnership Approach to Developing Library and Student Support Services
Language: English
Authors: Appleton, Leo, Abernethy, Paul
Source: New Review of Academic Librarianship. 2013 19(2):208-220.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Partnerships in Education, Academic Support Services, Librarian Teacher Cooperation, Student Participation, Case Studies, Academic Libraries, Change Strategies, Library Services, Meetings, Learning Resources Centers, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1080/13614533.2013.800766
ISSN: 1361-4533
Abstract: This article discusses the UK higher education environment and how increasing student expectations have led to students engaging with their academic institutions as partners. The differences between consumerist and partnership models of engagement are discussed and the article includes a UK-based case study which illustrates how effective student partnership relationships and practices can be beneficial for the development and continual improvement of academic library and student support services. The case study provides practical examples of effective partnership initiatives which can be applied to a wider group of university professional services areas.
Abstractor: As Provided
Number of References: 19
Entry Date: 2016
Accession Number: EJ1089304
Database: ERIC
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  Value: <anid>AN0089027163;rfw01may.13;2019Mar18.13:33;v2.2.500</anid> <title id="AN0089027163-1">We Said … We Did!: A Partnership Approach to Developing Library and Student Support Services. </title> <p>This article discusses the UK higher education environment and how increasing student expectations have led to students engaging with their academic institutions as partners. The differences between consumerist and partnership models of engagement are discussed and the article includes a UK-based case study which illustrates how effective student partnership relationships and practices can be beneficial for the development and continual improvement of academic library and student support services. The case study provides practical examples of effective partnership initiatives which can be applied to a wider group of university professional services areas.</p> <p>Keywords: academic libraries; development; partnership; service improvement; students; support; super-convergence</p> <hd id="AN0089027163-2">INTRODUCTION</hd> <p>This article will look at how working in partnership with students can contribute to the ways in which an academic library service applies quality assurance and continual improvement and development. In order to present some of the background information and context for the subsequent case study examples, a small scale literature review has been carried out. While the literary evidence gathered has focused on predominantly UK higher education practice, some examples have also been drawn from a wider international scope, in particular from the USA, where student partnerships are currently a priority area for many universities. Student engagement within universities is not a new phenomenon but defining a true partnership and identifying what makes a partnership effective can sometimes be confused with other 'student voice' oriented activity (National Union of Students [<reflink idref="bib14" id="ref1">14</reflink>]). Being clear as to what makes a student partnership is becoming more and more important as students and their institutions seek to define what sort of "collaborations" they are working in (Streeting and Wise [<reflink idref="bib16" id="ref2">16</reflink>]). While the main focus of the article will be that of students and academic libraries working in partnership, it is not possible to look at libraries in isolation. Student partnerships can be applied to many areas of higher education and indeed have huge effects on all aspects of a university, both in academic and professional service areas. The recent white paper "<emph>Higher Education: Students at the Heart of the System"</emph> sets out a strategy for making the higher education system more accountable to students and to put them into a stronger position to influence the sector (Department for Business, Innovation, and Skills <emph>Higher Education</emph>[<reflink idref="bib5" id="ref3">5</reflink>]). How a student interacts and engages with an institution has become more and more important in the mission of the UK higher education sector, and it is not uncommon for universities to promote their "student experience" initiatives. Partnership working becomes very much part of the "student experience" and this article will conclude with a case study institution to illustrate this.</p> <p>There is evidence to suggest that "student engagement" is well practiced and commonplace in most higher education institutions as a tool to enhance learning and teaching (Trowler [<reflink idref="bib18" id="ref4">18</reflink>]). Student representation and student feedback into teaching and learning activities appears to be the accepted means of achieving such engagement (Little et al. [<reflink idref="bib9" id="ref5">9</reflink>]). Such engagement is also practiced within the academic library sector and manifests itself in a number of initiatives. One such method of engaging students is to actually employ them, and academic libraries find themselves in a situation in which they are often able to do this. Black ([<reflink idref="bib4" id="ref6">4</reflink>]) suggests that university libraries have been doing this for many years where students have been employed as shelvers. Similarly there are examples where students are employed in more clerical and administrative roles, such as publicity, surveys and directional enquiries and also where students are used to add a different dimension to the use and support of library services where they promote services and resources to follow students (Walton [<reflink idref="bib19" id="ref7">19</reflink>]). Academic libraries also make use of student volunteers or student placements in order to achieve particular deliverable objectives and projects, although this approach is not as common in UK academic libraries as it is in other library sectors (Forrest [<reflink idref="bib8" id="ref8">8</reflink>]). Having said this, such practice is indeed very prevalent in the USA, with some reports suggesting that up to a quarter of library assistant posts are filled through employing students (Farrell and Driver [<reflink idref="bib7" id="ref9">7</reflink>]). On an institutional level Birmingham City University has recently introduced a strategic initiative to employ over 1,000 students across all aspects of the university's provision (including the library service) as a means of enabling a much broader strategic partnership (Montesinos et al. [<reflink idref="bib13" id="ref10">13</reflink>]).</p> <p>However, simply employing students to do a job in a library, or providing them with a volunteering or work placement opportunity as a means of enhancing their development (or in order to address particular library workloads) is not necessarily engaging with students. Engagement occurs when the library, or other service area, embraces, or even manipulates this relationship with the student in order to enable dialogues or activity which is mutually beneficial. Even in the 2011 white paper (Department for Business, Innovation, and Skills <emph>Higher Education</emph>[<reflink idref="bib5" id="ref11">5</reflink>]) student engagement is referred to as a mechanism for feedback about teaching and learning activity. However, the white paper does go on to suggest that the student union has a role in improving dialogue and facilitating stronger partnerships between higher education institutions and their students. While this goes some way to addressing the clear difference between simply engaging with the students and developing a partnership, it is not exclusively the role of the student body. The whole concept of a partnership is that there are multiple "partners" involved. In this particular discussion, it is up to both partners, the students and the library, to be proactive in the relationship.</p> <hd id="AN0089027163-3">PARTNERSHIP</hd> <p>Before the concept of partnership is fully addressed it is worthwhile looking at the concept of "students as customers" a concept that has been applied by UK higher education for some time. Certainly over recent years, as the student has in effect become the fee payer and the fees themselves and the cost of higher education has increased, so too has the notion of "student as customer" or "student as consumer." This particular notion brings with it much debate, with many commentators suggesting that a consumer culture within higher education in the UK is detrimental to the pedagogical and learning aspects of university experience in that the educational experience becomes viewed as a commodity and the actual value of that experience is lost (Molesworth et al. [<reflink idref="bib12" id="ref12">12</reflink>]). However, a particular characteristic to come from the consumer model is that of the "student voice." Once the student becomes the "customer," it is widely acknowledged that they need a voice, in much the same way that a customer has consumer rights. Subsequently, higher education has sought many ways in which to engage the student as 'customers' and the notion of the student as such has been widely embraced by universities (Little et al. [<reflink idref="bib9" id="ref13">9</reflink>]).</p> <p>The "consumer" model has also brought with it many positive "student engagement" and "student experience" initiatives and universities are now more and more concerned about meeting students' needs and demands and ensuring that students have a "voice" where decisions about the student experience are made (Maringe [<reflink idref="bib10" id="ref14">10</reflink>]). Student engagement is now seen as a means by which universities can get to understand and enhance the student experience and this is often now achieved by having student representation on decision making bodies (Trowler [<reflink idref="bib18" id="ref15">18</reflink>]). Such student representation has been at the heart of the student movement for many years and over the last decade students' unions around the UK have actively been involved in campaigning for student representation that is at the core of university decision making processes. This form of representation includes having students on high level committee meetings, as well as the development of course representative systems which empower and engage students to become active in their own teaching and learning experiences. While such forms of engagement have certainly helped students and students' unions build mature, positive relationships with their respective universities there are also suggestions that this growing consumerism approach to higher education has resulted in student engagement becoming passive and tokenistic.</p> <p>Universities' recognition of "student voice" encourages active listening to what students have to say about their education and effective communication of these views to relevant bodies within their institutions. This alone, however, does not make for a partnership relationship, in which students are engaged in evaluation of their learning experiences and empowered to be actively involved in the development of their education (Seale [<reflink idref="bib15" id="ref16">15</reflink>]).</p> <p>"The sum total of an institution's student engagement mechanisms does not equal partnership" (National Union of Students [<reflink idref="bib14" id="ref17">14</reflink>], 3).</p> <p>The "<emph>You said—We Listened</emph>" or "<emph>You said—We Did</emph>" approach to responding to students' demands and expectations is now quite commonplace in higher education professional service areas. This is not unlike customer facing high street retail, financial or commercial providers where such a charter comes directly from a consumerist and responsive service delivery model.</p> <p>A consumer or customer relationship model of higher education can distort the relationship between the student and the university and suggests that "the customer is always right." In reality, higher education is quite different to retail or commerce. Students do not simply receive "an education" or a "student experience."</p> <p>In the current higher education landscape, that which fosters competition and consumerism, it can be argued that student representation needs to be re-evaluated so that "representation" becomes "partnership." For many years students and student unions' have been asked to "feed in" and "give opinions" toward university developments or teaching and learning initiatives which can be regarded as "representation" activity. This misses out a key aspect of partnership, that of "co-creation." Students should be involved in the co-creation of their educational experience, whether it is through joint curriculum design or reviewing library functions and services and under the model of "representation" true partnership cannot be achieved. With this in mind there have been many local and national initiatives to formalize the co-creation or partnership approach to higher education. In 2011, the Department for Business, Innovation, and Skills published the final report of their "Student Charter Group" (Department for Business, Information, and Skills <emph>Student Charter Group</emph>[<reflink idref="bib6" id="ref18">6</reflink>]) in which recommendations are made that higher education institutions develop charters at institutional level in order that students know what to expect with regards to what their university will provide and what they need to do to make the most of their time in higher education.</p> <hd id="AN0089027163-4">CASE STUDY—STUDENT PARTNERSHIP AT LIVERPOOL JOHN MOORES UNIVERSITY</hd> <p>In order to validate the counter position of some of the above observations it is appropriate to illustrate some partnership strategies through the use of a case study, in this instance that of Liverpool John Moores University. Liverpool John Moores University (LJMU) has around 24,000 UK based students and operates from three main campuses, each catering for different faculties and academic disciplines. It is a UK post 1992 university, formed when the UK government granted former polytechnics and Higher Education Colleges "university" status, and offers a range of undergraduate and degree programs in a variety of disciplines, including health studies; science and engineering; arts, humanities and social sciences; and education. The university has a staff base of around 3,000 and has a very proactive student union, which all students are members of. The examples below will attempt to illustrate the effect and impact that of some of the partnership relationships between the library service and the student body have had on the student experience.</p> <hd id="AN0089027163-5">RESPONSIVENESS</hd> <p>The library service has always tried to be responsive to the needs and expectations of the students and has strategically developed and evolved accordingly over time. A good example of this, and by no means exclusive to LJMU, is the converging of library and computing services as a response to student demands that learning resources be located and supported holistically. In the case of LJMU this particular "student experience" initiative occurred two decades ago (Sykes and Gerrard [<reflink idref="bib17" id="ref19">17</reflink>]) and the library service has been evolving and responding ever since. Since this time "student experience" within higher education has risen to the top of many institutional agendas, particularly in light of increased student fees (Department for Business, Innovation, and Skills <emph>Higher Education</emph>[<reflink idref="bib5" id="ref20">5</reflink>]). At Liverpool John Moores University this has been no exception. A series of reviews was carried out during 2007 looking carefully at the quality of the administrative services provide by the university to its students. Throughout the process, the student body worked in partnership with the university as part of these reviews. Initial feedback came through the academic boards of study and through student survey comments which demonstrated the demand for change. Subsequently, representatives of Liverpool Student Union were included in all focus groups during the following planning stages. Student engagement and student representation were key to effective review and evaluation of and subsequent decision making. The reviews themselves combined to form the institution wide "Student Experience Review" which resulted in recommendations for changes in the way in which student facing services such as admissions, student welfare and support, international recruitment, registry-related services and student administration were delivered (Melling [<reflink idref="bib11" id="ref21">11</reflink>]). In 2009, as a result of the "Student Experience Review" recommendations, a new professional service model was implemented at the university which saw the super-convergence of all student facing services including those offered by the library department (Appleton [<reflink idref="bib2" id="ref22">2</reflink>]). The resulting new department "Library and Student Support" (L&SS) and the customer service model in which it now operates is a great example of change being driven by the "student experience" agenda and students being at the heart of the partnership in which this is achieved.</p> <p>As part of its core values, Library and Student Support strives to be a responsive service, putting the needs of partners at the heart of continual service development. This is done through a number of channels such as a library feedback and comments scheme, bi-annual LibQUAL[<reflink idref="bib1" id="ref23">1</reflink>] surveys, and also a bespoke framework for surveying satisfaction at key times in the student lifecycle (Appleton [<reflink idref="bib1" id="ref24">1</reflink>]). Such tools are commonly used by academic library services as quality assurance and performance improvement instruments. However, they do not necessarily indicate that there is an active partnership between the library and the students informing service developments.</p> <hd id="AN0089027163-6">STUDENT REPRESENTATION</hd> <p>The above "Student Experience Review" illustration is an example of a large scale project in which the library and its students have worked together in partnership. This way of working has become the norm for both partners and representation on more recent project boards and teams again illustrate this partnership. Through the university's "Development Program" projects are managed institutionally using the "<emph>Managing Successful Programs</emph>" methodology.[<reflink idref="bib2" id="ref25">2</reflink>] This means that individual departments, or indeed constituent areas of the university such as Library and Student Support or the Liverpool Student Union can take a lead in the project, but all stakeholders and partners need to be involved in the management and implementation of the project. This again allows for the library service and the student body to work together in partnership. Recent examples of this at LJMU include the selection and implementation of a single search interface for electronic library resource discovery and the introduction of a PC booking and availability system into the Learning Resource Centers (LRCs).</p> <p>In keeping with best practice the library service's responsiveness strategy has developed more recently into a strategy for partnership, and includes some of the communication tools and channels that have previously been discussed. But, it is the partnership approaches to continual service improvements and developments which add further value to the service both for those delivering it, and those making use of it. Library and Student Support and the Liverpool Student Union use three particular platforms which help to strengthen their partnership.</p> <hd id="AN0089027163-7">COMMUNICATIONS MEETINGS</hd> <p>The two partners make use of quarterly agenda driven meetings between the senior managers of Library and Student Support (those responsible for delivery of services) and the Liverpool Student Union elected sabbatical officers (President and Vice Presidents) and also the union's Chief Executive[<reflink idref="bib3" id="ref26">3</reflink>] and University Experience Manager.[<reflink idref="bib4" id="ref27">4</reflink>] The agenda is set in advance by both partners and is intended as a platform to current issues and activities and set responsive actions in order to resolve problems and move developments forward. The meetings are also used in order that the senior members of each team can inform the partners of the key activities and developments going on around the university in which they are involved. Such an agenda allows for a partnership approach to information and communications and subsequent problem solving.</p> <hd id="AN0089027163-8">BETTER UNIVERSITY FORUM</hd> <p>The University's "<emph>Better University Forum</emph>" is held quarterly by the Liverpool Student Union. The union staff involved are the University Experience Manager and the Student Voice Co-ordinators.[<reflink idref="bib5" id="ref28">5</reflink>] The Forum provides an open platform for any students within the university to attend and share their view and opinions on all aspects of the university experience. The forum is facilitated by the Student Voice Co-ordinators and is divided into four themes: <emph>Communications, Teaching, Facilities,</emph> and <emph>Your Future</emph>. The Associate Director of Library and Student Support is invited to attend each Better University Forum and does so accordingly. Under the theme of <emph>Facilities</emph> the Associate Director is able to field questions and provide answers about library services and take away any suggestions or ideas which come from the discussions with students. The Forums are intended to be action oriented and part of the commitment to those attending is that where ideas, innovations, development, or suggestions have been generated from the forum discussions and dialogues, any resulting actions and feedback will come back to the next Forum. This makes the forums very accountable and ensures that the partners work together effectively.</p> <p>The forums themselves are open to all students and are promoted in such a way that students are encouraged to participate. Attendance ranges between 40 and 70 students and the forums themselves are rotated around the campus so that they are held in different faculty buildings throughout the year. As a result a wider diversity of student attendance is achieved and there is a parity of representation from different disciplines and levels of study.</p> <p>A good example of the partnership work of the Better University Forum is the joint campaigns which L&SS and Liverpool Student Union have run as a result of discussions at the forums. Issues such as access to PCs in the LRCs and students making too much recreational use of the LRCs' computers during busy assessment periods were widely debated. Solutions such as banning or restricting social media were suggested but neither partner really wanted to impose such sanctions. Instead an institution wide "Respect your LRC" campaign was initiated and launched throughout the University which included slogans such as "Don't be Part of the Unsocial Network" and made use of a variety of media including professionally produced videos which were shown on both the LJMU and Liverpool Student Union Web pages. The campaign has since run again every year at busy assessment periods and is a great example of partnership working and problem solving.</p> <p>Speaking about the success of the "Respect your LRC" campaign, the then incumbent Liverpool Student Union President said:</p> <p>The campaign has been really successful, in that students have been made aware of the full extent of the computer resources available to them and there seems to be a real appreciation now of the demands placed on the resources at busy times. (Lily Rumsey, President of Student Union, 2010–11)</p> <p>As an indirect result of this particular initiative, student satisfaction with access to "IT facilities" increased by 7% in the 2012 National Student Survey. This indicator, along with a very noticeable decline in "computer access" related comments and complaints demonstrates the effect that such an initiative can have.</p> <hd id="AN0089027163-9">LEARNING RESOURCE CENTER CRITICAL FRIENDS GROUP</hd> <p>More recently, Library and Student Support introduced a "Learning Resource Centre Critical Friends Group," whose role is again to engage students in dialogue about the Learning Resource Centers in order to make decisions and improvements in a collaborative manner. This particular instrument has been successful in other support areas of the University and subsequently became a strategic objective for Library and Student Support with regard to responsiveness and working in partnership with students.</p> <p>The group consists predominantly of student representatives including the Liverpool Student Union Vice President for Academic Quality and University Experience Manager. The remaining participants are made of course representatives and other students who have chosen to be part of the group. Membership was initially open to all students, with the notion that the group should not get any larger than 15 in number, and a diversity of academic disciplines and levels was sought at the outset and this continues to be the case as the group continually seeks new membership. By their transient nature, students do not expect to sit on the critical friends group for any longer than their time as a student, and interest tends to come from students in the later stages of their studies. The group is currently at capacity and includes representation from taught undergraduate programs and research post graduates across different disciplines. The group is chaired by the Associate Director of L&SS who is the sole member of L&SS staff on the group, the objective being for students to have a prominent voice within the group and the role of the chair is to steer discussion rather than to respond to it immediately. It is important for the chair of such a group to be able to pose probing questions and demonstrate active listening, as the group needs to be comfortable to discuss problems and issues and suggest solutions and improvements without the library representative defending or explaining current practice. With regard to the remaining membership, the brief is simple as defined in the group's Terms of Reference.</p> <p>To act as a critical friend to Library and Student Support and:</p> <p></p> <ulist> <item> • To seek full understanding of the services available through the Learning Resource Centers and the relevance of those services to a university such as LJMU;</item> <p></p> <item> • To ask searching questions and to examine things from a "different angle";</item> <p></p> <item> • To provide support and critique;</item> <p></p> <item> • To ensure that the services available are informed by and relevant to the student body; and</item> <p></p> <item> • To share information and understanding of the services, resources, facilities, and support available in the Learning Resource Centers.</item> </ulist> <p>Such terms of reference allow and encourage the student membership of the group to become active in asking probing questions about systems and service practices, which makes them better informed for suggesting solutions and problem solving. The role of the chair is to provide facts and clarity where the group does not understand the rationale behind a service decision, but also to take away the actions from the critical friends group with a view to resolving or moving forwards any suggested developments or service improvements. A simple example of this to illustrate the work of the LJMU LRC Critical Friends Group is that of students questioning why the LRC website is laid out in a particular way. Discussion followed with members of the group and potential improvements were suggested. This promoted a small scale review, in which four student members of the critical friends group worked with the L&SS Customer Services team to look at the initial LRC landing page which was then reviewed and developed accordingly to become clearer and more student focused. The students involved clearly appreciated their involvement in such a project and said of the changes:</p> <p>By asking us, the students, about the web pages, the library is able to make sure that more students understand the services available to them and students are more easily able to help themselves because the information is a lot clearer on the web site.</p> <p>Another high impact achievement is the changes to the Learning Resource Centre opening hours, which were brought about through discussions at the critical friends group. While the L&SS management team was aware of some student frustrations regarding reduced access to the LRCs during the summer vacation, there was insufficient evidence to take any particular measures to change the already substantive and consistent access to all three LRCs during the vacation period. Through critical friends' discussion, student representatives from the Faculty of Health ensured that the group looked carefully at LRC summer opening hours. They presented evidence to the group from several large cohorts of health studies and nursing students which suggested a real disparity in access and services for students whose busy study periods take place during the summer, while also on intensive clinical placements. The group discussed potential solutions to the problems and ultimately decided that this particular group of students required increased access to computing and print resources at one particular LRC for slightly longer periods than the current LRC service model allowed. The L&SS management team was then able to deploy staff resources differently by reducing some unnecessary staff provision during daytime hours and create new posts for staffing the LRC through the night during the summer period. The end result was the collaborative creation of a new "opening hours" offer, specifically for this particular group of disadvantaged students. This initiative has had a very high and positive impact on a critical mass of students and has been very well received. The Liverpool Student Union Student Experience Manager said of change in opening hours:</p> <p>This is a great outcome and we really appreciate what the LRC has been able to do in response to this student feedback. It means that our student nurses now have the same access to the library resources as their colleagues on other courses.</p> <hd id="AN0089027163-10">CONCLUSION</hd> <p>This article has discussed how academic libraries can and should work in partnership with their student bodies. The article has focused on the benefits of such partnership working and one could argue has been limited in its evidence base using a single case study, Liverpool John Moores University on which to draw examples of good practice. However, this case study can also be placed into context of other good practice illustrated in some of the associated literature and also on the more recent debates around changing student expectations and "students as consumers." Some of this has been covered as part of the discussion in the article (Streeting and Wise [<reflink idref="bib16" id="ref29">16</reflink>]; Little et al. [<reflink idref="bib9" id="ref30">9</reflink>]; Maringe [<reflink idref="bib10" id="ref31">10</reflink>]).</p> <p>Through using the particular LJMU case study the article illustrates the impact that student partnerships can have on tangibly improving and developing library services. Because of the nature of LJMU's super-converged library, IT, and student administration service, their particular partnership approach has had an impact on a broader set of professional service areas than just simply the library. Such impact is essential to the strategic development of the whole institution. Library services are often at the heart of the learning, research, and scholarship agendas of a University and, similarly, student services areas impact hugely on the student experience of the institution. In the case of LJMU, such student partnerships are fundamental to the institutional mission and in particular in achieving research and scholarship and student engagement strategic objectives.</p> <p>If higher education is now truly operating in partnership with the students it serves then examples such as the LJMU "library" case study will continue to increase. Students now expect to be part of the dialogue and discussions which affect them. "Students need to be involved in the various stages of the decision-making process. This not only leads to better decisions but a closer collaborative, supportive and respectful relationship between the student and the university" (Barrow and Hastings [<reflink idref="bib3" id="ref32">3</reflink>]).</p> <hd id="AN0089027163-11">Acknowledgments</hd> <p>© Leo Appleton and Paul Abernethy</p> <hd id="AN0089027163-12">Notes</hd> <ref id="AN0089027163-13"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref23" type="bt">1</bibl> <bibtext> 1. LibQUAL <ulink href="http://www.libqual.org/home">http://www.libqual.org/home</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref22" type="bt">2</bibl> <bibtext> 2. Managing Successful Programmes <ulink href="http://www.msp-officialsite.com/">http://www.msp-officialsite.com/</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref26" type="bt">3</bibl> <bibtext> 3. The Liverpool Student Union Chief Executive is responsible for overall strategic direction and long term financial sustainability of the union.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref6" type="bt">4</bibl> <bibtext> 4. The Liverpool Student Union University Experience Manager is responsible for co-ordinating quality and student engagement initiatives on all aspects of university experience of students including teaching, learning, assessment, and research).</bibtext> </blist> <blist> <bibl id="bib5" idref="ref3" type="bt">5</bibl> <bibtext> 5. Liverpool Student Union Student Voice Co-ordinators are responsible for the course representative system and ensure that each course has a student representative able to contribute to relevant teaching, learning, assessment planning, and development activities where appropriate.</bibtext> </blist> </ref> <ref id="AN0089027163-14"> <title> REFERENCES </title> <blist> <bibtext> Appleton, L.2012. Assuring Quality Using 'Moments of Truth' in Super-converged Services. Library Management, 33(6): 414–20. Print</bibtext> </blist> <blist> <bibtext> Appleton, L.2010. Living Through Super-Convergence: Creating Library and Student Support at Liverpool John Moores University. SCONUL Focus, 49: 67–70. Print</bibtext> </blist> <blist> <bibtext> Barrow, D. and Hastings, G.2009. History of Student Representation. Web. 12 Dec. 2012. <<ulink href="http://highereducationseries.blogspot.co.uk/2009%5f09%5f01%5farchive.html">http://highereducationseries.blogspot.co.uk/2009%5f09%5f01%5farchive.html</ulink>>.</bibtext> </blist> <blist> <bibtext> Black, W.K.1995. Libraries and Student Assistants: Critical links. Journal of Library Administration, 21: 3–4. Print</bibtext> </blist> <blist> <bibtext> Department for Business, Innovation and Skills. 2011. Higher Education: Students at the Heart of the System, London: Dept. for Business, Innovation and Skills. Print</bibtext> </blist> <blist> <bibl id="bib6" idref="ref18" type="bt">6</bibl> <bibtext> Department for Business, Innovation and Skills. 2011. Student Charter Group Final Report, London: Dept. for Business, Innovation and Skills. Print</bibtext> </blist> <blist> <bibl id="bib7" idref="ref9" type="bt">7</bibl> <bibtext> Farrell, S. and Driver, C.2010. Tag, You're It: Hiring, Training and Managing Student Assistants. Community and Junior College Libraries, 16(3): 185–91. Print</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> Forrest, M.2012. Student Volunteers in Academic Libraries. New Review of Academic Librarianship, 18: 1–6. Print</bibtext> </blist> <blist> <bibl id="bib9" idref="ref5" type="bt">9</bibl> <bibtext> Little, B., Locke, W., Scesa, A. and Williams, R.2009. Report to HEFCE on Student Engagement, Bristol: HEFCE. Print</bibtext> </blist> <blist> <bibtext> Maringe, F.2010. "The Student as Consumer: Affordance and Constraints in a Transforming Higher Education Environment". In The Marketisation of UK Higher Education: The Student as Consumer, Edited by: Molesworth, M. and Scullion, R.1–20. London: Routledge. Print</bibtext> </blist> <blist> <bibtext> Melling, M.2012. "Case Study B: Super-Convergence of Library and Student Support". In Leading the Student Experience: Super-Convergence of Organization, Structure and Business Processes (Research and Development Series 3, Publication No. 5), Edited by: Bulpitt, G.13–18. London: Leadership Foundation for Higher Education. Print</bibtext> </blist> <blist> <bibtext> Molesworth, M., Nixon, E. and Scullion, R.2009. Having, Being and Higher Education: the Marketisation of the University and the Transformation of the Student into Consumer. Teaching in Higher Education, 14(3): 277–87. Print</bibtext> </blist> <blist> <bibtext> Montesinos, A., Cassidy, D. and Millard, L.2013. "Student Employment and the Impact on Student Motivations and Attitudes Towards University". In Student Engagement: Identity, Motivation and Community, Edited by: Nygaard, C., Brand, S., Bartholomew, P. and Millard, L.1–17. Faringdon: Libri Publishing. Print</bibtext> </blist> <blist> <bibtext> National Union of Students. 2012. A Manifesto for Partnership, London: National Union of Students. Print</bibtext> </blist> <blist> <bibtext> Seale, J.2009. Doing Student Voice Work in Higher Education: An Exploration of the Value of Participatory Methods. British Educational Research Journal iFirst Article, : 1–21. Print</bibtext> </blist> <blist> <bibtext> Streeting, W. and Wise, G.2009. Rethinking the Values of Higher Education: Consumption, Partnership, Community?, Gloucester: Quality Assurance Agency for Higher Education. Print</bibtext> </blist> <blist> <bibtext> Sykes, P. and Gerrard, S.1997. Operational Convergence at Roehampton Institute, London and Liverpool John Moores University. New Review of Academic Librarianship, 3(1): 67–89. Print</bibtext> </blist> <blist> <bibtext> Trowler, V.2010. Student Engagement Literature Review, York: Higher Education Academy. Print</bibtext> </blist> <blist> <bibtext> Walton, G.2010. University Libraries and Student Engagement. New Review of Academic Librarianship, : 117–19. Print</bibtext> </blist> </ref> <aug> <p>By Leo Appleton and Paul Abernethy</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib14" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib16" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib12" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl8" bibid="bib15" firstref="ref16"></nolink> <nolink nlid="nl9" bibid="bib17" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref21"></nolink>
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  Data: We Said … We Did!: A Partnership Approach to Developing Library and Student Support Services
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article discusses the UK higher education environment and how increasing student expectations have led to students engaging with their academic institutions as partners. The differences between consumerist and partnership models of engagement are discussed and the article includes a UK-based case study which illustrates how effective student partnership relationships and practices can be beneficial for the development and continual improvement of academic library and student support services. The case study provides practical examples of effective partnership initiatives which can be applied to a wider group of university professional services areas.
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