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Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University

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Title: Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University
Language: English
Authors: Burrows, Trevor, Freeman, Robert S., Heyns, Erla P., Hérubel, Jean-Pierre V. M.
Source: portal: Libraries and the Academy. Jul 2019 19(3):511-533.
Availability: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Humanities, Social Sciences, Doctoral Dissertations, STEM Education, Bibliographies, Library Materials, Academic Libraries, Liberal Arts, Doctoral Students, Citation Analysis, Research Libraries, Doctoral Programs, Student Research, Librarian Teacher Cooperation, Nonprint Media, Printed Materials
Geographic Terms: Indiana
DOI: 10.1353/pla.2019.0029
ISSN: 1531-2542
Abstract: This study utilized dissertation bibliographies produced at Purdue University in West Lafayette, Indiana, a STEM-oriented university, to ascertain how well Purdue's Humanities, Social Sciences, and Education Library supports doctoral research. To examine a critical mass of data, the authors gathered all the bibliographies of dissertations written in 11 disciplines within the College of Liberal Arts in 2011 and 2015. Data for each citation included year of publication, language, format type, and local availability in print or digitally. Revealing disciplinary trends in using sources, this study provided critical information for reconceptualizing the library's orientation to learning and research and for engaging with faculty to understand where to strengthen the library's collections.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1222098
Database: ERIC
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  Value: <anid>AN0137413967;f9n01jul.19;2019Jul12.04:18;v2.2.500</anid> <title id="AN0137413967-1">Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University </title> <sbt id="AN0137413967-2">Introduction</sbt> <p>This study utilized dissertation bibliographies produced at Purdue University in West Lafayette, Indiana, a STEM-oriented university, to ascertain how well Purdue's Humanities, Social Sciences, and Education Library supports doctoral research. To examine a critical mass of data, the authors gathered all the bibliographies of dissertations written in 11 disciplines within the College of Liberal Arts in 2011 and 2015. Data for each citation included year of publication, language, format type, and local availability in print or digitally. Revealing disciplinary trends in using sources, this study provided critical information for reconceptualizing the library's orientation to learning and research and for engaging with faculty to understand where to strengthen the library's collections.</p> <p>Doctoral dissertations represent the capstone research efforts for the attainment of the doctoral degree. Generally, they adhere to the protocols and standards expected for the highest training of disciplinary scholars, culminating in a book-length, highly honed, and specialized contribution to knowledge in a field. Graduate departments generally privilege doctoral research and training, and they view support for student learning and for building research skills as paramount. For this reason, analysis of dissertations constitutes a useful approach to evaluating library collections and how well they support doctoral research.[<reflink idref="bib1" id="ref1">1</reflink>]<bold> [End Page 511] </bold></p> <p>This exploratory study aimed to assess the support provided by library collections for doctoral research, resulting in dissertations as a capstone experience. This investigation provided the foundational template and process for the closer examination of collections support for doctoral programs in the College of Liberal Arts at Purdue University in West Lafayette, Indiana. The authors focused specifically on doctoral theses originating from the programs in American Studies, Anthropology, Communication, Comparative Literature, English, History, Languages & Cultures, Linguistics, Philosophy, Political Science, and Sociology.</p> <hd id="AN0137413967-3">The STEM Setting</hd> <p>The Humanities, Social Sciences, and Education (HSSE) Library is part of the Purdue University Libraries and supports the teaching and research activities of the College of Liberal Arts (CLA) and the College of Education. Purdue University is a land-grant university vested in STEM (science, technology, engineering, and mathematics) instruction, applied research, and doctoral programming. Purdue is a highly ranked STEM institution but less known for the humanities and social sciences disciplines.[<reflink idref="bib2" id="ref2">2</reflink>] The CLA, however, began a significant transformation in 2015, when a new dean of the college embarked on a focused effort to bring more attention to CLA programs and to confirm and heighten the importance of a liberal arts education in this predominantly STEM-centered setting. This effort resulted in the introduction of new programs to enhance undergraduate education, make graduate education more attractive and visible, support faculty effectiveness, and grow income streams.[<reflink idref="bib3" id="ref3">3</reflink>]</p> <p>The HSSE Library is a key player in efforts to reshape the liberal arts at Purdue. Libraries are critical stakeholders in the education of students as partners in both student and faculty research. However, many faculty in the CLA perceived library collections in the humanities and social sciences at Purdue as less than adequate. As an identified problem, Purdue Libraries needed to fully understand this perception and work with the CLA to correct it. When faculty mention the shortcomings of collections, they compare Purdue Libraries with libraries at universities with strong humanities and social sciences programs, such as Indiana University. With Purdue's initiatives in the humanities and social sciences and the intention of the university administration to build strong programs and attract more students in these disciplines, the Purdue Libraries wanted empirical data to understand how well their collections serve all constituents. This information will facilitate new discussions about the strengths of the library and provide the foundation for plans to enhance its collections and programs.</p> <p>To better understand the history and context of libraries in land-grant settings, the authors turned to a study by Donald Davis and J. Mark Tucker,[<reflink idref="bib4" id="ref4">4</reflink>] who examined 13 land-grant libraries, including Purdue University Libraries. Davis and Tucker provided a short history of each library and compared them with one another. The Morrill Act of 1862, which established land-grant universities, focused on agriculture and mechanical<bold> [End Page 512] </bold> education. Initially, the land-grant universities did not favor research, which made it difficult to justify libraries. Even after that sentiment shifted, research in agriculture and mechanical disciplines still prevailed. Some of the institutions covered in the study chose not to include the liberal arts in their curriculum offerings, or the university denied their efforts to include liberal arts. Although Purdue's early curriculum included some humanities and social sciences courses, these areas did not have their own departments, grant diplomas, or administer graduate education and research until the early 1960s.[<reflink idref="bib5" id="ref5">5</reflink>] The Morrill Act did not require the exclusion of liberal arts, however, and universities could determine their own curriculums.</p> <p>An important factor that impacts academic libraries is that, in most states, the land-grant university competes for state funding with the large public university.[<reflink idref="bib6" id="ref6">6</reflink>] Jessie Smith pointed out that libraries at large public universities had much greater collections growth than did libraries at land-grant institutions. This disparity held true for many states, including Indiana, where the two largest universities are Indiana University in Bloomington and Purdue University:</p> <p>A comparison of the rate of increase in total volumes versus time at Indiana and Purdue showed that growth was slow at Indiana up to 1900, and at Purdue up to 1920. Indiana University had acquired at least twice as many volumes at the end of each of the ten-year intervals (1870–1960) as Purdue had at the same intervals.[<reflink idref="bib7" id="ref7">7</reflink>]</p> <p>In 1950, Indiana University had approximately 800,000 volumes, and Purdue had 300,000. By 1960, Indiana University's collection stood at 1,300,000, while Purdue had only 500,000 volumes. This trend has held true for state universities and land-grant universities overall. The significance of this disparity between the collection growth at the two universities is further complicated by the fact that Purdue focused on engineering and science, while Indiana University concentrated on the humanities and social sciences.[<reflink idref="bib8" id="ref8">8</reflink>]</p> <p>An important element in the ongoing success of the HSSE Library at Purdue is its regular efforts to examine the question of accountability regarding collections. The librarians needed an accurate picture of the state of the CLA at Purdue University and an understanding of the role of the humanities and social sciences at this land-grant institution. They needed to know if their collections and service models met the needs of the faculty and students in the humanities and social sciences and, if not, they needed to understand why. It was critical for them to reconceptualize collection development practices and to make sure the library's holdings met the research and pedagogical needs of the departments in the CLA.</p> <p>To engage CLA faculty with information about HSSE Library collections that is empirical and conceptual, this study used a citation analysis of doctoral dissertations to measure how well the collections support the humanities and social sciences. A rich literature points to the effectiveness of using bibliographies to analyze doctoral theses.[<reflink idref="bib9" id="ref9">9</reflink>]<bold> [End Page 513] </bold> A literature review found six relevant citation analyses in various disciplines.</p> <p>University of Notre Dame Libraries in Notre Dame, Indiana, did a study in 2012 to determine how well they served graduate students. The study was designed to find out what sources graduate students in all disciplines cited and whether the libraries owned those items. The investigation found that most of the cited items were books and journals and that the libraries owned 67 percent of the cited material. Looking at the disciplinary breakdown, the highest correlation between items cited and what the library owned was in engineering (90 percent) and science (92 percent). The correlation was lower in the humanities (83 percent) and lowest in social sciences (75 percent).[<reflink idref="bib10" id="ref10">10</reflink>]</p> <p>Melissa Gasparotto analyzed citations in the Department of Spanish and Portuguese at Rutgers University in New Jersey.[<reflink idref="bib11" id="ref11">11</reflink>] Her study focused on what type of material was cited and revealed that monographs were still heavily referenced in both the humanities and social sciences. Another important finding was that PhD students in these fields tended to favor open access journals, which could mean that they did not know how to navigate library resources behind paywalls, preventing their use without a paid subscription, or that the students chose those citations for other reasons. In any event, these findings helped librarians understand how to focus collection decisions when choosing between formats. Librarians can also refer to these results when discussing the development and navigation of library collections with faculty and graduate students.</p> <p>Jennifer Knievel's study used citation analysis to reveal the resource needs of graduate students and faculty in philosophy at the University of Colorado Boulder and to measure how well the library collections met those needs.[<reflink idref="bib12" id="ref12">12</reflink>] This study also looked at how books were acquired, for example, through an approval plan or through firm orders. Most books were purchased through approval plans, although the data for source of purchase were not collected prior to 1995. The study also looked at the bibliographies of books written by faculty in the Philosophy Department. The library owned 83 percent of the books cited by graduate students and 81 percent of those referenced by faculty.</p> <p>In a 2013 study, Jeffrey Knapp used citation analysis to reveal some ways in which doctoral research in political science had changed over time at Penn State University in University Park.[<reflink idref="bib13" id="ref13">13</reflink>] He examined two comparable groups of political science dissertations from different periods: group A consisted of 20 dissertations completed in 1953 to 1968, and group B comprised 20 dissertations done from 2005 to 2010. With a 37-year gap between the groups and a breakdown of the citations into more than 13 format categories, Knapp observed an increase over time in the percentage of journal article citations, consistent use of books, and a decline in the use of government documents, newspapers, and archival materials. These changes reflected a movement away from humanities to a more social sciences approach. By analyzing the Library of Congress call numbers assigned to the journals and books, Knapp showed a trend away from works classed as history toward those categorized in various social sciences and more works identified specifically as political science. Knapp stated the value of doing citation analyses: "If librarians want to forge relationships with faculty members outside the library, and partner with them in their research, it is important to understand the knowledge landscape of that discipline."[<reflink idref="bib14" id="ref14">14</reflink>]</p> <p>Suzanne Schadl and Marina Todeschini studied dissertations covering Latin American studies in many departments in the humanities and social sciences, including a few<bold> [End Page 514] </bold> science departments, at the University of New Mexico in Albuquerque.[<reflink idref="bib15" id="ref15">15</reflink>] Schadl and Todeschini examined the languages and formats of the citations and sorted the doctoral theses into two data sets. One set included Spanish- and Portuguese-language books and articles across 17 academic departments, and the other focused on local holdings to determine to what extent the University of New Mexico could provide those works. The researchers found that the library held 73 percent of the books cited. Their disciplinary analysis interested the authors of the present study: "Several departments meet or exceed the average of the locally available 73 percent, with History at 90 percent, Anthropology at 76 percent, Art History at 74 percent, and Political Science at 73 percent. Sociology is not far behind at 71 percent locally available."[<reflink idref="bib16" id="ref16">16</reflink>]</p> <p>Manuel Ostos studied the holdings of Penn State University Libraries in Latin American studies compared to the monographic material that faculty in those disciplines used.[<reflink idref="bib17" id="ref17">17</reflink>] The faculty represented several departments in liberal arts, communication, art and architecture, and earth sciences. The study found that, of 3,100 citations, 76 percent were books and only 24 percent were journal articles. Of the books, 58 percent were in English and 42 percent in other languages. The library owned 59 percent of the books: 44 percent of those in English and 11 percent of those in other languages. Only 9 percent were available online.</p> <p>All these studies reinforce the idea that librarians can and should understand what graduate students and faculty use in their research. Understanding the strength of library collections in different disciplines allows for a meaningful dialogue with deans, department chairs, faculty, and graduate students. Making informed decisions about collection acquisition is critical as budgets fail to grow or, in many cases, shrink.</p> <hd id="AN0137413967-4">Approach and Methodology</hd> <p>This study examined the bibliographies of 144 dissertations completed in two different years: 85 in 2011, and 59 in 2015. The authors selected 2011 because at that time the HSSE Library had just started an e-book acquisition program, and they speculated that, by 2015, there might be a discernible impact from access to a large number of e-book titles. In total, the authors considered 24,418 individual citations from 144 dissertations.[<reflink idref="bib18" id="ref18">18</reflink>] To analyze this large set of citation data at multiple levels—from that of a single doctoral thesis to that of a specific department to the body of dissertations as a whole—the research team manually entered each citation's components into a single Excel worksheet. They then used that worksheet as the data model for the creation of numerous pivot tables that reorganized and summarized the statistics. Each citation had its own row with individual data points entered across the worksheet's columns. These data points included title, publication date, volume number (for journals or periodicals), language, and format type. The team also included columns indicating whether a given item was<bold> [End Page 515] </bold> available through Purdue Libraries and, if so, whether in print or electronic form, as well as columns to calculate the age of cited sources and to group them into 10-year spans.[<reflink idref="bib19" id="ref19">19</reflink>] Finally, autocomplete and selective use of the "find" feature were used to ensure consistency of titles as the researchers entered citations into the spreadsheet. This made it easy to consider multiple citations to the same title regardless of how they were presented in each bibliography.</p> <p>Each citation was coded as one of 14 formats, which were further grouped into one of two categories, "primary formats" and "other formats." These larger sections were created primarily for analytical purposes, which facilitated the division of sources between those that directly intersect with library services—that is, those the library may reasonably be expected to provide—and those that generally fall beyond the scope of its collections. "Primary formats" included book chapters, dissertations, journal articles, legal or government documents, monographs, newspapers and periodicals, and reference. "Other formats" included archival sources, audiovisual materials, online sources, unpublished papers and presentations, reports, unknown, and other or miscellaneous items. These format types closely match those used by Jeffrey Knapp,[<reflink idref="bib20" id="ref20">20</reflink>] with a few exceptions. In the "primary formats" group, the authors separated journal articles from other periodicals such as magazines and newspapers, and coded reference items such as encyclopedia and dictionary entries separately from other format types. In the "other formats" group, the authors added audiovisual to better capture such items as music albums and movies, created a report category for documents and data published by nongovernmental institutions, and added "other" and "unknown" categories to better identify items that either did not clearly fit into a category or whose format could not be determined due to language barriers.</p> <p>Assigning format types to each citation inevitably runs into problems when sources could be classified in multiple ways, and this is especially true when categorizing citations of online sources or websites. For instance, if a dissertation cites an online magazine article that has no print counterpart, should the article be identified as an online source or as a newspaper or periodical? Because the authors were interested in applying this study to questions of library services and collection development, they chose to categorize most citations of unique online content as "online sources" regardless of the type of source itself. Content that likely had a print analogue or materials that required special access to retrieve, on the other hand, were classified by their actual type. An e-book, an electronically accessed journal article, or a citation to the <emph>New York Times</emph> were all categorized by their format—monograph, journal article, and periodical, respectively—regardless of how each was accessed. A citation of the born-digital magazine <emph>Aeon</emph>, a YouTube video, or a British Broadcasting Corporation (BBC) Web-based article, however, were deemed online sources. The one exception to this schema concerned open-access scholarly journals that were only available digitally. Because the library helps to facilitate access to these journals, we included them with all other scholarly journals in our analysis regardless of their material format. To work toward consistency, citations in the most complicated categories—the bulk of the "other formats" grouping, as well as the legal and government documents category—were reviewed again after all citations were processed and<bold> [End Page 516] </bold> were updated as needed.</p> <hd id="AN0137413967-5">General Results</hd> <p>A few initial observations may be gleaned from an overview of the data. See Table 1.</p> <p>Monographs, journal articles, periodicals, and book chapters continue to be the primary formats utilized by today's humanities and social sciences PhD students. Thirty-seven percent of citations referenced monographs, and 34 percent cited journal articles. Book chapters and periodicals each accounted for another 12 percent and 5 percent of citations, respectively. This means that roughly 88 percent of all citations referenced sources in one of these formats. Other types of sources, such as online or audiovisual sources, government documents, and unpublished material, accounted for only 12 percent of the whole. Of those remaining formats, only two constituted more than 1 percent of all citations: online sources (4 percent) and archival sources (3 percent). Even when these results were broken out by discipline, the primary drivers of scholarly research continued to be monographs, journal articles and periodicals, and book chapters (see Table 2).[<reflink idref="bib21" id="ref21">21</reflink>]</p> <p>Use of the less common types of sources was often dominated by a handful of dissertations or by a given department. Over 500 of the 623 citations referencing archival sources came from the History program, for instance, and just 3 dissertations accounted for 203 of the 306 audiovisual references. References to online sources, though more common and more evenly distributed across disciplines and individual projects, were still rare. Although two-thirds of our sample cited an online source, only 27 dissertations referred to online sources more than 10 times. Although online sources were cited 1,052 times, 76 percent of those citations came from only 19 percent of all doctoral theses studied. These and other less-used formats were cited by fewer dissertation authors and in lower quantities than their primary format counterparts, and spikes in usage were often driven by a single dissertation or discipline rather than a trend across graduate research.</p> <p>Some general observations may be made regarding the language and the age of sources cited. English-language sources far outnumbered non-English sources. Although 17 languages were represented in the bibliographies, 93 percent of all citations referenced English-language materials. Of 1,626 non-English sources cited, the six most common languages were French, Spanish, German, Chinese, Korean, and Latin, in order of frequency. Those six languages accounted for 86 percent of non-English citations. In many cases, a single doctoral thesis was responsible for all references to sources in a specific language; this was the case for citations of Dutch, Indonesian, Korean, Lithuanian, Macedonian, Portuguese, and Turkish sources. Not only did English sources overwhelmingly outnumber non-English ones but also only a handful of non-English languages were cited with any regularity (see Table 3).<bold> [End Page 517] </bold></p> <p>Graph: Table 1. Overview of dissertations studied</p> <p>An overwhelming number of citations—75 percent—referred to materials published after 1985. Another 17 percent appeared between 1955 and 1985. Only 8 percent of cited sources had publication dates before 1955. Although there were variations by format and department, this generally holds true with two notable exceptions: both history and American studies typically cited a larger number of older sources, and in some cases fewer recent sources, than other departments (see Table 4).</p> <p>A typical dissertation in the humanities or social sciences primarily cites English-language monographs, journals, book chapters, and periodicals published within the last few decades. However, the variations of citation patterns at the departmental level and at the level of the individual dissertation are substantial enough to influence how research libraries manage their collections to meet the needs of graduate students. In relation to the sources cited in our sample, Purdue Libraries generally met<bold> [End Page 518] </bold></p> <p>Graph: Table 2. Citation count by primary format for 2011 and 2015</p> <hd1 id="AN0137413967-6"> [End Page 519] </hd1> <p>Graph: Table 3. Citations by language for 2011 and 2015</p> <p>those needs well. When looking at the four most commonly cited formats, 79 percent of sources were available through Purdue's immediate collection. Journal article citations were the best serviced, with 93 percent of cited journal articles obtainable through the libraries' collections. Monographs and book chapters were on hand at the rates of 73 percent and 71 percent, respectively. Newspapers and periodicals posed the most difficulty to the libraries, with just under half of all citations available at Purdue Libraries. As we will see, however, local availability statistics are greatly affected by the specific types of resources used by each department. In the case of newspapers and periodicals, for instance, the clear majority of citations came from history and American studies, where the periodicals tend to be both older and particular to a subject or region. A closer look at the patterns of each department will help us better understand how library services can meet the needs of humanities and social sciences graduate education today.</p> <hd id="AN0137413967-7">Formats: Humanities versus Social Sciences</hd> <p>In library science literature, it is generally understood that social sciences favor academic<bold> [End Page 520] </bold></p> <p>Graph: Table 4. Source publication dates as percentage of department totals</p> <p> <bold> [End Page 521] </bold> journals over monographs, and the humanities prefer monographs over academic journals. For our purposes, we categorized HSSE departmental dissertations into social sciences and humanities. The numbers that follow highlight the distribution of journal articles and monographs by discipline, pertaining to HSSE.</p> <hd id="AN0137413967-8">Social Sciences</hd> <p>Anthropology dissertations were social sciences-oriented but reflected a ratio of 36 percent journal articles to 33 percent monographs, close to an even split between social sciences and humanities. Communication dissertations conformed to the social sciences norms, with 54 percent journal articles and 20 percent monographs. Doctoral theses in the Linguistics program also aligned with the social sciences norms, with 46 percent journal articles and 28 percent monographs. Political Science dissertations conformed to the norms with 44 percent journal articles and 22 percent monographs. The remaining 19 percent, in the "other format" category, included a wide spectrum of materials, while the 1 percent legal or government documents was surprisingly low. However, international relations studies and statistical approaches may account for this. Sociology dissertations adhered to the social sciences usage pattern with 69 percent journal articles and only 14 percent monographs. At 2 percent for legal or government documents, Sociology utilized more of this format than did political science.</p> <hd id="AN0137413967-9">Humanities</hd> <p>American Studies dissertations were more humanities-oriented and reflected a 47 percent monograph to 9 percent journal articles ratio, with a significant reliance of 22 percent on formats other than monographs and journals. Dissertations in the Comparative Literature program conformed to the humanities norms, with 61 percent monographs and 13 percent journal articles. Many sources were multilingual. English doctoral theses reflected a near parity of 33 percent journal articles and 39 percent monographs. This department produced many dissertations in the program of English Language and Linguistics and that of Rhetoric and Composition, where social sciences norms of journal usage exceeded those in literary studies. History dissertations conformed to the humanities model of 12 percent journal articles versus 54 percent monographs, but with a 10 percent usage of newspapers and magazines, generally popular magazines. At 15 percent, "other formats" constituted a mixed spectrum of materials, including visual materials. Dissertations in the Languages & Cultures program approached parity with 40 percent journal articles and 37 percent monographs. However, book chapters showed 18 percent usage, which reflected the program's special focus on linguistics and second-language acquisition. Philosophy dissertations were near parity with 36 percent journal articles and 35 percent monographs. However, with 19 percent book chapters, they showed a more humanities-oriented usage pattern.</p> <p>Most dissertations conformed to normative usage practice in social sciences and<bold> [End Page 522] </bold> humanities disciplines, but there were some interesting deviations. The programs in Anthropology, English, and Languages & Cultures constituted outliers. At first, Philosophy appeared to favor social sciences norms until its reliance on book chapters became clear and confirmed its alignment to a humanities approach to research.</p> <hd id="AN0137413967-10">Journal Usage and Discipline-Based Dissertations</hd> <p>Use of journals by dissertation authors revealed an informative hierarchy of key titles per discipline. Identifying the 20 most-cited journals per department, the authors found that the top five journal titles were key indicators of publications tied to the discipline. Additionally, the top five cited journals per discipline were salient indicators of dissertation subject focus as well as degree of disciplinary alignment (see Table 5).</p> <p>Using Library of Congress classifications, the authors examined each department's five top-cited journals for their degree of disciplinary orientation or of interdisciplinary or multidisciplinary inclusion. Figures 1 and 2 depict the configurations of disciplinary orientation or insularity found in these journals. Disciplinary inwardness, or intellectual insularity, has consequences for collections, and the findings here point to unique local phenomena. The degree to which collections must consider disciplinary cultures and their reliance on or propensity to borrow from other disciplines is critical to a robust and organic library collection.</p> <p>Dissertations in Political Science and Linguistics were 100 percent disciplinary inward, as were Philosophy and Comparative Literature. However, American Studies, Anthropology, and Languages & Cultures were outward-oriented and utilized scholarship from other disciplines, both also crossing the social sciences/humanities divide. American Studies perforce is defined as more interdisciplinary or multidisciplinary, so its score is not surprising.</p> <p>Digging deeper, the ratio of journals identified as disciplinary organs to other-disciplinary organs is useful for showing how doctoral students incorporated degrees of interdisciplinary or multidisciplinary scholarship. Journal usage is tied to the unique strengths of the College of Liberal Arts graduate programs. The following findings point to unique configurations of journal usage, based upon the social sciences/humanities division of disciplines for the 20 top-cited journals.</p> <hd id="AN0137413967-11">Percentage of Social Sciences Journals Cited, by Program</hd> <p></p> <hd id="AN0137413967-12">Anthropology</hd> <p></p> <ulist> <item> • anthropology journals, 40 percent;</item> <p></p> <item> <bold> • geography and conservation journals, 20 percent;_B_ [End Page 523] </bold> </item> </ulist> <p>Graph: Table 5. Five most-cited journals per discipline</p> <hd1 id="AN0137413967-13"> [End Page 525] </hd1> <p>Graph: Figure 1. Percentage of disciplinary orientation in top-rated journals in the social sciences.</p> <p>Graph: Figure 2. Percentage of disciplinary orientation in top-rated journals in the humanities.</p> <hd1 id="AN0137413967-14"> [End Page 526] </hd1> <p></p> <ulist> <item> • religion journals, 15 percent; and</item> <p></p> <item> • biology, sociology, and sexuality journals, 25 percent.</item> </ulist> <hd id="AN0137413967-15">Communication</hd> <p></p> <ulist> <item> • communication journals, 50 percent; and</item> <p></p> <item> • applied psychology, public relations, business/management studies journals, 50 percent.</item> </ulist> <hd id="AN0137413967-16">Linguistics</hd> <p></p> <ulist> <item> • linguistics journals, 100 percent.</item> </ulist> <hd id="AN0137413967-17">Political Science</hd> <p></p> <ulist> <item> • political science journals, 65 percent;</item> <p></p> <item> • communication journals, 20 percent; and</item> <p></p> <item> • sociology journals, 15 percent.</item> </ulist> <hd id="AN0137413967-18">Sociology</hd> <p></p> <ulist> <item> • sociology journals, 25 percent;</item> <p></p> <item> • gerontology journals, 15 percent;</item> <p></p> <item> • medical sciences journals, 20 percent;</item> <p></p> <item> • family and adolescent studies journals, 15 percent; and</item> <p></p> <item> • religious studies and multidisciplinary social sciences journals, 25 percent.</item> </ulist> <hd id="AN0137413967-19">Percentage of Humanities Journals Cited, by Program</hd> <p></p> <hd id="AN0137413967-20">American Studies</hd> <p></p> <ulist> <item> • American studies journals, 15 percent;</item> <p></p> <item> • African American studies journals, 40 percent;</item> <p></p> <item> • literary studies journals, 25 percent; and</item> <p></p> <item> • history, science, and social sciences journals, 20 percent.</item> </ulist> <hd id="AN0137413967-21">Comparative Literature</hd> <p></p> <ulist> <item> • literary journals, 75 percent; and</item> <p></p> <item> • history, multidisciplinary studies, or library studies journals, 25 percent.</item> </ulist> <hd id="AN0137413967-22">English</hd> <p></p> <ulist> <item> • language or composition studies, technical writing, linguistics, or rhetoric studies journals, 76.5 percent;</item> <p></p> <item> • literary studies journals, 20 percent; and</item> <p></p> <item> • biology journals, 3.5 percent.</item> </ulist> <hd id="AN0137413967-23">History</hd> <p></p> <ulist> <item> <bold> • history journals, 70 percent;_B_ [End Page 527] </bold> </item> <p></p> <item> • music journals, 10 percent;</item> <p></p> <item> • popular culture journals, 5 percent; and</item> <p></p> <item> • social sciences journals, 15 percent.</item> </ulist> <hd id="AN0137413967-24">Languages & Cultures</hd> <p></p> <ulist> <item> • literary journals, 45 percent;</item> <p></p> <item> • language studies journals, 30 percent; and</item> <p></p> <item> • second language acquisition and linguistics journals, 25 percent.</item> </ulist> <hd id="AN0137413967-25">Philosophy</hd> <p></p> <ulist> <item> • philosophy journals, 85 percent; and</item> <p></p> <item> • natural sciences journals, 15 percent.</item> </ulist> <p>Interdisciplinary and multidisciplinary usage was evident in all but English, History, Comparative Literature, Linguistics, and Philosophy.</p> <p>Knowledge of disciplinary usage patterns is crucial to inform research collection decisions. Generally, dissertations conformed to the strengths and focus of each department, with a few nuances. The following is a snapshot of these departmental strengths and foci at Purdue University, based on College of Liberal Arts Web pages:</p> <hd id="AN0137413967-26">Social Sciences</hd> <p></p> <ulist> <item> • Anthropology: applied anthropology, medical/health anthropology, and human ecology.</item> <p></p> <item> • Communication: organizational communication, health communication, media, interpersonal, and public relations.</item> <p></p> <item> • Linguistics: language acquisition, linguistics and computation, second languages, and social linguistics.</item> <p></p> <item> • Political science: international relations, American government, and public policy.</item> <p></p> <item> • Sociology: gerontology, medical and health sociology, policy, and social structure.</item> </ulist> <hd id="AN0137413967-27">Humanities</hd> <p></p> <ulist> <item> • American Studies: African American studies, gender, material culture, and feminism.</item> <p></p> <item> • Comparative Literature: across gender, and literary culture and literature.</item> <p></p> <item> • English: literary analysis, rhetoric and composition, language and linguistics, and language acquisition.</item> <p></p> <item> • History: American, European, and medieval history.</item> <p></p> <item> • Languages & Cultures: literary analysis, in French, German, Spanish, comparative studies, language acquisition, and linguistics.</item> <p></p> <item> <bold> • Philosophy: analytical philosophy, continental philosophy, history of philosophy, and ethics._B_ [End Page 528] </bold> </item> </ulist> <p>Except for occasional outlier dissertations, these general foci mesh neatly with the departments served by the HSSE Library. Present and future collections activity should include these findings, which provide a road map of where CLA doctoral programs are moving. Dissertation authors increasingly used interdisciplinary and multidisciplinary sources, except in Philosophy and Linguistics. These two disciplines tend to be insular and rely on their own disciplinary-based scholarship. Integrated conversation with departmental faculty and program directors, in concert with subject librarians, will facilitate continuous monitoring of doctoral research in these programs.</p> <hd id="AN0137413967-28">Availability of Formats</hd> <p>Although we cannot quantify the extent to which Purdue Libraries locally accessible collections limited the scope and depth of dissertations, the data indicate that, on average, the doctoral students in the CLA would have obtained 79 percent of their cited sources locally. In the humanities, dissertation authors could access 76 percent of their sources locally, while those in the social sciences found more than 84 percent. The three departments with the highest percentages of locally available sources were Communication, Political Science, and Sociology, and those mostly cited journal articles. The three programs with the lowest percentages of locally obtainable sources were History, Comparative Literature, and American Studies. These dissertations had the highest percentages of monograph, newspaper, and non-English language citations. The data for History were affected by there being only three history dissertations in 2015, and each relied on sources in languages—Indonesian, Korean, and Turkish—that are not part of Purdue Libraries collection profiles (see Table 6).</p> <p>Although the four-year separation between 2011 and 2015 is too short to show general trends in changing usage and availability of formats, the availability of the major formats remained consistent, at least in our sample. The digital-to-print ratio of book chapters changed slightly between 2011 and 2015: digital increased from 5 percent to 11 percent, and print decreased from 55 percent to 44 percent (see Table 7). Citations to newspapers and periodicals that were not locally accessible also increased noticeably. This growth was in large part due to a sample of only three History dissertations in 2015 that all made extensive use of regional and non-English language newspapers.</p> <p>Doctoral students in the humanities disciplines that emphasize primary and archival or non-English sources often must search beyond Purdue Libraries. The departments with the lowest percentages of locally available sources are among the departments whose graduate students are the heaviest users of interlibrary loan (ILL) services. There is a direct correlation between these findings and the relatively high number of books that graduate students in History, Languages & Cultures, and American Studies borrow through ILL. According to Purdue ILL data over three years (2015–2017), graduate students in History borrowed books 3,833 times; those in Languages & Cultures borrowed 2,666 times; and those in American Studies used ILL 1,063 times. The only graduate program at Purdue to borrow books more often—9,058 times—was English, the largest program in the CLA.<bold> [End Page 529] </bold></p> <p>Graph: Table 6. Local availability of sources by department</p> <hd id="AN0137413967-29">Concluding Observations</hd> <p>Direct examination of the doctoral dissertations showed that they reflected the emphases of the programs. However, a PhD student researching a unique topic that demanded resources external to departmental and library collections emphases was not always effectively supported. An important caveat is a policy to consider acquiring specific materials to accommodate a doctoral student's unique research needs. HSSE librarians can and do attempt to fill lacunae, especially when non-English language materials are concerned. This has been the case for Turkish, Korean, and Arabic materials, where HSSE Library has not developed a core collection.</p> <p>Despite the small sample of dissertations, the results of this study reflect strong library holdings supporting doctoral research, especially in social sciences and humanities programs that rely on English-language materials. The journal collection clearly met the needs of social sciences research, while those of the humanities, which are more book dependent, were not as well satisfied. Purdue Libraries has strong journal collections, but older monographs and other formats are less well represented, in part because humanities and social sciences were not a significant part of the Purdue University curriculum until the 1960s.</p> <p>This study mirrors other citation analysis studies as discussed in the literature review. In a 2012 study, for example, the University of Notre Dame found that its library<bold> [End Page 530] </bold></p> <p>Graph: Table 7. Local availability of sources by format in 2011 and 2015</p> <p>owned 67 percent of books and journals cited, with 83 percent in the humanities and 75 percent in the social sciences.[<reflink idref="bib22" id="ref22">22</reflink>] The University of Colorado Boulder owned 83 percent of the materials used by graduate students and 81 percent consulted by faculty.[<reflink idref="bib23" id="ref23">23</reflink>] The present study showed that the Purdue Libraries owned 76 percent of the humanities citations and 84 percent of the social sciences citations. Although Purdue University is a predominantly STEM-oriented institution, Purdue Libraries supports the humanities and social sciences at the same level as its peers.</p> <p>As mentioned in the introduction of this paper, some faculty in the College of Liberal Arts have suggested that the HSSE Library collection does not adequately support their department's research needs. Insofar as this research demonstrates that the collection substantially supports the needs of doctoral students, a clear disjunction exists between the results of this study and such negative perceptions of the library's collection. Since the study focused on graduate student dissertations rather than on faculty research, it cannot fully address the faculty perception of collection inadequacy. This research<bold> [End Page 531] </bold> nevertheless provides a firm, evidence-based foundation for engaging CLA faculty and students concerning their experiences with HSSE's collection while also highlighting the collection's strengths and successes. Utilizing these findings in future focus groups and dialogue with CLA should help us understand the source of such perceptions.</p> <p>This research has proved useful in several ways. It has provided a reliable quantitative assessment of the library's collection strengths in relation to graduate student research. It has also offered a means of surveying local departmental foci and disciplinary research trends, and provided important assessment data that can be shared with library stakeholders when appropriate. The authors recommend further studies exploring specific disciplines and including the bibliographies of faculty publications to determine how well those sources are represented in the collections. Although a weakness of the present study was the small sample size, limited to only two years of data, the methodology was otherwise effective in revealing disciplinary needs and collection strengths. The authors plan to continue this research and include more years for individual departments to inform collection development decisions. They will also explore ways to streamline the data collection process to make such work more efficient and sustainable.</p> <ref id="AN0137413967-30"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Anne L. Buchanan and Jean-Pierre V. M. Herubel, "Comparing Materials Used in Philosophy and Political Science Dissertations: A Technical Note," <emph>Behavioral & Social Sciences Librarian</emph> 12, 2 (1993); Anne L. Buchanan and Jean-Pierre V. M. Herubel, "Profiling PhD Dissertation Bibliographies: Serials and Collection Development in Political Science," <emph>Behavioral & Social Sciences Librarian</emph> 13, 1 (1994).</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Jessie Carney Smith, "Patterns of Growth in Library Resources in Certain Land-Grant Universities," thesis, University of Illinois at Urbana-Champaign, 1964.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Erla P. Heyns, "Re-Envisioning a Traditional Liaison Library Model to Accommodate the Digital Scholarship Needs of Users," presentation at QQML2017: The 9th International Conference on Qualitative and Quantitative Methods in Libraries, May 23–26, 2017, Limerick, Ireland, in <emph>Purdue University e-Pubs: Libraries Faculty and Staff Scholarship and Research</emph>, https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1215&context=lib_fsdocs.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Donald G. Davis Jr. and John Mark Tucker, "Change and Tradition in Land-Grant University Libraries," in <emph>For the Good of the Order: Essays in Honor of Edward G. Holley</emph>, ed. Delmus E. Williams, John M. Budd, Robert E. Martin, Barbara Moran, and Fred Roper, Foundations in Library and Information Science, vol. 33 (Greenwich, CT: JAI, 1994).</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> Robert W. Topping, <emph>A Century and Beyond: The History of Purdue University</emph> (West Lafayette, IN: Purdue University Press, 1988).</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> Davis and Tucker, "Change and Tradition in Land-Grant University Libraries."</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> Smith, "Patterns of Growth in Library Resources in Certain Land-Grant Universities," 92.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> Ibid. 86.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> Buchanan and Herubel, "Comparing Materials Used in Philosophy and Political Science Dissertations"; Buchanan and Herubel, "Profiling Phd Dissertation Bibliographies"; Melissa Gasparotto, "A Ten Year Analysis of Dissertation Bibliographies from the Department of Spanish and Portuguese at Rutgers University," <emph>Collection Building</emph> 33, 3 (2014): 86–89.</bibtext> </blist> <blist> <bibtext> Jessica Kayongo and Clarence Helm, "Relevance of Library Collections for Graduate Student Research: A Citation Analysis Study of Doctoral Dissertations at Notre Dame," <emph>College & Research Libraries</emph> 73, 1 (2012): 47–67.</bibtext> </blist> <blist> <bibtext> Gasparotto, "A Ten Year Analysis of Dissertation Bibliographies from the Department of Spanish and Portuguese at Rutgers University."</bibtext> </blist> <blist> <bibtext> Jennifer Knievel, "Alignment of Citation Behaviors of Philosophy Graduate Students and Faculty," <emph>Evidence Based Library and Information Practice</emph> 8, 3 (2013): 19–33.</bibtext> </blist> <blist> <bibtext> Jeffrey A. Knapp, "Tracking Changes in Political Science Dissertations at Penn State: 1953–2010," <emph>Behavioral & Social Sciences Librarian</emph> 32, 3 (2013): 155–75.</bibtext> </blist> <blist> <bibtext> Ibid. 156.</bibtext> </blist> <blist> <bibtext> Suzanne M. Schadl and Marina Todeschini, "Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective," <emph>College & Research Libraries</emph> 76, 2 (2015): 136–49.</bibtext> </blist> <blist> <bibtext> Ibid. 146.</bibtext> </blist> <blist> <bibtext> Manuel Ostos, "What Do They Use? Where Do They Get It? An Interdisciplinary Citation Analysis of Latin American Studies Faculty Monographs, 2004–2013," <emph>College & Research Libraries</emph> 75, 4 (2017): 418–21.</bibtext> </blist> <blist> <bibtext> This does not include 21 dissertations whose bibliographic data we could not access at the time of analysis due to embargo or other limitations. Of those 21, 17 were completed in 2015.</bibtext> </blist> <blist> <bibtext> In gathering data regarding item availability, we did not consider whether an author explicitly identified the material as electronic in the bibliography.</bibtext> </blist> <blist> <bibtext> Knapp, "Tracking Changes in Political Science Dissertations at Penn State."</bibtext> </blist> <blist> <bibtext> The data of this study were derived from each dissertation's "Bibliography" or "Works Cited" section, not from its footnotes or in-text citations. This means that each title is only captured once regardless of how often it is used within a dissertation. Although this does not greatly affect the considerations of this project, it does have repercussions for fields that cite periodicals or archival materials in high numbers, such as history and American studies, because they may not list each article individually in their bibliographies.</bibtext> </blist> <blist> <bibtext> Kayongo and Helm, "Relevance of Library Collections for Graduate Student Research."</bibtext> </blist> <blist> <bibtext> Knievel, "Alignment of Citation Behaviors of Philosophy Graduate Students and Faculty."</bibtext> </blist> </ref> <ref id="AN0137413967-31"> <title> REFERENCES </title> <blist> <bibtext> Anne L. Buchanan; Jean-Pierre V. M. Herubel; Comparing Materials Used in Philosophy and Political Science Dissertations: A Technical Note; Behavioral & Social Sciences Librarian; 12; 2; 1993</bibtext> </blist> <blist> <bibtext> Anne L. Buchanan; Jean-Pierre V. M. Herubel; Profiling PhD Dissertation Bibliographies: Serials and Collection Development in Political Science; Behavioral & Social Sciences Librarian; 13; 1; 1994</bibtext> </blist> <blist> <bibtext> Jessie Carney Smith; thesis; 1964; University of Illinois at Urbana-Champaign</bibtext> </blist> <blist> <bibtext> Donald G. Davis; John Mark Tucker; Delmus E. Williams; John M. Budd; Robert E. Martin; Barbara Moran; Fred Roper; For the Good of the Order: Essays in Honor of Edward G. Holley; 1994; JAI</bibtext> </blist> <blist> <bibtext> Robert W. Topping; A Century and Beyond: The History of Purdue University; 1988; Purdue University Press</bibtext> </blist> <blist> <bibtext> Smith</bibtext> </blist> <blist> <bibtext> Smith</bibtext> </blist> <blist> <bibtext> Gasparotto; Melissa; A Ten Year Analysis of Dissertation Bibliographies from the Department of Spanish and Portuguese at Rutgers University; Collection Building; 33; 3; 86; 2014</bibtext> </blist> <blist> <bibtext> Jessica Kayongo; Clarence Helm; Relevance of Library Collections for Graduate Student Research: A Citation Analysis Study of Doctoral Dissertations at Notre Dame; College & Research Libraries; 73; 1; 47; 2012</bibtext> </blist> <blist> <bibtext> Jennifer Knievel; Alignment of Citation Behaviors of Philosophy Graduate Students and Faculty; Evidence Based Library and Information Practice; 8; 3; 19; 2013</bibtext> </blist> <blist> <bibtext> Jeffrey A. Knapp; Tracking Changes in Political Science Dissertations at Penn State: 1953–2010; Behavioral & Social Sciences Librarian; 32; 3; 155; 2013</bibtext> </blist> <blist> <bibtext> Jeffrey A. Knapp; Tracking Changes in Political Science Dissertations at Penn State: 1953–2010; Behavioral & Social Sciences Librarian; 32; 3; 2013</bibtext> </blist> <blist> <bibtext> Suzanne M. Schadl; Marina Todeschini; Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective; College & Research Libraries; 76; 2; 136; 2015</bibtext> </blist> <blist> <bibtext> Suzanne M. Schadl; Marina Todeschini; Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective; College & Research Libraries; 76; 2; 2015</bibtext> </blist> <blist> <bibtext> Manuel Ostos; What Do They Use? Where Do They Get It? An Interdisciplinary Citation Analysis of Latin American Studies Faculty Monographs, 2004–2013; College & Research Libraries; 75; 4; 418; 2017</bibtext> </blist> </ref> <aug> <p>By Trevor Burrows; Robert S. Freeman; Erla P. Heyns and Jean-Pierre V. M. Hérubel</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Trevor Burrows is a postdoctoral fellow at Purdue University Libraries and School of Information Studies in West Lafayette, Indiana.</p> <p>Robert S. Freeman is an associate professor at Purdue University Libraries and School of Information Studies, and liaison to the School of Languages & Cultures and the Department of English, in West Lafayette, Indiana.</p> <p>Erla P. Heyns is an associate professor and head of the Humanities, Social Science, Education and Business Division at Purdue University Libraries and School of Information Studies in West Lafayette, Indiana.</p> <p>Jean-Pierre V. M. Hérubel is a professor at Purdue University Libraries and School of Information Studies, and liaison to the School of Interdisciplinary Studies, in West Lafayette, Indiana.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref12"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref13"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref14"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref15"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl9" bibid="bib18" firstref="ref18"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref21"></nolink> <nolink nlid="nl13" bibid="bib22" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib23" firstref="ref23"></nolink>
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  Data: Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University
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  Data: <searchLink fieldCode="AR" term="%22Burrows%2C+Trevor%22">Burrows, Trevor</searchLink><br /><searchLink fieldCode="AR" term="%22Freeman%2C+Robert+S%2E%22">Freeman, Robert S.</searchLink><br /><searchLink fieldCode="AR" term="%22Heyns%2C+Erla+P%2E%22">Heyns, Erla P.</searchLink><br /><searchLink fieldCode="AR" term="%22Hérubel%2C+Jean-Pierre+V%2E+M%2E%22">Hérubel, Jean-Pierre V. M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22portal%3A+Libraries+and+the+Academy%22"><i>portal: Libraries and the Academy</i></searchLink>. Jul 2019 19(3):511-533.
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  Data: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Dissertations%22">Doctoral Dissertations</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliographies%22">Bibliographies</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Materials%22">Library Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Liberal+Arts%22">Liberal Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Citation+Analysis%22">Citation Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Libraries%22">Research Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Librarian+Teacher+Cooperation%22">Librarian Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprint+Media%22">Nonprint Media</searchLink><br /><searchLink fieldCode="DE" term="%22Printed+Materials%22">Printed Materials</searchLink>
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  Data: 10.1353/pla.2019.0029
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  Data: This study utilized dissertation bibliographies produced at Purdue University in West Lafayette, Indiana, a STEM-oriented university, to ascertain how well Purdue's Humanities, Social Sciences, and Education Library supports doctoral research. To examine a critical mass of data, the authors gathered all the bibliographies of dissertations written in 11 disciplines within the College of Liberal Arts in 2011 and 2015. Data for each citation included year of publication, language, format type, and local availability in print or digitally. Revealing disciplinary trends in using sources, this study provided critical information for reconceptualizing the library's orientation to learning and research and for engaging with faculty to understand where to strengthen the library's collections.
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        Value: 10.1353/pla.2019.0029
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      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Doctoral Dissertations
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Bibliographies
        Type: general
      – SubjectFull: Library Materials
        Type: general
      – SubjectFull: Academic Libraries
        Type: general
      – SubjectFull: Liberal Arts
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Citation Analysis
        Type: general
      – SubjectFull: Research Libraries
        Type: general
      – SubjectFull: Doctoral Programs
        Type: general
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Librarian Teacher Cooperation
        Type: general
      – SubjectFull: Nonprint Media
        Type: general
      – SubjectFull: Printed Materials
        Type: general
      – SubjectFull: Indiana
        Type: general
    Titles:
      – TitleFull: Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burrows, Trevor
      – PersonEntity:
          Name:
            NameFull: Freeman, Robert S.
      – PersonEntity:
          Name:
            NameFull: Heyns, Erla P.
      – PersonEntity:
          Name:
            NameFull: Hérubel, Jean-Pierre V. M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1531-2542
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: portal: Libraries and the Academy
              Type: main
ResultId 1