broady preston
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CRM and its usefulness in
demonstrating quality in academiclibraries: a partnership approach
Dr Judith Broady-PrestonDepartment of Information Studies, University of Wales,
Aberystwyth (DIS,UWA), SY23 3AS, UK, email:jbp@aber.ac.uk
Presentation to the 7th Northumbria International
Conference on Performance Measurement inLibraries and Information Services, 13-16 August2007, Spier Conference Centre, South Africa
mailto:jbp@aber.ac.ukmailto:jbp@aber.ac.uk -
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Outline
Background
Definition of terms
Customer Relationship Marketing (CRM), Relationship Marketing (RM)and e-CRM
Methodology
Pilot studies UK and Malta
Major project
Pilot studies Results
Partnership and collaboration
Pros and cons
Update on progress
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Research background: drivers
Competition: alternative information providers(Googlisation)
theres the whole Internet out thereBrilliant for my sort of
work. Researching articles, going through newspapers forreferences. The amount you can just download. Universitylibraries hardly get used these days (Professor Laurence
Hawker in Brett, S. Murder in the Museum2003)
it is easy for an academic library to become complacent
because it has no natural information competitors on campus tostimulate the business instincts to market within an institutional
structure (Dodsworth, 1998)
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Research background: drivers
Future role of librarians increased marginalisation?
University of Wales, Bangor, and SOAS
as a result of the explosion of information accessible via theInternet, coupled with the increasing sophistication of our userswith regard to information-seeking behaviour, our future role mustbe in stressing value-added service in the delivery of informationand one whichaddresses customer need directly (Broady-
Preston and Preston, 1999)
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Why CRM?
Requirement to address customer need directly in
competitive environment
as colleges increasingly embrace distance learning and e-
business, CRM will become stronger and more pervasive.Viewing students as customers provides a competitive advantage
for higher education and enhances a colleges ability to attract,
retain and serve its customers (Seeman and OHara, 2006)
Range of models exists why CRM? Need to develop better understanding of how value is created
for customers (Gronroos, 2007)
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Why CRM?
NB focus on service quality from customerperspective
Significant role of customer in creating value as value
co-producer (prosumer) Wang et al - [whilst] there is a significant body of
knowledge about the concept of customer value and itsrelationships with service quality and customersatisfaction, there has been little empirical research onthe subject. Only a few studies have focused on howsuperior customer value is constituted in the perspectiveof customers (2004)
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RM, CRM and e-CRM: definitions,distinctions, convergence and problems
RM and CRM = not new concepts
businesseshave managed relationships with their customers
for centuries (Fletcher, 2001)
Synonyms? RM
is based on a notion of trusting cooperation with known
customers (Besant and Sharp, 2000)
views stakeholders as potential active partners who are capable
of contributing, if reciprocal value is offered, to the effectivenessof the firms market purpose, i.e the competitive satisfaction ofcustomers through the development and provision of superiorcustomer value ( Tzokas and Saren, 2004)
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RM, CRM and e-CRM: definitions,distinctions, convergence and problems
CRM
a generic term to describe processes thatseek to join up a
company's customer-focused information systems and to trackdealings with individual customers throughout the relationship life
cycleto meet individual customers needs more effectively andefficiently (Palmer, 2005)
e-CRM - a misnomer?
CRM traditionally focused on the electronic or e delivery of
information per se. However, increasingly the terms are
differentiated, with there being a growing body of work evaluatingthe systems used to integrate customer informationandexploring the use of websites in the creation of customerrelationships (Broady-Preston and Felice, 2006)
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RM, CRM and e-CRM: definitions,distinctions, convergence and problems
Convergence?
RM and KMboth recognise the value to be created through
appropriate synergies of technology, people and process (Rowley,2004
based on Tzokas and Saren, 2004)
Problems?
customers may not wish for a relationship at all (see Palmer, 2005)
If a relationship sought is long-term desirable?
best offers/technology/public sector no choice
repeat purchases/visits may result from lack of alternatives orconvenience
online vs offlineimpact on loyalty and residue from past relationships
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Methodology : Pilot studies
Cross - case comparison studies employing use ofFocus groups
Why?
to explore
suitability of methodology adopted
extent of transferability, especially across national boundaries
any similarities/differences in findings to illuminate larger scaleresearch project
NBuse of multiple-case applicationsdevelops the empiricalevidence to support and sharpen the theory (Yin, 1994)
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Methodology : Pilot studies
Focus groups allow
interaction amongst participants
individuals to discuss and expand upon their experiences
ascertaining needs of target groups , especially those sharingworkplace or occupation (see Walters, 2004)
Why?
strong in extracting active and spontaneous opinions due to
mutual interaction among the participants and the less pressure[sic] on the interviewees part (Satoh et al, 2005)
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Methodology: Large-scale project
Scope
UK
Partnership academics and universitylibrarians
SCONUL volunteers NB need to implementchange if necessary
Employs action research methodology
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Action research why?
as change is intended to result, effective action
research depends upon the agreement and
commitment of those affected by it. This isusually generated by involving them directly inthe research process. In many instancesas
equal partners (Dick, 2000)
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Action research: definitions
Rapoports 1970 definition:
Action research aims to contribute both to the practical concerns of
people in an immediate problematic situation and to the goals ofsocial science by joint collaboration within a mutually acceptable
ethical framework (Rapoport, R.N. (1970) Three dilemmas ofaction research, Human Relations, 23, 499-513)
Townsends 2000 version:
A fancy term for a really great way for teachers to demonstrate their
commitment to lifelong learning, satisfy their curiosity, collaborate
with colleagues, inspire their students and document theirsuccesses (Townsend, D. (2000) Action Research.http://www.uleth.ca/edu/research/arnia/pdf/Action ResearchRevised.pdf )
http://www.uleth.ca/edu/research/arnia/pdf/Action%20Research%20Revised.pdfhttp://www.uleth.ca/edu/research/arnia/pdf/Action%20Research%20Revised.pdfhttp://www.uleth.ca/edu/research/arnia/pdf/Action%20Research%20Revised.pdfhttp://www.uleth.ca/edu/research/arnia/pdf/Action%20Research%20Revised.pdf -
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Action research
Action research is
participative clients are involved as partners in the researchprocessnb not lab rats
qualitative
cyclic nb academic cycles
reflective requires critical reflection on processes and outcomeseach cycle
responsive needs to be able to respond to emerging needs of
the situation (also flexible) emergent gradual process early cycles help inform later
cycles test and refine interpretations nb links to learning
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Action research
works in natural language aids understanding andcommunication crucial in large projects
critical reflection for each cycle reinforces shared understandingand lends rigour
capable of encompassing wide variety of research methods viz Critical action research ( Carr and Kemmis, 1986)
Soft systems methodology (Checkland, 1981)
Qualitative evaluation/naturalistic inquiry (Lincoln and Guba,1989)
used extensively in educational research nb links to informationliteracy research Parma study (see Vezzosi, 2006)
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Pilot studies: Summary of results
Two cases = differing aims and scope
Results:
establishment of communities of practice - library staff playing active role
in formation and management (Malta)
active participation in research centres and groups (UK)
information literacy sessions offered for academics
extensive training for library staff to undertake new roles
increase in usage statistics and positive user evaluations
Improved relationships and development of academic-librarycollaborations
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Action research partnership andcollaboration
Pros
addresses contemporary professional concerns
encourages reflective practitioner
provides CPD opportunities for staff
generates robust theory grounded in practice
Cons
time-consuming
change
results
practical issues project management and development
sample is self-selecting
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Where are we now?
Not as far forward as hoped!
Plans
convene Steering Group
finalise full partnership
acquire seedcorn funding for methodology training
acquire funding to roll out partnership project
Obstacle = TIME!!
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Finally
Thank-you for listening.
Welcome comments, questions, suggestions.
For further information email: jbp@aber.ac.uk
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