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Dedicated to:
My Revered Guide, Prof. K. C. Panda, the man behind this academic pursuit
AND
My Beloved Parents Who have been my strength and
courage all through
SRI ADITYA KUMAR MISRA B.Sc,PDCA,PGDBM,MA,MLISc.,M.Phil.
Librarian Maharshi Patanjali Vidya Mandir 28-A, Shilakhana Teliarganj ALLAHABAD- 211004 (UP) E-mail: [email protected]
DECLARATION
I do hereby declare that the doctoral thesis entitled, “Utilization of Electronic
Resources and Services in the University Libraries of UP: An Analytical Study”
submitted by me for award of the DEGREE OF DOCTOR OF PHILOSOPHY (Arts) in
Library and Information Science, is the outcome of the original research work carried out by
me under the supervision of Prof. Krushna Chandra Panda, former Professor & Head, P.G.
Department of Library and Information Science, Sambalpur University for adjudication.
Further, I declare that the above Ph.D thesis and the thought contents embodied
therein has not been submitted to any other university or institution for award of any other
degree or diploma earlier or published at any time before.
Also, I declare that, I have faithfully acknowledged and given due intellectual credit
to all those authors (including web sites) whose intellectual thought contents have been
borrowed and used in this thesis wherever found relevant.
(ADITYA KUMAR MISRA)
SCHOLAR
Prof. K.C.Panda,M.A.,LL.B.,MLISc.,Ph.D.LI(USA) (Former US Fulbright Fellow)
Former Professor, Head & Dean(SU) Panda Cottage Gandhinagar 3rd Line Extn. BERHAMPUR-760001 (Ganjam),Odisha, India E-mail: [email protected] Cell: 0-9437402656(M)
CERTIFICATE
THIS is to Certify that, the Ph.D thesis entitled, “Utilization of Electronic Resources and Services in University Libraries of UP: An
Analytical Study” submitted by Sri Aditya Kumar Misra, Librarian of Maharshi Patanjali Vidya Mandir, Allahabad (UP) for award
of the Degree of Doctor of (Arts) in Library and Information Science under my supervision, is the record of the candidate’s
original work and worthy of examination.
THIS is also to certify that, the above Ph.D thesis has reached the standard fulfilling the requirements of the regulations of
Sambalpur University relating to the Ph.D Degree. The result embodied in the Ph.D thesis has not been submitted to any other
university or institution for award of any other degree or diploma earlier.
FURTHER, certified that, by habit and character, Sri Aditya Kumar Misra, the Scholar is a fit and proper person for the award of
the Ph.D degree in Library and Information Science (Arts) by the Sambalpur University.
(Prof. K.C.Panda) Dated the GUIDE
ACKNOWLEDGEMENTS
At the outset, I would like to express my heartfelt gratitude to my revered guide,
mentor, path-finder and my Research Supervisor Prof. K. C. Panda, Former Professor,
Head, Chairperson (BoS) of P.G. Department of Library and Information Science and Dean
for his dynamic supervision, untiring and constructive guidance, valuable suggestions, fertile
criticism, and meticulous correction of the entire thesis for which this doctoral thesis could
come to light in its compact form. Without his active and ungrudging support this work would
have remained incomplete.
It is my immense pleasure to express my gratitude to Prof.(Dr.) Krishna Gupta,
Secretary, MPVM, Allahabad (UP) for granting me permission to carry out this doctoral
research under Sambalpur University. I am equally indebted to the authorities of Sambalpur
University, Odisha for allowing me to pursue my doctoral research under the guidance of
Prof. Panda.
I am thanks to my respected Sir, Dr.T.N. Dubey, Librarian, UPRTOU, Allahabad, Dr. B.K.
Singh, Dy. Librarian, University of Allahabad and Dr. Devendra Kumar Singh, Librarian, P.G
Govt. College, Gaziabad. And also Principal Madam Mrs. Sushmita Kanungo, MPVM,
Allahabad.
I am extremely grateful to my most respectful and loving father Sri O.P. Mishra,
Advocate; my affectionate mother Late Puspa Misra; my sisters Dr. (Mrs.) Mamata Tripathi
and Dr. (Mrs.) Mridula Tripathi, for the gesture of their goodwill and support throughout the
completion of this work. Both my brother-in-laws Dr. Gyan Prakash Tripathi and Dr. Shivdutt
Tripathi have profound bearing on the completion of the work. I thank both of them for their
goading and support all through.
I am greatly indebted to my wife, Mrs. Vidushi Misra for all the sacrifices and support
she provided either directly or indirectly in the successful completion of this academic
accomplishment. My sons, Harshit and Mudit played a tacit role in the making of this thesis. I
thank them for their indirect support in this research endeavour.
I acknowledge my sincere gratitude to Mrs. Suchitra Yadav and Mrs. Anita Gupta,
Staff members, MPVM, Allahabad for their ungrudging support and cooperation in the work.
My special thanks to the Librarians of 21 University libraries of UP which I have
included in the study. But for their timely help and cooperation by responding to my
questionnaire through relevant data and valuable suggestions rendered this work would
have remained incomplete.
Last but not the least; I humbly bow my head in gratitude to my most respectful
Madam, Puspalata Panda, wife of my Supervisor who always provided me motherly
affection and hospitality. I thank madam Panda from the core of my heart.
My special thanks are due to Mr. Narendra Bisoyi and their staff at M/s. The Print
Shop, Berhampur for the typographical and type-setting work involved in the work and for
their timely cooperation in the final getup of this research work.
Lastly, I am thankful to all those who have supported me for this research endeavour
directly or indirectly both by their material and moral support for completing this project. I am
also thankful to Sri Bipin Bihari Sethi of Prof. B. Behera Central Library of Sambalpur
University who helped me immensely in my tabulation work. I am equally indebted to all the
faculty members of the DLIS, Sambalpur University, namely, Dr. B.Moharana, HoD; Dr.
(Mrs) Jyosthna Sahoo, and Madam Sabitri Majhi and all non-teaching staff of the
Department for their valuable cooperation during the period of my research in this university.
I am extremely thankful to all the authors, contributors, whose intellectual
thought contents have been borrowed and used in this thesis for meaningful result.
(ADITYA KUMAR MISRA)
viii
PREFACE
The development of new medium of storage of information has brought
about a fundamental change in the future collection policies and storage
requirements of libraries and information centers. The amount of the electronic
information resources are growing considerably in contemporary libraries and
information centers. It has become essential for the libraries to maintain a
comprehensive collection of electronic resources for future generation of users. The
libraries are giving emphasis to the acquisition of e-resources, because information
in electronic form offers significant added values such as ease of use, wider
accessibility and cost effective in the long run.
The surfacing of electronic resources has radically overhauled the status of all
the libraries and information centers across the world during last decade. There has
been a rapid urge of the users’ community to get more and more information online.
The development of the ICT devices, rapid rise of electronic data base, and modern
electronic gadgets have altogether altered the entire scenario of informatics. The
user’s attitude to information is gradually shifting from the printed documents to
electronic resources and thus, it has been their prerogative to know the details of
the availability and organization e-resources like, online journals and data bases,
electronic theses and dissertations (ETDs), government publications, online news
papers, online journals and news papers etc. in the information centers. Therefore,
it is the time for the information professionals to study the different key dimensions
of e-resources and to successfully channel them into the inquisitive minds of the
users by identifying and addressing some of the issues relating to the use of e-
resources.
There has been a prolific growth of e-resources at the onset of 21st century.
The standards and strategies are sought to access and organize the profusion of e-
resources and to ensure the free flow of information to user’s community. This
survey attempts to measure the quantum of e-resources available and accessed in
ix
the academic ambience of selected university libraries of UP. Moreover, the present
study attempts to examine as to what extent electronic information services are
offered to the users of 21 university libraries in the state of UP and the associated
problems faced by the university library professionals in accessing e-resources and
delivering e-information services with some useful recommendations for promoting
and effective e-library environment in the university libraries of UP in the days
ahead.
Hence, the present study entitled, “Utilization of Electronic Resources and
Services in the University Libraries of UP: An Analytical Study” encompasses with the
following chapters:
Chapter-1 includes an introduction, aims and objectives, scope and
limitations of the study, methodology adopted, hypotheses formulated, literature
reviewed and so on, while Chapter-2 provides a conjectural approach to varied e-
resources and in different dimensions including their origin, use, cost and technology
involved, merits and limitations. Chapter-3, on the other hand, reflects vividly the
growth and development of Higher Education in UP in phases and disciplines, while
Chapter-4 briefly analyzes and interprets the elicited data from the users
perspectives. Chapter-5 provides a brief conclusion, summary of findings and
offered some of the most valuable suggestions for improvement in the existing
library systems of the universities included in the investigation. This chapter is
followed by two appendices at the end. Hope, the outcome of the present study
would be of some help to those library administrators and planners who are
contemplating to introduce the e-information sources and services in their respective
learning resource centers.
Date:
Jyoti Vihar-768019 (ADITYA KUMAR MISRA)
x
STATISTICAL COMPENDIUM
THIS Doctoral Thesis entitled, “Utilization of Electronic Resources and Services in the University
Libraries of UP: An Analytical Study” has dealt the whole spectrum of its contents five broad Chapters spread
over xviii preliminaries and 160 textual pages in toto. The data collected through a well structured
questionnaire (comprising of 07 sections and 62 questions) distributed among 40 universities out of which
21(52.5% ) responded. Data collected from these 21 universities/respondents constitute the major data
source for this investigation.
The whole gamut of the study is supported by a number of useful bibliographical references including
print and electronic sources and web sites, journal articles. To retain statistical flavour, this thesis too is
supported by 42 tables and 08 graphs/figures.
(ADITYA KUMAR MISRA)
SCHOLAR Date:
xi
CONTENTS
LIST OF TABLES ............................................................................................ xiv
LIST OF GRAPHS/FIGURES ............................................................................. xvi LIST OF ABBREVIATIONS /ACRONYMS USED ................................................. xvii
CHAPTER-1: INTRODUCTION ............................................................................... 1
1. Introduction ................................................................................................ 1
1.1 Rationale of the Study ............................................................................. 4
1.2 Statement of the Problem ........................................................................ 5
1.3 Review of Literature ................................................................................ 5
1.4 Aims and Objectives of the Study ............................................................. 8
1.5 Scope and Limitations of the Study .......................................................... 9
1.6 Hypotheses Formulated ..........................................................................10
1.7 Methodology ..........................................................................................11
1.7.1 Data Collection ..................................................................................12
1.8 Sample Size ...........................................................................................12
1.9 Scheme of the Work ...............................................................................13
1.10 Conclusion ..........................................................................................13
CHAPTER-2 ........................................................................................................17
E-RESOURCES: A CONJECTURAL APPROACH .......................................................17
2. Introduction ................................................................................................17
2.1 E-Resources: Origin and Development ........................................................18
2.2 E-Resources: Definition ..............................................................................21
2.3 E-Resources: Classification ........................................................................22
2.3.1 E-Databases ......................................................................................22
2.3.2 CD-ROM Databases ............................................................................22
2.3.3 DVD-ROM Databases ..........................................................................23
2.3.4 E- Journals ........................................................................................23
2.3.5 E-Books .............................................................................................23
2.3.6 Online Databases ...............................................................................24
2.3.7 E-Magazines ......................................................................................24
2.3.8 E- Newspapers ...................................................................................25
2.3.9 E-Reference Sources ..........................................................................25
2.3.10 Research Guides by Subject ..............................................................25
2.3.11 Indexes ...........................................................................................26
2.3.12 Electronic Thesis and Dissertation .....................................................26
2.3.13 Library Catalogue .............................................................................26
2.3.14 Statistical Sources ............................................................................26
2.3.15 Sound Recordings ............................................................................27
2.3.16 Image Databases (Art, Maps, Medical, etc.) .......................................27
2.3.17 Internet as an Electronic Information Resource ..................................27
2.4 E-Resources: Why E-resources are needed? ................................................27
2.5 Evaluation of E-Resources ..........................................................................28
2.5.1. Criteria for Evaluation of E-Resources .................................................29
2. 6 Selection and Procurement of E- Resources ..............................................32
xii
2.7 Print vs. E-Resources .................................................................................34
2.8 Publishers of E-Resources ..........................................................................34
2.8.1 Traditional Commercial Publishers .......................................................35
2.8.2 Scholarly Societies/Bodies ..................................................................35
2.8.3 Institutions of Higher Learning ...........................................................35
2.8.4 Others ...............................................................................................35
2.9 Subscription of E-Resources .......................................................................36
2.9.1 Electronic Subscription Bundled with Print Subscription ........................36
2.9.2 Electronic Subscription with Campus Licenses ......................................36
2.9.3 Electronic only ...................................................................................36
2.9.4 Pay-Per-Look .....................................................................................36
2.9.5 Consortium Licensing .........................................................................37
2.10 Impact of E-Resources in Libraries and Information Centres .......................37
2.10.1 Positive Impact of E-Resources in Libraries ........................................37
2.10.2 Negative Impact of E-Resources in Libraries .....................................38
2.11 E-Resources: Challenges ..........................................................................40
2.11.1 Preservation .....................................................................................40
2.11.2 Lack of Professional Skills .................................................................40
2.11.3 Inadequate Library Fund...................................................................41
2.11.4 Technical Infrastructure ....................................................................41
2.11.5 Lack of Cooperation of Staff Members ...............................................41
2.11.6 Organization of E-Resources .............................................................41
2.12 E-Resources: Merits .................................................................................42
2.13 Conclusion ..............................................................................................43
CHAPTER-3: GROWTH AND DEVELOPMENT OF HIGHER .......................................46
EDUCATION IN UTTAR PRADESH ........................................................................46
3. Introduction ...............................................................................................46
3.1 Global Trends ...........................................................................................46
3.2 History of Educational set up in India .........................................................49
3.2.1 Genesis of Higher Education in India ...................................................49
3.2.2 The Epoch -making Age of Higher Education in India ...........................51
3.3 Basic Structure of the Higher Education System in India .............................52
3.3.1 Central Universities in India ................................................................54
3.3.2 Deemed Universities in India ..............................................................55
3.3.3 State Universities in India ...................................................................57
3.4 Conclusion ...............................................................................................67
CHAPTER-4: ANALYSIS AND INTERPRETATION OF DATA .....................................70
4. Analysis & Interpretation: Why? ..................................................................70
4.1 Institutional Profile of State Universities of UP .............................................70
4.2 Institutional Profile of Central University of UP ............................................72
4.3 Institutional Profile of Veterinary University of UP ........................................72
4.4 Institutional Profile of Medical University of UP ............................................73
4.5 Institutional Profile of Deemed Universities of UP ........................................74
4.6 Institutional Profile of Private Universities of UP ..........................................75
4.7 Staffing Pattern of the Universities of UP ....................................................77
xiii
4.8 Staff Structure of University Libraries of UP .................................................79
4.9 Students Strength of the Universities of UP .................................................80
4.10 Annual Budgetary Status of University Libraries of UP ................................81
4.11 Subscription of E-journals and Databases ..................................................83
4.12 Status of Consortia Membership of University libraries of UP ......................85 4.13 Availability of E-Resources in University Libraries of UP ..............................86 4.14 Use of Search Engines in University Libraries of UP ....................................88 4.15 Preferences of Information Format in university libraries of UP ...................90 4.16 Preferences of Use of E-Resources ( by P.G. and M. Phil. Students) ............91 4.17 Preferences of Use of E-Resources (by Research Scholars) .........................93 4.18 Preferences of Use of E-Resources (by Faculty Members) .........................94 4.19 Time spent on use of E-Resources (by P.G. & M.Phil Students) ...................95 4.20 Time spent on use of E-Resources (by Research Scholars) .........................96 4.21 Time spent on use of E-Resources (by Faculty Members) ...........................97 4.22 Most Preferable Time Zone to Use E-Resources ........................................99 4.23 Most Preferable Time Zone to Use E-Resources (of Research Scholars) ..... 100 4.24 Most Preferable Time Zone to Use E-Resources (of Faculty Members) ...... 101 4.25 Frequency of Use of E-Resources by the P.G. & M.Phil Students .............. 102 4.26 Frequency of Use of E-Resources by the Research Scholars ..................... 103 4.27 Frequency of Use of E-Resources by the Faculty Members ....................... 104 4.28 Preferable ways adopted by the Users to access E-Resources ................... 105 4.29 Infrastructural Facilities Available in University Libraries of UP .................. 106 4.30 Availability of Basic Computing Tools ...................................................... 108 4.31 Usefulness of E-Resources ..................................................................... 109 4.32 Suggestions offered by the Users for Good E-Library (University- wise) ..... 110 4.33 Conclusion ............................................................................................ 112
CHAPTER-5: CONCLUSION, FINDINGS AND SUGGESTIONS ................................ 114
5.1. Findings ................................................................................................. 114
5.2. Testing of Hypotheses ............................................................................ 121
5.3. Suggestions ............................................................................................ 122
5.4 Inferences ............................................................................................... 126
5.5 Area for Further Study ............................................................................. 127
BIBLIOGRAPHY ................................................................................................ 128 INDEX ............................................................................................................. 159 ANNEXURE Questionnaires Physiography of UP
xiv
LIST OF TABLES
S.N
o.
Title of the Table and description Table# Page
No
1. Types of Higher Educational Institutions in India 3.1 53
2. List of Central Universities in India 3.2 55
3. List of No. of State Universities in India 3.3 57
4. List of State-wise Accredited Colleges 3.4 58
5. List of Class-wise Educational Institutions 3.5 61
6. List of Universities in UP 3.6 62
7. No. of University per city in UP 3.7 63
8. Year-wise List of Universities in UP 3.8 64
9. Institutional Profile of State Universities of UP 4.1 71
10. Institutional Profile of Central Universities of UP 4.2 72
11. Institutional Profile of Veterinary University of UP 4.3 73
12. Institutional Profile of Medical University of UP 4.4 73
13. Institutional Profile of Deemed Universities of UP 4.5 74
14. Institutional Profile of Private Universities of UP 4.6 75
15. Study Coverage Outline 4.7 76
16. Staffing Pattern of University Libraries of UP 4.8 78
17. Staff Structure of University Libraries of UP 4.9 79
18. Students Strength of the University Libraries of UP 4.10 80
19. Annual Budgetary Status of University Libraries of UP 4.11 82
20. Subscription of E-Journals and Data bases 4.12 84
21. Status of Consortia Membership of University Libraries of UP 4.13 85
22. Availability of E-Resources 4.14 87
23. Use of Search Engines 4.15 89
24. Preferences of Information Format 4.16 90
25. Preferences of Use of E-Resources 4.17 92
26. Preference of Use of E-Resources by No. of University
Libraries.(Research Scholars)
4.18 93
27. Preference of Use of E-Resources by No. of University 4.19 94
xv
Libraries.(Faculty)
28. Time Spent on Use of E-Resources (P.G. & M.Phil Students) 4.20 95
29. Time Spent on Use of E-Resources by Research Scholars 4.21 97
30. Time Spent on Use of E-Resources by Faculty Members 4.22 98
31. Most Preferable Time Zone to Use E-Resources (by Students) 4.23 99
32. Most Preferable Time Zone to Use E-resources (by Scholars) 4.24 100
33. Most preferable Time Zone to Use E-Resources (by Faculty) 4.25 101
34. Frequency of Use of E-Resources by the Students 4.26 102
35. Frequency of Use of E-Resources by Research Scholars 4.27 103
36. Frequency of Use of E-Resources by Faculty Members 4.28 104
37. Preferable ways Adopted by the Users to Access E-Resources 4.29 106
38. Infrastructural Facilities Available in University Libraries in UP 4.30 107
39. Availability of Basic Computing Tools 4.31 108
40. Usefulness of E-Resources 4.32 110
41. Suggestions offered by the Users for a Good E-library (University
wise)
4.33 111
42. Suggestions offered by Users for Good E-Library (Resource wise) 4.34 111
xvi
LIST OF GRAPHS/FIGURES
S.No. Name of the Graphs/Figures Graph
Fig. No.
Page No.
1 Type of Higher Educational Institutions 3.1 54
2 Type of Higher Educational Institutions (by Subject) 3.2 61
3 No. of Universities in UP 4.1 76
4 Coverage of Sample Universities by Mode of
Management and Discipline
4.2 77
5 Staff Structure of University Libraries 4.3 79
6 Ranking Pattern of Universities by their Budgetary
Status
4.4 82
7 Ranking Pattern of Universities by Subscription of
E-Journals and Databases
4.5 84
8. University Mission and Goals 5 126
xvii
LIST OF ABBREVIATIONS /ACRONYMS USED
S.No. Abbreviated Term(s)
/Acronyms
Full form of the Terms/Acronyms
1. ACM Association of Computing Machinery
2. ACS American Chemical Society
3. AICTE All India Council of Technical Education
4. AIP American Institute of Physics
5. APS American Physics Society
6. BC Before Christ
7. BIET Bundelkhand Institute of Engineering and Technology
8. BIOSIS Database of Biological Sciences
9. CA Plus Chemical Abstract Plus (under STN)
10. CA Search Canadian Patent No. Search
11. CBSE Central Board of Secondary Education
12. CD Compact Disc
13. CDR Compact Disk Readable/ Central Data Repository (i.e. like
a book shelf with data reports on environment submitted to
international clients)
14. CD-ROM Compact Disc Read Only Memory
15. CR Course Related
16. CU Central University
17. DBs Database
18. DELNET Development Library Network (formerly Delhi Library
Network)
19. DU Deemed University
20. DVD Digital Video Disk
21. DVD-ROM Digital Video Disk- Read-Only-Memory
22. E Electronics
23. E- Prints Electronic Prints
24. E-Articles Electronic Articles
25. EBBs Electronic Bulletin Board Services
26. E-Books Electronic Books
27. E-Clippings Electronic Clippings
28. E-Database Electronic Database
29. E-Journals Electronic Journals
30. E-Magazines Electronic Magazines
31. E-Maps Electronic Maps
32. E-Music Electronic Music
33. E-Patents Electronic Patents
34. E-Reports Electronic Reports
35. E-Resources Electronic Resources
36. ETD’s Electronic Theses and Dissertations
37. E-ZINE Electronic Magazine(s)
38. F Frequently
39. HRD Human Resources Development
40. IANS Indo-Asian News Service
xviii
41. ICAR Indian Council of Agricultural Research
42. ICSE Indian School Certificate Examination
43. ICT Information and Communication Technology
44. IEEE/IEE Institute of Electronics and Electrical Engineering
45. IIM Indian Institute of Management
46. IIT Indian Institute of Technology
47. INAS Indian National Science Academy
48. INDEST Indian National Digital Library in Engineering Sciences &
Technology (Delhi)
49. INSA Indian National Science Academy
50. INSPEC Information Services for the Physics and Engineering
Communities (database)
51. IT Information Technology
52. JSTOR Acronym for Journal Storage- A non profit entity founded
in 1995 by William G. Bowen to help academic libraries
and publishers (the Scholarly journal archive)
53. K R Science Krypton Science
54. LAN Local Area Network
55. LCD Liquid Crystal Display
56. LM S/W Library Management Software
57. LR Leisure Related
58. M.Phil Master of Philosophy
59. MALIBNET Madras Library Network
60. MARC Machine Readable Cataloging
61. MD Medical University
62. MEDLINE Medical Literature Analysis and Retrieval System Online
(is a bibliographic database of life sciences and biomedical
researches)
63. MIT Madras Institute of Technology
64. MSU Michigan State University
65. NIIT National Institute of Information Technology
66. NLM National Library of Medicine
67. No Not at all
68. NTIS National Technical Information Service
69. OCLC Online Computer Library Center, Ohio
70. OECD Organisation of Economic Cooperation and Development
71. OPAC Online Publics Access Catalogue
72. OR Other Related
73. OU Open University
74. OUP Oxford University Press
75. PCs Personal Computer
76. PD Private University
77. PG Post Graduate
78. R Rarely
79. RLG Research Library Group
80. RR Research Related
81. S & T Science and Technology
xix
82. SCI SEARCH A Cited Reference Science Database
83. SCOPUS Officially known as SciVerse by Elsevier world famous
abstract and citation database.
84. SDI Selective Dissemination of Information
85. SEs Search Engines
86. SMIT Sanjay Gandhi Memorial Institute of Technology
87. STN Online database of Scientific & Technical Network
88. SU State University / Sambalpur University
89. TOXLIT Toxicology Literature
90. TR Teaching Related
91. TU Technical University
92. UGC University Grants Commission
93. UK United Kingdom
94. UNI United News of India/ Univ. of Northern Iowa
95. UP Uttar Pradesh
96. UPA United Progressive Alignment
97. UPTU Uttar Pradesh Technical University
98. URL User Resource Link (Internet Search)
99. USA United States of America
100. VALA Victorian Association for Library Automation
101. VD Veterinary University
102. WWW World Wide Web
1
CHAPTER-1: INTRODUCTION
1. Introduction
An “electronic resource” primarily denote as any work encoded and made
available for access through the use of a computer. It includes both online data and
electronic data in physical formats (e.g.,CD-ROM). To avoid confusion with these
terms as used in the copyright process, online will refer to intangible works; physical
to a tangible work.
It is not an exaggeration to say that, electronic resources have revolutionized
academic libraries. While in one sense, these are an extension of such basic
technology as machine readable files and integrated online systems, because of their
breadth and their impact on users, the real implications of their use are wide-
ranging. Not only are collections different from the way they were a decade or two
ago because of the ability to deliver many items to remote users electronically, but
so are the services, staffing, budgeting, and planning. These are transformative
changes in the profession, reaching into all areas and bringing into question why we
do, what we do, and how it might be done better within this new context. The
development of full-text database, first delivered via CD-ROM and later making use
of the accessibility of the World Wide Web, has enabled libraries to offer their users
huge collections they can view at great distances from the local library. Librarians
neither predicted nor planned for the Web, but they have taken advantage of its
power while being challenged by its problematic qualities. Not available until the
early 1990s, but impossible to ignore by the late 1990s, the Web offers a watershed
in the way libraries and their users “connect” (Miller; p136).
Traditionally, libraries have been held as treasure house of human
knowledge. The outstanding advance in IT, e-media, and its associated fields made
it necessary to change the traditional image, and motivated the librarians to adapt
the emerging changes so as to meet the threats and challenges posed by these hi-
2
end technologies. The growing and ready availability of PCs at an affordable price to
institutions, universities, colleges, and individuals made them most popular tools for
accessing information. The laborious, time consuming conventional publishing has
given way to the instant electronic publishing resulting in digital and online
publications in least effort and time.
Electronic information environment not only enhances the speed and quality
of service, but also the number of users served, the quantum and exhaustiveness of
information provided. This had led to the improvement both in quality and
magnitude of services provided by the libraries using a variety of e-resources. A
number of key issues and concerns are associated with the management and usage
of electronic information resources. Libraries, no doubt, will continue to be the
meeting and learning places to play important social, cultural, technical, and
pedagogic role in the future. When the publishers introduce ‘pay-as-use’ or ‘pay-
per-article’ modes attracting more users to get connected to the internet, there by
increasing individual subscribers which may substantially reduce the role of libraries
in the days ahead, if the modern libraries do not keep pace with the emerging
changes and do not adapt new technologies and tools in their respective library
applications.
The above revolutionary change in the advancement of Information and
Communication Technology (ICT) scenario has, therefore, given rise to a number of
options to handle varied learning resources by the user communities. The electronic
resources viz; e- books, e- journals, e-theses, e- news papers, e-databases, e-
examination papers, ETDs, etc. add to the modern library’s collection which satisfy
the varied information needs of library users in least time and cost. According to
Graham (2003;p 23); the phrase, ‘electronic resources’ primarily denote information
through computer, which may be useful as bibliographic guides to potential sources
but as of yet, they infrequently appear as cited references in their own right. The
documents in digital formats or e- resources can easily be accessible through a
computer based information retrieval system or through internet using different
3
search engines e.g. Google, AltaVista, Msn, Yahoo, etc, one can catch hold of
majority of e-resources. The off line databases in CD/DVD formats, however, can be
accessed even without the help of Internet.
Interactive and multimedia elements or e- resources have the potential to
increase a great variety of learning opportunities than those offered by written
materials to students in particular. Teaching materials in e-form is more interactive
and lively that enhances teaching possibilities by providing a greater variety of
exercises to students, facilitates greater understanding of concepts, enabling an
instant feedback (Wilson 2003; p.162), as there is much visualization of the material
and its contents without facing much difficulties as found with traditional learning
resources.
The contemporary modern libraries are gradually shifting their desire to
purchase more and more electronic packages such as e- journal bundles, which are
now being considered as standard resources which have great impact on library
collections. The advantage of e-resources as detailed by Brophy (1993; p.52), as
being the information needed can be delivered from the most appropriate sources to
the user, where he can specify his needs, thus appropriate information about
specific questions when it is needed become “just in time” rather than “just in
care”. Thus, consulting e-information are faster than print indices, as it opens up
the possibility of searching multiple files at one time.
E-journals which got wide popularity due to round the clock accessibility
across geographical barriers, can reach their subscribers simultaneously much before
their print counterpart. This is a boon for huge campus with hundreds of readers
and many departments (Halijwal, et al, 2004; p.82), where more than one person
can access, download or print an article at the same time. The greatest advantage is
that, even a missing issue problem can be solved through e-journals. The
spectacular growing importance of e-resources in modern libraries is gradually
gaining ground and the libraries are trying to equip themselves with the latest e-
publications. For instance, most of the large university libraries in Uttar Pradesh
4
structurally and functionally are gradually equipped to provide the latest channel of
e-information services such as e-books, e- journals, e-theses, e-articles and making
efforts to create a better established e-learning environment in near future for the
students, researchers, and to their faculty members.
To ensure quality procurement of e-resources, periodic assessment of online
e-resources and careful evaluation about the standard of e-journals before placing
orders are some of the key issues which need to be addressed by the Librarian, so
that, its clientele should avail optimal benefit out of it on usage. An effective e-
learning environment can also be built up so as to minimize investment and to
maximize the quality of electronic information services through periodic study. This
will provide right kind of boost to information professionals to set up right kind of
standards and strategies to promote e-learning in the libraries.
However, till now no such initiative for such comprehensive study has yet
been conducted for measuring the depth of such e-resources in the university
libraries. None the less, recently the use of e-resources in universities in UP have
come up, through on limited scale, with some interesting findings and useful
recommendations, which will surely promote modified e-services in the university
libraries in days ahead.
1.1 Rationale of the Study
Out of 40 universities identified, Only 21 universities which include 07 State-
run Universities, 01 Central Universities, 01 Veterinary University, 01 Medical
University, 05 Deemed Universities, and 06 Universities run by Private bodies (UP
2006 Year Book; p.478-479 and during survey) have been considered for study.
However, it is observed that, no such comprehensive study has yet been
conducted in the area of utilization of electronic resources and services in university
libraries of UP State in particular. Therefore, this study proposes to unmask some
useful and fascinating findings through which the University Library Administrators
5
can arrive at decisions as to how their university libraries need to be equipped with
e-resources, so that the optimum use of electronic resources in their libraries can be
ensured. This investigation may also unfold some useful tips to make the use of e-
resources and services cost effective and time saving.
1.2 Statement of the Problem
In the current era of information technology, library users are bound to use e-
resources, if at all they are to keep abreast of the latest knowledge in their
respective field of interest flooded globally. Traditional resources are gradually being
replaced by digital resources in the contemporary modern libraries, apparently due
to their inherent benefits which the print resources cannot bring.
Therefore, the findings of the proposed study may acts as a solution for
librarians who are contemplating to provide e-resources and services to their users
in least cost and time, besides guiding the Librarians as how to introduce e-
resources and services in their respective libraries which will prove as a catalyst for
them. This study will also suggest solutions to replace traditional libraries with digital
libraries by the help of new technologies. Thus, the significance of the present
investigation, “Utilisation of Electronic Resources and Services in the
University Libraries of UP: An Analytical Study” cannot be underestimated.
1.3 Review of Literature
Review of related literature allows the investigator to acquaint himself/
herself with the current knowledge in the field or area in which he/ she is going to
conduct research. It also enables the researcher to describe the scope and
limitations of his research field or provides an account of what has been published
on this topic or its related field by accredited scholars and researchers. It is a
comprehensive survey of publications in a specific field of study or research.
Several studies have been undertaken all over the world related to the use of
electronic resources in various libraries and information centers. The existing
6
literature shows that, almost all the developed libraries in different parts of the world
are offering electronic information services to their respective clientele. In India,
most of the large and central university libraries are the leaders in providing e-
resources and services, but on a limited scale. A brief review of the following studies
provides a comprehensive picture pertaining to the status of e-resources and
services in the contemporary libraries of higher learning.
1.3.1 Ali and Husan (2003, pp. 91-95) in their study on “The Use of Electronic
Services at IIT Library, Delhi: A Study of Users’ Opinion” have stated that, users feel
more at ease using online databases and resources compared to CD-ROM
databases, hence, have suggested that libraries should subscribe to more web-based
databases compared to their printed counterparts.
1.3.2 Maunissamy, et al. (2005, pp. 91-95) in their study on “Users’ Attitude
Towards Electronic Journals….” found that, 67 % of students and 33% of faculty at
NITT, Tiruchirapalli use the electronic journals to fulfill their information needs. The
users opine that, the adobe acrobat software used by several commercial publishers
does not yet adequately support user-friendly journals usage. The users preference
goes to HTML, SGML, HY Time or XML.
1.3.3 Wilson (2003, pp. 162-75) in his study on “E-education in the UK” has
pointed out in his survey that, there is a considerable lack of time, skills and support
available to lecturers who are contemplating to implement their e-learning ideas in
the UK-HE institutions.
1.3.4 Ensar (1992, pp. 67-72) in his study, on “Users Characteristics of Keyword
Searching in an OPAC” found that, faculty, older respondents, and less frequent
searchers are less likely to have done keyword searching at Indiana State University
libraries compared to other categories.
1.3.5 Ming (2000, pp. 26-32) in his study, on “Access to Digital Information :
Some Breakthrough and Obstacles” opines that, keyword searching on the internet
7
needs to be supported by other search options, including Wild card, Proximity
search, Boolean logic and Term expression to produce more effective result.
1.3.6 Mahesh and Ghosh (1998, pp. 67-76) in their study, on “Availability and
Use of Indigenous Database by S & T Libraries : A Case Study” have pointed out
that, science and technology libraries in Delhi are willing to buy and make use of
more indigenous databases for the benefit of their scientific and research
community.
1.3.7 Rosers’ (2001, pp. 25-34) study on “Electronic Journals Usage at Ohio State
University” points out in his study that, there has been an increased use of e-
journals and decreased use of printed journals by faculty and graduate students at
Ohio State University.
1.3.8 Lambardo and Cordic (2001, pp. 327-38) in their study, on “Convenience
or Content : A Study of Undergraduates’ Periodical Use at Oakland University”
indicated that, students valued the convenience of full-text articles over the articles
relevant to Oakland University.
1.3.9 Liew, et al. (2000, pp. 302-15) in his investigation on “A Study of Graduate
Students end users' Use and Perception on Electronic Journals at Nanyang
Technological University and National University of Singapore” highlight a
significantly high acceptance of e-journals by the users for their novel forms of
functionality as is not possible with their print counterparts.
1.3.10 Herring (2001, pp. 313-19) in his survey on “Using the World Wide Web for
Research: Are Faculty Satisfied? Survey Results” tried to explore faculty member's
satisfaction towards the web as a source of research. The results of the above study
clearly indicated that, although faculty members are generally satisfied with the
web, they question the accuracy and reliability of much web-based information and
the sufficiency of web resources for their research. However, it is interesting to note
that, none of the foregoing studies seem to have undertaken yet on the exclusive
8
use of e-resources in university libraries of UP. Therefore, the investigator takes the
opportunity to carry out the present investigation on such a vital topic of great
significance that has remained unexplored so far.
1.4 Aims and Objectives of the Study
In this era of information technology, electronic resource has shown its
presence almost in every sphere of life. There are many central and technical
universities in which the e-resources have played a vital role in the expansion and
advancement of libraries. In the university libraries of UP, there are a lot of scope in
which, the electronic resources can give a new dimension to libraries. The present
investigation sets forth the following aims and objectives:
i. To identify the current status of e-resources and services available in
the university libraries of UP;
ii. To ascertain the extent to which the different types of electronic
resources and services are used by the users of university libraries of
UP;
iii. To determine the purpose for which the e-resources and services of
university libraries included in the study are being used;
iv. To explore the possibilities of computerization of those university
libraries of UP which are yet to computerize their library operations;
v. To find out the specific class of e-resources and services that
predominant in the use of e-resources by the users of academic
fraternity in the university libraries of UP;
vi. To find out the key problems that are encountered by the users of
university libraries of UP in getting access to these e-resources;
vii. To unmask the forces that prevent the UP-based universities to provide
e-resources and services to their respective users;
viii. To unfold the impact of e-resources and services over the traditional
one;
9
ix. To explore the skills and capability of the existing information
professionals working in these university library systems to handle e-
resources in the university libraries;
x. To suggest suitable recommendations to improve the existing electronic
resources and services for the benefit of users of university libraries of
UP State.
1.5 Scope and Limitations of the Study
Social investigation of every magnitude and size has its own limitations sets
forth by the investigator concerned. Without determining the boundaries within
which a researcher will have to work, no investigation can effectively be pursued
and progressed because of several key factors such as, paucity of fund, limited
access to data relevant to study, and limited time stipulated for its completion, etc.
Hence, minimizing the scope drawing the limitations for an investigation has become
exigent, if at all the project is to witness a scientific progress and is to be completed
within the stipulated timeframe.
The present investigation is, therefore, limited to the study of e-resources of
university libraries of UP State only. This study, among other things, also intends to
make a survey that how the information technology can be induced in university
libraries of UP along with the e-resources solutions so that, the target audience
could be benefited? Thus, some of the key limitations of the present study are as
under:
1.5.1 The present study is primarily concerned with the utilization of e-resources
and services only, but not of any other resources and services of the concerned
libraries included in the study (i.e. limitation by the type of subject or resource being
investigated);
1.5.2 This study intends to investigate the current status of usage of e-resources
and services of University Libraries only, but not of the Department / or Seminar
10
Libraries or any other academic library system of UP (i.e limitation by type or
category of libraries included in the study);
1.5.3 This study is concerned with the utilization of e-resources and services of
those university libraries which are functioning in UP State alone, but not of any
other province (i.e. limitation by geography or region).
1.6 Hypotheses Formulated
A ‘Hypothesis’ is the principal instrument in every social research. It’s main
function is to suggest new experiments and observations. It is a powerful tool in the
process of LIS research to achieve dependable knowledge on a given research
problem. For the purpose of present investigation, the following hypotheses have
been formulated for the scientific progress of the study which are duly tested in
Chapter-5.
(1) H-1: Implementation of ICT in most of the State universities in the
UP is in an embryonic state hence may not have their visibility in the web.
(2) H-2: The strength of semi and non-professional staff outnumbers the professional category in most of the universities libraries in UP which resulted a considerable gap between users and e-resources.
(3) H-3: A majority of the universities in UP included in the study must have subscribed UGC-Infonet services to provide the full text of e-journal articles to their users.
(4) H-4: The popularity in use of e-journals and e-databases must be higher among the users of the university libraries compared to other forms of e-resources.
(5) H-5: A majority of the clientele of the university libraries in UP might be spending a minimal time towards the use of e-resources, as they are not so well acquainted with the technical-know-how of e-resources and their usage.
11
1.7 Methodology
The term, ‘Methodology’ denotes path chosen for reaching the target or
destination, and drawing accurate conclusion or generalization smoothly in any
social research. A method is the way of approaching the problem. In order to find
out the truth involved in a research problem, the orderly and scientific steps taken
by the researcher to find a solution to the problem under investigation are generally
conceptualized as ‘method’ in every social research.
If the researcher follows the wrong method, the path that lead to systematic
knowledge or the truth cannot be found. Thus, the use of correct methodology in
social research is very essential, because, unless the right methodology is followed,
through cannot be arranged in correct order (Ghosh; 1993; p.25). Any defective and
incompatible ‘methodology’ may make or mar the entire research process.
Methodology is , therefore, highly crucial for success of any research plan.
For collection of data relevant to research problem and in order to assess and
evaluate the utilization of e-resources, the degree of satisfaction and the constraints
encountered by the users of university libraries of Uttar Pradesh in the use of such
e-resources and services, a well structured questionnaire would be administered
among the target respondents so as to study the current status of e-resources and
their consumption by the users of university libraries in UP, who primarily constitute
the academic fraternity. Besides above, the said questionnaire aims to elicit
information on the attitude of university library users in use of electronic resources
and services made available to them in their respective university libraries.
For the purpose of present investigation, ‘questionnaire method’ has been
employed followed by observation and interviews as and when felt necessary so as
to achieve the survey objectives.
12
1.7.1 Data Collection
The structured questionnaires were personally distributed or mailed to the
sample respondents in their respective e-mail addresses which ever possible,
keeping the geographical convenience of the survey respondents in mind. Some of
the respondents were personally interviewed as and when it is felt necessary so as
to make them understand the survey objectives. However, most of the librarians of
the university libraries were interviewed, if necessary, in order to obtain their
personal opinion regarding the present status of e-resources and services, their
usage, the associated problems and constraints in their induction, utilization, and
management including adoption of standards and strategies for offering effective
electronic information services in future.
1.8 Sample Size
Sampling is the process of selecting units (e.g., people, organizations) from a
population of interest so that by studying the sample, the researcher may fairly
generalize his results back to the population from which they were chosen. Social
scientists employ a range of methods in order to analyse a vast breadth of social
phenomena; from census survey data derived from millions of individuals, to the in-
depth analysis of a single agents' social experiences; from monitoring what is
happening on contemporary streets, to the investigation of ancient historical
documents. The methods rooted in classical sociology and statistics have formed the
basis for research in other disciplines, such as political science, media studies,
program evaluation and market research. Sampling in LIS research is not an
exception to this.
For the proposed study, the questionnaire method has been employed for
collection of data. The questionnaire was sent to the Librarians of all the 40
universities in the State out of which only 21 have responded. These 40 different
universities spread over 16 cities /towns across the state of Uttar Pradesh fall under
9 different categories. These 21 universities constitute the sample representing the
13
entire universe of target population that helped the investigator to draw effective
generalization. Thus, the size of the sample in the present study remains as follows:
a) No. of universities investigated (Out of 40) =21
b) No of States from which, sample drawn =01 (i.e. UP only)
c) No of categories of respondents included =01 (Librarian only)
d) Category of e-resources covered = 14
1.9 Scheme of the Work
The present study attempts to assess, evaluate and trace out the major
factors that affect and influence the use of varied electronic resources by the users
of 40 university libraries of Uttar Pradesh State which have remained unidentified.
The whole gamut of the present study, therefore, has been dealt under the following
five broad chapters:
Chapter – 1: Introduction, scope and limitations of the study, aims and
objectives, hypotheses, methodology, and review of literature,
etc.;
Chapter- 2: Electronic Resources : A Conjectural Approach;
Chapter- 3: Growth and Development of Higher Education in UP
Chapter-4: Analysis and Interpretation of Data.
Chapter-5: Conclusion and Summery of Findings.
However, the above scheme of the work has been modified little bit
depending on the nature of materials available and the domain of each of the
themes identified and accessed in the literature during the course of investigation.
1.10 Conclusion
In this era of information technology, the electronic resources are gradually
replacing the conventional system. Several L&IS software are developed and
14
internet is now extensively used to provide faster access to maximum users in
optimal time with no geographical restrictions. Many libraries are either digitized or
in the process of digitization to cope up with the emerging change from conventional
library to paperless and virtual library. Today, there is an urgent need for every good
library to utilize e-resources as much as possible. This process will definitely increase
the efficiency of both, the libraries as facilitator of information and the users i.e. the
academic fraternity, who are the consumers of information in university library
systems.
Thus, the present study “Utilization of Electronic Resources and
Services in the University Libraries of UP: An Analytical Study” will provide a
solution to those library functionaries and university library administrators who are
able to sustain themselves in the cut thread competitive library globe. The outcome
of the present study, hopefully, would provide necessary useful input to those
university library administrators and planners who are either contemplating to
introduce e-resources and services or to revamp and reorient the existing electronic
information services in their respective library systems.
15
REFERENCES
ALI (N) and HASAN (E). The Use of Electronic Services at IIT Library Delhi : A Study
of Users Opinion. IASLIC Bulletin. 50 (2); 2005;91-95.
BROPHY (P). Networking in British Academic Libraries. British Journal of Academic
Librarianship. 8 (1); 1993; 49-60.
ENSAR (P). Users Characteristics of Keyword Searching in an OPAC. College and
Research Libraries. 53(1); 1992;67-72.
GHOSH (B N). “Scientific Method and Social Research”. 1993, Sterling Publications
Pvt. Ltd.: New Delhi; p.25.
GRAHAM (S R). Historians and Electronics Resources : A Citation Analysis. JAHC. 3
(3); Nov 2003; 18-24.
HALIJWALE(S S), et al. Electronic Journals : Modalities for Providing Free Access.
Annals of Library and Information Studies. 51 (1); 2004; 82-85.
HERRINGS (S D). Using the World Wide Web for Research : Are Faculty Satisfied?
Survey Results. The Journal of Academic Librarianship 27 (3); 2001; 213-19.
LIEW (C L), et al. A study of Graduate Students End Users' Use And Perception
Electronic Journals at Nanyang Technological University and National
University of Singapore. Online Information Review 24(4); 2000; 302-15.
LAMBARDO (S V) and CONDIC (K S). Convenience or Content : A Study of
Undergraduate Periodical Use at Oakland University. Reference Services
Review 29 (4); 2001;327-38.
MAHESH (G) and GHOSH (G B). Availability and Use of Indigenous Database by S &
T Libraries : A Case Study. IASLIC Bulletin 43 (2); 1998;67-76.
16
MING (D C). Access to Digital Information : Some Breakthrough and Obstacles.
Journals of Librarianship and Information Science. 32 (1); 2000;26-32.
MILLER (Ruth h.),Electronic Resources and Academic Library. Encyclopaedia of
Library and Information Science. P135-136
MAUNISAMMY (P), et al. Users Attitude Towards Electronics Journals. IASLIC
Bulletin. 50 (2); 2005; 91-95.
RAY (K) and DAY (J). Student Attitudes Towards Electronic Information Resources.
Information Research. 4(2); October 1998.
ROGERS (S A ). Electronic Journal Usage at Ohio State University. College and
Research Libraries. 62 (1); Jan 2001; 25-34.
UP 2006 Year Book, p.478-479
WILSON(R). E-education in the UK. Journal of Digital Information 3(4). 2003; 162-
175.
17
CHAPTER-2
E-RESOURCES: A CONJECTURAL APPROACH
2. Introduction
The most rapidly changing pervasive and publicized aspects of library and
information studies are the electronic resources. In a relatively short period of time,
electronic resources have expanded from a few dozen computerized bibliographies
databases to include the over whelming information available on the internet use of
electronic resource has moved from accessing online databases with a dumb
terminal to surfing the World Wide Web (WWW).
The complexity of electronic resource has grown to comprise of library online
catalogue list of CD-ROM, online journals, databases, newspapers, reference
materials, and the use of electronic resources it is not so easy, or it appears, at the
same time, there is a pressing need for guidance in the use of such resources.
‘Electronic resources’ is a general term for electronic information stored
online, in CD-ROMs and on databases. An electronic resource refers to “a
manifestation of a work encoded for manipulation by computer. The manifestation
resides in a carrier- accessed either directly or remotely”.
Electronic resources are invaluable research tools which complement print-
based resources in any traditional library. Electronic resources provide access to
information that might be restricted to the user because of geographical location or
finances. They also provide access to current information as these are often updated
frequently. Through their various search techniques, electronic resources provide
extensive links to explore additional resources or related content. In addition,
electronic resources are convenient to use since the users are able to access
information from the library, internet cafe´, offices or at times from the comfort of
their homes at any time of the day. Library resources, whether print or electronic are
expensive and for the latter in particular, its continuous use depends to a large
18
extent on the sustainability of the current technological and infrastructural
development of the university.
With falling library budgets, there is a need to maximize the use of available
electronic resources to justify the financial investment involved in the maintenance
of these systems in academic libraries.
Higher education today is changing from a conventional type of campus-
based university into an Internet-based virtual university; and from time and space
confined education to life-long, ubiquitous and perpetual education. In the present
day digital environment, the teachers can address their students scattered all over
the world from a distant place. Internet-based teaching and training materials are
gaining popularity among the academic community (Sangam and Vatnal, 2000).
Internet has virtually altered the ways in which the research activities are carried out
(Prodhani and Gautam, 2001).
Changes in technology in recent years have dramatically altered how
information is accessed, stored and disseminated. Whereas information provision in
academic libraries was previously based upon the collection of physical library
materials, it is now increasingly the case that academic libraries are moving into the
virtual arena. With advances in technology and e-publishing access to information on
a local, regional, national and international basis, by overcoming the traditional
barriers of time and space has become easy. Large amount of scholarly literature in
the form of full-text journals, books, reports, etc., are published in electronic
medium. Recognizing the fact that the use of ICT opens new avenues for better
services in contemporary digital environment, the libraries in higher education are
adopting to most of these resources available in electronic form or the electronic
resources.
2.1 E-Resources: Origin and Development
The library profession recognized the potential of computers to make library
resources more accessible early in the development of computer technology.
19
Librarians were often enthusiastic and sometimes early adopters of technology. The
use of electronic resources in libraries began with the development of the machine-
readable cataloging (MARC) format in the mid-1960, a full 30 years before the
introduction of the World Wide Web and its subsequent ubiquity. Bibliographic
databases became available at approximately the same time.
Libraries provided access to data sets such as census and survey data as early as
the 1970’s. During the microcomputer revolution of the 1980’s, libraries acquired
software and data on diskettes and offered databases on CD-ROM. Databases on
CD-ROM began to contain full text. Search interfaces became more straightforward
and simpler to use. Online catalogues became more common, and libraries began to
offer them through the pre-World Wide Web Internet.
Tim Berners-Lee created the World Wide Web in 1990. The subsequent development
of the Mosaic browser in 1992 led to widespread use of the web beginning in 1993.
The graphical interface and the later development of web search engines such as
Yahoo! made resources on the Internet more accessible to average users. Web-
based electronic resources were widely available beginning in the mid-1990’s.
Libraries offered web-based catalogues, bibliographic and full-text databases,
electronic journals, and eventually electronic books through the Web.
Electronic resources began to dramatically change the way patrons accessed library
resources in the mid-1960. The card catalogue, a standard fixture in libraries for a
century, faced its demise. One of the major developments during the 1960’s was
machine-readable cataloguing (MARC). The MARC format dramatically changed the
way library resources were processed and accessed. The library professionals who
created MARC recognized the need for automation and a supporting data standard
at a critical juncture in the development of technology, and took the necessary steps
and risks to develop one. The flexible and expandable MARC format demonstrated
the foresight and vision of those who developed it over 40 years ago. In 1964, the
Council of Library Resources commissioned a study about capturing cataloguing data
in machine-readable form. In 1966 the MARC-I format was created, codes for place
20
of publication, language and publisher were developed, computer software was
designed. These are the technological development in library during the 20th century
which intended to make access to resources more direct, convenient and timely for
the users. The implementation of electronic resources made the library a growing
organism as libraries adapted processes and reorganized staff repeatedly to
accommodate the changes inherent in the use of constantly changing technology.
Information technology has made a profound impact on availability and
accessibility of e-resources. To provide quick and comprehensive access to resources
by using best possible tools and techniques is the ultimate aim of every library.
Multiple resources in the present electronic environment can be seamlessly
integrated with a single login gateway which makes it user- friendly.
Among all academic electronic resources, the advent of electronic journal has
been called the greatest revolution in the capture and dissemination of emerging
academic knowledge (Wills; 2006). Elsevier who is forerunner in production of e-
resources and one of the largest publishers of scholarly journals had realized much
earlier that the advent of e-resources is tidal wave of future. Accessibility to limited
resources which used to be satisfying during 1970s and 1980s is too inadequate in
the present environment to cope up with the exponential growth of literature.
Today, e-resources are in abundance, available individually or through package
deals from the various publishers.
Most of the academicians today have become Internet dependent. It is the
contribution of information and communication technology and impact of Internet
that information processing, storing, searching, dissemination and their use has
become expeditious, easy and user-friendly. Today, digital technology is available at
our doorstep, capable of effectively creating and capturing information in various
formats, making these available to others (Dawson; 2000). E-resources are available
with increased accessibility beyond time and space restrictions, restricting
information users to visit libraries physically. This technology has fulfilled the long
21
dream of Charles Jewett who had conceived the idea of universal library more than a
century ago.
2.2 E-Resources: Definition
According to AACR2, 2005 Update, an electronic resource is: "Material (data
and/or program(s)) encoded for manipulation by a computerized device. This
material may require the use of a peripheral directly connected to a computerized
device (e.g., CD-ROM drive) or a connection to a computer network (e.g., the
Internet)." This definition does not include electronic resources that do not require
the use of a computer, for example, music compact discs and video-discs (Accessed
online).
According to Sukula (2010), “an electronic resource in an electronic information
resource that can be accessed on the web, on or off campus. User can get the
information what he or she wants, when it is needed”.
According to Liu (2006), “electronic resources are those electronic products that
delivers a collection of data, be it text referring to full text basis, e-journals, image
collection, other multimedia products and numerical, graphical or time based, as a
commercially available till that has been published with an aim to being marketed.
These may be delivered on CD-ROM or on tape or via internet and so on”.
According to Barker (Devi and Devi, 2005), there are three types of documents
used in digital resources.
a. Static- Static are the most basic, they contain fixed information and never
change their form (such as traditional online data);
b. Dynamic-Dynamic documents also contain fixed information but also able to
change their outward form, the way embedded material is presented to users
(such as multimedia CD-ROMs); and
22
c. Living -Living documents are able to change both their form (outward
appearance) and these embedded information (such as information contain on
the web).
2.3 E-Resources: Classification
E-journals, E-books, E-databases, CDs & DVDs, E-theses and dissertations, E-
reference sources, E-zines, E-newspapers, etc. come under E-Resources.
2.3.1 E-Databases
An e-database is an organized collection of information, of a particular subject
or multi-disciplinary subject areas. The information of an e-database can be
searched and retrieved electronically. Its coverage includes contents of journal
articles, newspaper articles, book reviews and conference proceedings, etc. These
are usually updated on a daily, weekly, monthly or quarterly basis. There are
basically two types of e-databases viz. Full-text database and Bibliographic
database. Full-text databases contain the whole content of an article such as citation
information, text, illustrations, diagrams and tables, while Bibliographic databases
only contain citation information of an article, such as author name, journal title,
publication date and page numbers.
2.3.2 CD-ROM Databases
CD-ROM databases are increasing day by day in almost all fields due to their
many advantages in information storage and retrieval. Majority of publishers of
books and journals, on-line vendors and various learned societies are bringing out
new titles in CD format with powerful, user- friendly retrieval software. Electronic
information resources in CD format include abstracting and indexing services,
encyclopaedias, dictionaries, directories, yearbooks, back volumes, patents,
standards and many other reference works. The CD-ROM technology has given
ample opportunities for information professionals to introduce more information
services to end-users.
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2.3.3 DVD-ROM Databases
The advent of DVD- Digital Video Disc or Digital Versatile Disc, with its 17 GB
of high data storage capacity, has made it possible to include more multimedia
elements like video and sound and to integrate many reference sources on a single
disc. “The other features like higher quality of sound and video, higher rate of data
transfer, data security etc., are making DVD more viable option than CD-ROM. But,
at present due to some problems like lack of standards among the manufacturers of
DVDs and drives, need for extra hardware on PCs and their higher prices are making
the growth of DVD technology slow”. Some DVD reference sources include
Britannica DVD, Webster’s International DVD Encyclopaedia, Grolier Multimedia
Encyclopaedia, Eyewitness World Atlas DVD-ROM Deluxe Edition, The Complete
National Geographic on DVD-ROM etc.
2.3.4 E- Journals
Electronic journals, also known as e-journals, and electronic serials, are
scholarly journals or intellectual magazines that can be accessed via electronic
transmission. In practice, this means that they are usually published on the Web.
They are a specialized form of electronic document: they have the purpose of
providing material for academic research and study, and they are formatted
approximately like journal articles in traditional printed journals. Being in electronic
form, articles sometimes contain metadata that can be entered into specialized
databases, such as DOAJ or OACI, as well as the databases and search-engines for
the academic discipline concerned.
Some electronic journals are only online journals; some are online versions of
printed journals, and some consist of the online equivalent of a printed journal, but
with additional online-only (sometimes video and interactive media) material.
2.3.5 E-Books
An electronic book or e-book is a book-length publication in digital form,
consisting of text, images, or both, and produced on, published through, and
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readable on computers or other electronic devices. Sometimes, the equivalent of a
conventional printed book, e-books can also be born digital. The Oxford Dictionary
of English defines the e-book as "an electronic version of a printed book," but e-
books can and do exist without any printed equivalent. E-books are usually read on
dedicated e-book readers or tablets using e-reader applications. Personal computers,
many mobile phones, and nearly all smart phones can also be used to read e-books.
2.3.6 Online Databases
The recent growth of Internet and the popularity and ease in use of web are
making libraries to subscribe to online information services. The online database
services like Dialog (KR Information) and STN are now moving towards being web
centric. The usage of online databases against their CD-ROM counterparts has to be
evaluated and decided on the basis of cost effectiveness and timeliness. Few online
information services are KR Science Base and STN. The KRScienceBase, which
includes information sources like BIOSIS, CA Search, Elsevier Science Publishers,
Reuters, and NTIS etc. The STN international provides a complete collection of in-
depth databases in science and technology which gives quick, direct links to the
literature, patents and chemical catalogues. Chemical Abstract Service, producer of
the world’s largest and most comprehensive database of chemical information, offers
several databases on STN like CAplus, INSPEC, MEDLINE, SCISEARCH, TOXLIT etc.
2.3.7 E-Magazines
Electronic magazine or e-magazine is an online magazine published on the
World Wide Web. Some online magazines call themselves a webzine. An ‘ezine’ (also
spelled e-zine) is a more specialized term appropriately used for small magazines
and newsletters distributed by any electronic method, for example, by electronic
mail. Some social groups may use the terms cyberzine and hyperzine when referring
to electronically distributed resources. Similarly, some online magazines may refer to
themselves as "electronic magazines" or "e-magazines" to reflect their readership
demographics or to capture alternative terms and spellings in online searches.
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An online magazine shares some features with a blog and also with online
newspapers, but can usually be distinguished by its approach to editorial control.
Magazines typically have editors or editorial boards who review submissions and
perform a quality control function to ensure that all material meets the expectations
of the publishers (those investing time or money in its production) and the
readership.
Many large print-publishers now provide digital reproduction of their print
magazine titles through various online services for a fee. These service providers
also refer to their collections of these digital format products as online magazines,
and sometimes as digital magazines.
2.3.8 E- Newspapers
Electronic news is a publication that covers the semiconductor production
equipment industry. It was originally a weekly trade newspaper, which covered all
aspects of the electronics industry including semiconductors, computers, software,
communications, space and even television electronics. Today, a large number of
news papers are available in electronic format.
2.3.9 E-Reference Sources
It is an electronic version of references sources, such as Encyclopaedia,
Dictionaries, Biographies, etc.
2.3.10 Research Guides by Subject
Subject guides are web resources designed by University of Chicago
Librarians, which provide an overview of resources in a subject area. They include
staff contacts, print collections, E-Resources, as well as links to other relevant Web
sites. Subject guides are a good place to start when you are beginning research on a
specific topic. You can locate subject guides from our Database Finder page or go to
our Web site and select Research Guides by Subject.
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2.3.11 Indexes
An index is a reference source which provides bibliographic information
about journal articles, as well as other types of materials. While indexes have long
existed in print, online indexes have expanded the type of work done by researches.
More options than looking for materials by subject, author or title. Online indexes
allow you to look beyond subject, author, or title. They allow you to look for
keywords or phrases throughout the bibliographic information--including the
abstract. Sometimes people refer to indexes as "Article Databases," since they are
mainly used to search for articles in journals. Many also include the full-text of an
actual article online. However, it is important to realize that many indexes cover
other research materials such as conference papers, book chapters, dissertations,
research studies, etc. You can locate indexes for your subject area through the
Database Finder page or go to our Web site or by selecting Research Guides by
Subject.
2.3.12 Electronic Thesis and Dissertation
It is an electronic document that explains the intellectual works or research
of a researchers carried out in a particular subject domain and specifying a particular
period.
2.3.13 Library Catalogue
Most libraries now provide access to their catalogue from their web sites.
Many others provide information about their holdings into larger databases such as
World Cat or the RLG Union Catalogue. The Library provides links to these
catalogues under the “Catalogue " section on its web site.
2.3.14 Statistical Sources
The library has access to a variety of subscription databases, which provide
economic data or statistics. You can locate these resources through the library's
database finder, the Library Catalogue, or through many of the library's research
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guides by subject. Be aware that there are many statistical sources available in print,
which cannot be found online.
2.3.15 Sound Recordings
There are only a few library databases, which provide access to sound
recordings. If you are looking for music online, start at the Music Subject Guide for
the resources.
2.3.16 Image Databases (Art, Maps, Medical, etc.)
Some databases include graphics or images, such as photos, paintings or
maps. You can use the Database Finder page to locate these. The Art Subject Guide
also provides extensive information about locating images.
2.3.17 Internet as an Electronic Information Resource
The Internet and its World Wide Web (www) have given a paradigm shift to
information management. The information available on net is increasing rapidly and
the task of providing relevant information to patrons is gaining paramount
importance in all types of libraries. Most of the reputed publishers, learned and
commercial societies are hosting their products on net and also all libraries are
sharing their internal and external information resources by means of web pages
and Web-OPACs. The powerful search engines over net are aiding the information
location quite efficiently. The Internet services like E-mail, Bulletin Boards,
Newsgroups, Discussion Lists, etc are gaining importance in libraries and are
becoming indispensable resources for the users. Due to impact of Internet, there is
a swift migration from offline to online, as Web is becoming a popular user interface
for providing access to remote and frequently updated resources.
2.4 E-Resources: Why E-resources are needed?
Electronic publishing has led to new era of communications and information
sharing .It creates opportunities for users as well as authors and publishers. Many of
the electronic books or electronic publishers ‘ web site freely permit and encourage
readers to provide feedback on works, often directly to the author rather than to the
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publisher. Nevertheless, users may establish their own accounts, charge services to
credit cards or pay by prearranged method, and have requested material delivered
directly to them by fax, e-mail, etc. Today, libraries of all kinds have been spending
larger and larger shares of their budgets to adopt or gain access to electronic
resources from publishers and vendors. This is due the fact that e-resources have
enabled libraries to improve services in a variety of ways. First, most e-resources
come equipped with powerful search-and-retrieval tools that allow users to perform
literature searches more effectively and efficiently. Moreover, since most relevant e-
resources are now available through the web, users can have desktop access to
them 24 hours a day. And also the users can navigate directly from indexing
databases to the full text of an article and can even follow further links from there.
Nevertheless, the emergence of e-books and e-journals followed the widespread
adoption and use of electronic mail, list servers and discussion groups to
disseminate information quickly to large audiences. The followings are few important
points mentioned by Vijaykumar and Das (2000) for the need of e-resources:
The explosive growth of all forms of literature;
Increasing reliance or demands on information;
Inflation in the cost of materials;
Increasing cost of information;
Reduced or stagnated budget provisions;
Impossible to be self-sufficient to meet increasing demands of its users from
own collection and it is not desirable to develop huge collections anticipating
future demands.
2.5 Evaluation of E-Resources
Evaluation of e-resources in a library context means assessing the value of
the source according to the requirements of the library, based on users’ level of
education. For any library, the process of evaluation is very important to develop the
need-based best collection. It helps to assess the value or evaluate the quality of a
particular e-resource and also it’s suitability for inclusion in the library collection
29
depending upon the readership of the library. Although originally the evaluation
criteria were developed for printed sources, they can equally be used for the
evaluation of e-resource. However, in case of e-resource, the following additional
points are also to be considered:
2.5.1. Criteria for Evaluation of E-Resources
With the tremendous inflow of information being generated from vast range of
sources, it has become essential to evaluate the information for conducting quality
research. For this purpose, each source of information must be reviewed with due
care to ensure the authority, accuracy, quality, reliability and objectivity of the
information one uses. This section describes the general criteria which may be used
for evaluation of electronic (internet) reference sources.
2.5.1.1 Purpose
The first thing is to find out the purpose of publishing the e-resource? Is it to
inform, to sell or to entertain? Websites can be misleading in their stated or implied
purpose. Therefore, purpose of site should be carefully seen.
2.5.1.2 Authority
It is necessary to find who is the author, is he/she a known expert/scholar?
What is the author’s occupation, position, title, education, experience, etc.? Is the
page signed? Is the author qualified to write on the subject? What was the e-
resource of author’s information/knowledge? Are these e-resources cited as
bibliography? Has he explored new sources, and were they well chosen and
sufficient for the purpose? In e-resources, it may be difficult to determine authors
and their qualifications (even if the page is signed) as anyone can publish anything
on web, moreover, these are not regulated for quality and accuracy as a result, user
has to be more alert to know whether the information can be verified? Is the
information filtered i.e. peer-reviewed? Has it been refereed? One should check URL
domain for source of information and find who the publisher of document is and
what its credentials are. Is the publisher well known with good experience and
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reputation for issuing e-resources? Is he a recognized authority? Availability of email
address, phone number of authors/publishers can help in authentication of
information and sources.
2.5.1.3 Accuracy
Accuracy is a very important characteristic for any e-resources so one should
assess if the information is accurate? Can it be checked for its accuracy? Is there an
editor or someone who verifies/checks the information? How does it compare with
other sources of information? Are the sources for factual information clearly listed
for verification of information? Is it clear who has the ultimate responsibility for
accuracy of information? Has the information been reviewed or refereed? Is it free
from grammatical, spellings, or typographical errors?
2.5.1.4 Objectivity
A standard e-resource is the one which reflects clear objectivity of
information, therefore one should check is the information biased? Does it project all
perspectives on an issue? Is the author’s point of view objective and impartial? Does
it reflect the author’s (bias) affiliation with an organization? Whether the information
provided is a fact, opinion, or propaganda? Is the information free of advertising?
Does the content of the page have an official approval of the institution? One should
also find when the information was published and is the information in its original
form or has been revised?
2.5.1.5 Currency
Although the currency of information usually depends upon the nature of the
topic. It is particularly important in science and technology where information
changes very fast. However, a good e-resource should be updated regularly,
therefore, one should always try to find when the information was first published?
When it was updated and is it recent enough for the needed purpose? Is the site
updated regularly? Is there any indication when the site was last updated? Dates are
sometimes absent or may have different meanings like date of creation, placing on
web or last revised, so one should check the dates carefully.
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2.5.1.6 Reliability
It is important to check the reliability and credibility of e-resources. Is it
authentic? One should ascertain why to believe information given on the site? Does
the information appear to be valid and well researched or it is unsupported by
evidence? Is the information unique or has it been copied? Which institution
supports this information? Is the supporting institution well known? Are there some
non-web equivalents of the material to verify the information?
2.5.1.7 Coverage
Is the e-resource comprehensive enough in its coverage for the indicated
needs of the audience? What items are included? What subject area, time period,
formats, or type of materials are covered in the site? Does the site contain original
information or simply links? If links are given, what kind of sources are linked, are
these related to the topic and useful for the purpose of the site? Are these links still
current or they have become dead ends? Have these been evaluated or annotated in
any way?
2.5.1.8 Format and Presentation
Is the information easy to get? Does the e-resource contain a table of
contents and/or an index to facilitate the use or to find the specific information one
needs? How many links does it take to provide the needed information? Is the
arrangement of links uncluttered? Does the site has its own search engine? Is the
site easily brows able and searchable? If graphical images are included, what is the
quality of these graphical images? Do these images enhance the understanding of
the resource or distract from the content?
2.5.1.9 Special Features
Does the source contain graphs, charts, tables, maps, or any other special
features that adds to the usefulness of the source? Does it use header and footer to
indicate information about the author and source?
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Evaluation of resources assumes a greater importance due to the large e-
resources such as e-journals, e-database, e-text, etc available on the net. Authority,
currency, intended audience, ease of use accuracy etc are some responsible criteria
for evaluation of e-resources. Moreover, extensiveness of the content, accessibility,
quality of technical support, cost, conditions of licensing agreement are also other
responsible factors which should taken into account.
With the evaluation of e-resources the followings points are suggested by Bhat
and Madhusudhan (2004)
to identify the electronic version have the retrospective data (as mostly
electronic resources do not include data prior to some year);
to determine particular source of information of e-resources offer any special
features which are not available in other print version;
to check the content of the e-resources with relevant to the users as well as
to the collection as a whole;
to check whether the information is often updated or not;
to determine the e-resources have affordable price or not though offered
diverse pricing system by the publishers;
to identify the method of accessing of e-resources available;
to identify the e-resources needed to maintain and redesign the library
website identified;
to check the staffing needs for training of recruiting with the existing
technology.
2. 6 Selection and Procurement of E- Resources
Electronic resource selection for library and consortia purchase requires
considerable care, effort and judicious involvement of the members. Some of the
criteria for selection of E-Resources are as follows:
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(a) Well-established multi-disciplinary resources with broad coverage should be
preferred over highly specialized sources targeted for specialists, though the
requirement would primarily be based on the target users
(b) The E-Resources already on subscription in the beneficiary institutions should
be preferred over those which are not being used in any of the beneficiary
institutions;
(c) Resources that are ‘electronic-only’ should be preferred over those that are
print-based unless completely unavoidable;
(d) Resources that are very important but highly cost-intensive should be
preferred over those which are less important or less-used but low cost;
(e) Resources where electronic versions are made available free on subscription
to their print versions should be avoided as far as possible; and
(f) Selections should be made on their usage / suitability to their respective
institutions. This is important for a balanced resource coverage and
satisfaction of the user’s needs of the participating institutions.
Selection is not a new term to librarian and staff as they have been doing it
since long back the libraries started acquiring printed materials. However, libraries
are now focusing to adopt e-resources and information technology approaching
towards the e-resources rather than printed materials as technology developed. In
fact, the emergence of Internet, particularly, the www (World Wide Web) has a
triggered proliferation of web based full text online resources as a new media of
information delivery. As the web has grown, not just in popularity and use, but also
in content, librarians are trying to meet the needs of the user and identify new
resources, such as online databases, web based resources, collections in digital
library, e-books, e-journals etc.
The selection process should be done in relevant with the demands of the
users, committee, focus group, users recommendation, etc. Apart from this,
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Banerjee (1999) in his paper mentioned the following steps which should taken into
consideration for the selection of e-resources:
to identify library needs;
to identify content and scope of the e-resources;
to evaluate quality of that particular resource and search capabilities;
to estimate the cost;
to check either subscription based or web based when acquiring;
to evaluate the systems and technical support;
to review licensing agreements;
to evaluate application software and installation, updated sporadically or in
regular schedule; and
to check the facilities for educational support and training.
2.7 Print vs. E-Resources
In general the difference between the print and E-Resources can be
summarized as follows (Singh, 2010):
Print Resources E-Resources
Non-interactive. Interaction can be included.
Continuously presented Each document can be split into multiple hyper linked pages.
No links to further information except through the contents pages and index
Links can be provided to further information through hyper linking.
User training not required. Basic training required to access information.
Technology independent. Technology dependent.
2.8 Publishers of E-Resources
There is a mixed bunch of players in the market who publish electronic or e-
information resources. These include traditional players offering electronic versions
of their resources as well as several new enterprises offering new products and
services that are ‘born digital’. Besides, there are others also, such as subscription
35
agents in their new role in the e-environment as electronic aggregators; institutions
of higher learning and the like. We may broadly classify the Internet information
resources publishers in the following categories:
2.8.1 Traditional Commercial Publishers
Such as Elsevier Sciences’ Science Direct (http://www.sciemcedirect.com/);
Spring Verlag (via their Link information services http://link.springer.de)
2.8.2 Scholarly Societies/Bodies
Several such agencies are making electronic versions of their publications
available online through their websites. For instance, Indian National Science
Academy (INSA) scholarly publications are available online for free and unlimited
access at http://www.insa.ac.in or via http://www.insaindia.org. Similarly, Indian
Academy of Sciences, Bangalore journals can be accessed at www.ias.ac.in.
Scholarly societies such as IEEE/IEE; ACM, etc., all are making aversions of their
publications available online.
2.8.3 Institutions of Higher Learning
Several academic and research institutions host their specialized collections
like courseware, theses and dissertations; and also offer subject gateways and
portals, etc.
Electronic Aggregators : These agencies facilitate intermediary services of
aggregating electronic journals and other resources from different publishers and
offer them to their clients through a single search system. Examples of aggregators
are: JSTOR; OCLC; Lexis-Nexis and the like.
2.8.4 Others
Among the others are non-commercial publishers, individuals, etc. Many
individuals, groups and non-commercial publishers compile resources dedicated to
providing access to E-Resources (generally offered free) on the Internet. Examples
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of such meta resources include: Librarians’ Index to the Internet (http://lii.org/);
Vlib: The Virtual Library (http://www.vlib.org/); Internet Public Library
(http://www.ipl.org/) and others.
2.9 Subscription of E-Resources
For production of a journal a significant investment on the part of publishers is
involved irrespective of the format (print or electronic). Since publishers are adding
value to the whole process of publication, somebody has to pay for it. So, journals
are made available through the web at varying price models. Some of the common
ones are as follows:
2.9.1 Electronic Subscription Bundled with Print Subscription
In such cases electronic subscription to journals is linked with their print
versions. This means, e-version may be either offered free with their print
counterparts; or a fixed token percentage may be charged on and above the print
subscription charges or some other similar model.
2.9.2 Electronic Subscription with Campus Licenses
Wherein unlimited access to subscribed journals is facilitated campus-wide.
2.9.3 Electronic only
In such situations publishers offer electronic versions only with a token
discount.
2.9.4 Pay-Per-Look
Identification of e-articles and paying for such articles in full text on a pay-
per-look basis. This could be considered somewhat similar to print versions where
articles of interest are identified and requested on payment basis via a document
delivery system.
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2.9.5 Consortium Licensing
With the popularity of consortium mode of subscription, publishers have
started working out best pricing models suitable for different types of consortia,
whether at regional, local or national level.
2.10 Impact of E-Resources in Libraries and Information
Centres
There are several reasons to use the E-Resources in libraries. These can
be summarized as follows:
(i) Increase the technological development.
(ii) Easy to access and search.
(iii) Ever increasing price rate of the print journals.
(iv) Irregular publication and the long time gap between publication of
a journal and its availability in the market.
(iv) Problems related to conversion rate of foreign currencies.
(v) Lower price per user or free.
(vi) Low searching time.
(viii) Availability of vast amount of the E-Resources.
2.10.1 Positive Impact of E-Resources in Libraries
There are several positive impacts of E-Resources in libraries as
follows:
i. Available as soon as the print version is published.
ii. E-publishing may be 70-90% less costly than paper.
iii. Access for 24×7.
iv. Subjects can be searched across a range of titles.
v. Many users can use E-Resources simultaneously.
vi. It provides timely access to documents.
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vii. Economy in maintenance.
viii. It is interactive; they can foster an online exchange of ideas by e-mail.
ix. Interactive between authors and readers and readers and allow
readers to comment on articles that appears in a journal.
x. Space saving in libraries.
xi. Monitoring is much easier to find out the use of electronic media.
xii. It can be easily manage by adding bookmarks and personal notes to
the sites.
xiii. Compatibility with the search engine.
xiv. It can solve the problems of missing issues of journals, and
xv. It can easily merge with altering service.
2.10.2 Negative Impact of E-Resources in Libraries
There are several negative impacts of E-resources in libraries as follows:
i. Hardware and software compatibility issues between publishers and
users.
ii. Initial high infrastructure and installation cost is required.
iii. Need special equipment to access.
iv. High speed of communication is required.
v. Excessive printing of documents.
vi. Difficulty inherent in relating to a large amount of data on a screen.
vii. Efficient manpower is required.
viii. Causes more concern about copyright.
ix. Many readers prefer paper and print to a computer screen.
x. Sometimes unavailable to international users due to legal issues.
With the rapid advancement in information communication technology,
modern libraries and Information centers have been blessed with electronic
materials and therefore libraries are gradually shifting towards the electronic libraries
with E-Resources. Thus the E-Resources have significant roles to play in teaching
and learning process and hence it is the high time for the teachers to get an
39
awareness of these resources for their future academic growth. It is observed that
the availability of E-Resources on the campus is almost sufficient for all the existing
disciplines but the infrastructure to use these resources is not adequate and can
hinder the ability to meet the requirements of users. It is concluded that the faculty
members are using E-resources, which are subscribed by the SMIT, effectively.
Internet access speed can be increased for speedy retrieval of information.
It is perceived that patrons will be in favour of E-resources and demand for a
simplest most direct path to information irrespective of the methods that are being
adopted. Portability, sharing and convenience are increasing important for end
users. Libraries need to manage E-Resources effectively to the optimum utilization
by overcoming the issues and challenges. Growth of E-resources even though slower
than what is expected will force the libraries to switch over to more and more E-
Resources in future. However, with the innovative approaches to solve these issues
and with a high degree of emphasis on standardization, the task of managing E-
Resources will become less complex in the future. E-Resources and services have
been ever increasing day by day in the present day contemporary information
environment, to overcome the problems of diminishing budgets, increasing
information needs of the academicians and the researches, publishing of newly
generated knowledge in varied forms and formats, problems faced by libraries in
providing varied services, collecting of all documents published both at national and
international levels.
Throughout the 20th century, library have faced and surmounted the
challenges post by new formats of materials, from print to microfilms, audiovisual
materials, CD-ROMs, computer software and machine-readable data files. Beginning
in the mid 1990s, electronic journals access through the Internet has made
librarianship more challenging. Even though major issues inherent in electronic
access management have been raised, not all have been resolved. Librarians are
continuing to seek ways to make access for users as easy as possible. While they
are confused with the challenging aspect of hunting for creative solutions, they are
rewarded in seeing the surprise and amazement of uses when told that they can
40
access needed journal articles and other library resources with their computers from
their homes, offices, laboratories and even from remote locations.
Thus, the findings of the present study “Utilization of Electronic Resources and
Services in the University Libraries of UP: An Analytical Study” will provide a solution
to those library functionaries and university library administrators who are able to
sustain themselves in the cut thread competitive library globe. The out come of the
present study, hopefully, would provide necessary useful input to those university
library administrators and planners who are either contemplating to introduce e-
resources and services or to revamp and reorient the existing electronic information
services in their respective library systems.
2.11 E-Resources: Challenges
The adoption of e-resources has made great advantage over the library
services. In fact, most of the users are satisfied with such facilities since they can
easily retrieve their required information within a short period of time. However,
libraries face a number of challenges as they seek to continue offering the high level
of services that users have come to expect. Some of the challenges facing with e-
resources as suggested by Prodhani and Gautam (2001) and Sangam and Vatnal
(2000) are discuss below.
2.11.1 Preservation
Though the e-resources are enabling information to be created, manipulated,
disseminated and located with increasing ease, preserving access to this information
posses a great challenge. Unless, preservation of digital information is actively
taken, the information will become inaccessible due to changing technology platform
and media instability.
2.11.2 Lack of Professional Skills
Due to lack of management and technical skills, the library professionals is not able
to handle the e-resources. The professional staffs are required to constantly update
41
their own knowledge and skill base so as to work in today’s rapidly changing digital
environment.
2.11.3 Inadequate Library Fund
Most of the libraries have inadequate fund for acquiring e-resources and so
the users do not get their required information at the right time. Libraries are at a
disadvantage when acting alone in this environment and there is a need for
cooperative purchasing through library consortia.
2.11.4 Technical Infrastructure
In a digital information service system, infrastructure such as software,
hardware, internet facilities and other physical equipments are required to provide
easier, faster and comprehensive access to information. Therefore, libraries in the
digital age need to enhance and upgrade current technical architecture to
accommodate e-resources.
2.11.5 Lack of Cooperation of Staff Members
The support and cooperation of staff members, programmers and technical
staff are very essential to provide effective service in a digital environment. As such,
the library staff should not only be technically competent but should also posess a
user-friendly-approach.
2.11.6 Organization of E-Resources
In any Library Information System (either traditional or modern library
system), organization of resources is also one of the important and crucial works to
function smoothly the library services. As such, the system manager should have
good professional skills to organize the available resources effectively. In a modern
digital library information system, the professional should have skills like computing,
database management, networking, and other management skills relating to IT
environment. Therefore, the system manager should keep in mind the following
points while organizing the E-Resources:
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To include those resources either in OPAC or to make different list for
browsing;
To organized accessing under a separate authority;
To provide access either by alphabetical or under specific subject headings;
To organize the E-Resources within the context of other resources and
websites;
To check the method of access to E-Resources, abstracting or full.
Since most of the user’s search the resources under subject heading
predominantly, organization of E-Resources should be in such a way that the users
could be able to retrieve different sets of information or records.
2.12 E-Resources: Merits
The followings are the important merits of electronic resources.
No physical boundary The users of e-resources need not to go to the
library physically; users from all over the world can gain access to the same
information, as long as an Internet connection is available.
Round the clock availability A major advantage of e-resources is that
users can gain access 24/7 to the information.
Multiple accesses The same resources can be used simultaneously by a
number of institutions and patrons.
Information retrieval The user is able to use any search term (word,
phrase, title, name, and subject) to search the entire collection. E-resources
can provide very user-friendly interfaces, giving clickable access to its
resources.
Preservation and conservation Digitization is not a long-term
preservation solution for physical collections, but does succeed in providing
access copies for materials that would otherwise fall to degradation from
repeated use. Digitized collections and born-digital objects pose many
43
preservation and conservation concerns that analog materials do not. Please
see the following "Problems" section of this page for examples.
Space Whereas traditional libraries are limited by storage space, digital
libraries with e-resources have the potential to store much more information,
simply because e-resources requires very little physical space to contain them
and media storage technologies are more affordable than ever before.
Added value Certain characteristics of objects, primarily the quality of
images, may be improved. Digitization can enhance legibility and remove
visible flaws such as stains and discoloration.
Easily accessible E-resources are easy to access with adequate user
instruction.
2.13 Conclusion
With the rapid advancement in computer technology along with information
technology, libraries and information centers have been blessed with electronic
materials and, therefore, libraries are gradually shifting towards the electronic
libraries with electronic resources. As such, libraries, therefore, are now increasingly
involved in creating and acquiring e-resources. The availability of IT based electronic
resources has exerted ever-increasing pressures on libraries and there is no doubt
that e-resources are expanding rapidly. However, in order to meet the ever
increasing demand of the user community in a digital environment, libraries have to
develop ways to manage access to materials available in electronic format and to
effectively share them much as they have shared print resources for over a century
through inter library lending.
44
REFERENCES
Banergee, S.K. Electronic Journals: new era. IASLIC Bulletin, 44 (2), 1999; p.62 Bhatt, R.K. and Madhusudhan, M. University Libraries in India and e-journal: The
role of consortia based subscription of e-journal for effective use of financial resources, CALIBER 2004 FEB 11-13, 2004, New Delhi; p45-53.
Dawson, R. Knowledge capabilities as the focus of organization development and
strategy, Journal of Knowledge Management, 44 (4), 2000, 1-9. Devi, T.S. and Devi, K.S. 2005. Management of E-resources in the modern library
Information system: an outlook. Planner 2005. Accessed online from http://ir.inflibnet.ac.in/bitstream/handle/1944/1409/49.pdf?sequence=1 [accessed
on 01.03.2013]. Liu, Ziming. Print vs. electronic resources: a study of user perceptions, preferences
and use. Information processing and Management 42 (2006); 583-592. Prodhani, M A and Gautam, J N. Impact of internet on worldwide research activities
in 21st century. Indian Journal of Information, Library and Society, 2001, 14 (1-2), pp55-64.
Sangam, S L and Vatnal, R M. Internet based teaching and training material on
information technology. In Books to Bytes: Library and Information Technology in the New Millennium, (pp.417-428) edited by N V Jagga Rao and M Ramchander. New Delhi: Ess Ess Publications, 2000.
Sukula, Shiva. Electronic resources Management: what, why and how. New Delhi,
Ess Ess publication. 2010. pp. 128-134. Vijaykumar, J.K. and Das, Manju. CD-ROM to DVD-ROM: a new era in electronic
publishing of databases and multi- media reference sources. IASLIC Bulletin, 45 (2), 2000; p.50
Wills, G. Embracing electronic publishing, Internet Publishing Research: Networking
applications and policy, 6 (2006). 77-90. Accessed online available from http://www.oclc.org/support/documentation/worldcat/cataloging/electronicresour
ces/ [accessed on 01.03.2013].
www.LIb.ed.edu.wk? visit on date 03.08.2010
45
Y.Nagi Reddy(Uma)/Pearl-A journal of Library information Science; 3(3); 2009; page
No.34-37.
http://en.wikibooks./wiki/ETD Guide (Date of visit 05, Auf, 2010)
http://etd.vt.edu/etddefn.htmls. (Date of visit 05, Aug, 2010)
http://graduate. Umsl.edu/etd.about/ definition.html (Date of visit 05, Aug, 2010)
Kaul (HK). Library Network and Indian Experience. 1992. Virgo Publication; New
Delhi: P. 17-18.
Kaul (HK). Library Resource Sharing and Network. 1999. Virgo Publication New
Delhi: P.99-100.
Veer (DK). A Journal of Library and Information Science. 2009. Vol 3 No 2 April –
June: P.29-30.
www.allwords.com/word.electronichtml data of visit 12.08.2010
www.infibnet.ac.in data of visit 04.08.2010
www.academic.info. Net data of visit 04.08.2010
http://en.wikipedia.org/wiki/Electronice-resources-managements visited on
6.8.2010
http://www.microsoft.com/students/dicounts/theultimatesteal-us/ visited on
9.8.2010
46
CHAPTER-3: GROWTH AND DEVELOPMENT OF HIGHER
EDUCATION IN UTTAR PRADESH
3. Introduction
With the emergence of knowledge based and technology driven economies,
there is a surge in the demand for highly skilled and technologically competent
workforce. Worldwide 84 million students attend regular higher education
institutions and about 66 million adults, including the working adults, attend some
form of continuing education and training under Life Long Learning program
whereas, the demand for higher education is constantly rising, likely to be 160
million by 2025 (Glakas,2003). Moreover, institutions of higher education have
rightly been addressed as important places of knowledge production, knowledge
perpetuation, and knowledge dissemination. Furthermore, with the tide of
associations of universities and knowledge, institutions of higher learning have
shown unique potential to encourage synthesis and integration of different types of
knowledge and to enhance the application of knowledge to social change. The
potential for higher education to be a change agent accelerating a transition toward
sustainability is dependent on various factors including the current position,
structure, and arrangement of higher education within its society as well as the
location-specific sustainability challenges and opportunities of a given region.
Contextually, the changes made in a particular educational set up of a specific
region over a period of time need to be comprehended for predicting a better future.
Therefore, this chapter attempts to focus on the steady growth and development of
higher education in India in general and Uttar Pradesh in particular.
3.1 Global Trends
Across the world, the traditional universities are losing their monopoly over
the production and dissemination of knowledge through teaching and research. They
have now to compete with multiple stakeholders and providers of higher education,
including the for-profit private. In the wake of new geo-politics, geo-economics, geo-
47
strategic and high-risk societies, unleashed by techno-scientific civilization, globally
integrated economies and highly networked individuals; we find it in public interest
to involve private and foreign higher educational institutions into an enterprise
involving trillions of dollars. The private or non-state entities can focus more on
“value for money” and “intelligence in action” than the public universities. Today, we
find thousands of corporate universities competing for educational markets. Some of
them have indulged in organizing science parks near prestigious universities to gain
advantage from the latest research in the fields of medicine, engineering,
biotechnology, health, etc. Some of the private enterprises are also involved in
catering to the needs of public universities towards books, lab equipments, new
computers, catering, cleanliness, security, etc. (Gupta,2008).
Generally no distinction is made between “privatization of higher education”
and “private higher education”. By privatization we generally imply the application of
market principles in the operation and management of higher education institutions;
by private higher education we generally imply the rise of non-state sector in the
knowledge realm. The private sector may or may not receive financial support from
the government, but its objectives, functioning; funding, client age and modus
operendi may differ from the public higher education institutions in a significant
ways, depending on the socio-cultural and political-economic norms prevailing in a
polity. Whereas many East Asian and South Asian countries have a long tradition of
private higher education, in most of the European countries, it is a recent
phenomenon. Here the emergence of private higher education is seen as “a direct
threat to the continuance and survival of public higher educational institutions. The
myths prevail: private higher education is non-public; it is exploitative, inferior to
public higher education, limited to the elite, etc. (Glass, 2007). In the USA, some of
the private institutions are able to focus on “quality education” and “narrow
purpose”. The rationale behind private post-secondary education seems to be high
quality, high costs and high prestige, on the one hand, and cultural distinctiveness
and additional services, on the other (Geiger, 1990).
48
In some of the Asian countries, such as Japan, South Korea, Philippines,
Taiwan, private higher education may be seen as occupying the center stage, not
necessarily in terms of prestigious institutions, in most other countries, especially, in
the USA, Europe and South Africa, it may be a the periphery (at least in terms of
enrolments). In most countries, private higher education institutions came into being
for either promotion or protection of religious, linguistic or ethnic minorities.
Moreover, we find vast gaps between rhetoric and practice. Contrary to the popular
perception, about 79% of the students still attend the public higher education
institutions in the USA, whereas 70 per cent of the higher education institutions (in
terms of number of institutions) are privately managed in India. It is because, a
large number of private institutions in the USA cater to the specific needs of the
small number of students only. Some of them, such as Harvard, Stanford, MIT and
Chicago Business School, are highly prestigious, whereas others are very specific
and goal-oriented. In most of the South Asian, Latin American and African countries,
the private higher education’s are generally demand absorbing and lower in terms of
status, prestige or quality education (Gupta, 2008). Throughout Asia, government
resources have not been able to keep pace with the expansion in demand for higher
education, and private institutions have opened to absorb excess demand. More
than 75 percent of students in Japan, South Korea, and the Philippines attend
private institutions, and the private sector is expanding rapidly in China and Vietnam
where private institutions were virtually non-existent before the 1990s. Moreover, in
China, Japan, Singapore, and Vietnam, universities have been strongly encouraged
to enter partnerships with industry to facilitate technology transfer and strengthen
revenue streams for research. Additionally, issues of access and quality within the
distance education sector have made a solid contribution to the field's understanding
of the massification of higher education in Asia (Dee, 2008). Therefore, the global
trends suggest that the higher education and technological skills are more in
demand as the new powerhouse of the global economy.
49
3.2 History of Educational set up in India
India has made tremendous progress in improving elementary education
provision and increasing participation. However, it progress in improving education
at post-elementary stages, and in improving quality outcomes has been modest
(Sankar, 2010). India has a very rich history dating back to several millenniums.
Knowledge was preserved and propagated through oral tradition. In this context, the
teachers set up ‘residential schools’ in their own homes. Students were supposed to
reside with the teacher and his family and the students were expected to share the
daily chores of the teacher’s family. Sanskrit was the language of the educated and
the texts were composed in this language. Most of the major modern languages in
India are derived from Sanskrit, except the classical language of India, Tamil. During
the regime of Buddhist kings belonging to the Mauryan dynasty in the third and
second century BC India flourished with the establishment of exclusive institutions of
learning. Taxila, now in Pakistan, became the seat of learning where scholars
journeyed to learn and to be educated. Nalanda, in eastern India became famous for
the Buddhist University where several religious conclaves were held. In the 10th
century, India was invaded from the northwest and many founded their dynastic
rule in India. Persian became the court language and the educated elites became
conversant in Farsi and Arabic. The dual traditions of Sanskrit and Farsi education
were kept alive till the colonization of India by the British. The British established
schools to teach English and the sciences (Kuppusamy, 2009).
3.2.1 Genesis of Higher Education in India
The higher education in India began with the establishment of Hindu College
at Calcutta (1817) by Raja Rammohan Roy and his friend David Hare with the
objective of providing a channel by which real knowledge might be transferred from
European sources to the intellect of Hindustan. The East India Company founded
another Sanskrit College for Indians at Calcutta (1825), which was a move that was
protested by Raja Rammohan Roy since he felt that Indians should also receive
50
education in European languages and western sciences. By this time, the Christian
missionaries had started establishing colleges at other places, with the objective of
spreading christianity through the teaching of English and western sciences.
Elphinstone College was founded at Bombay (1834), and Madras Christian College
(1837) at Madras to prepare natives for public employment. In the same style,
colleges were set up at Masulipatanam (1841), Nagpur (1844), and Agra (1853). Till
that time, the number of colleges had risen to 25, in the whole country (Kuppusamy,
2009).
One interesting fact about Indian higher education is that colleges were
established earlier to the birth of universities in India. It was in 1854 that the
establishment of modern universities in India was first recommended by the Wood’s
Education Despatch, and as a consequence, three universities in the presidency
towns of Bombay, Calcutta, and Madras were set up in 1857. The main function of
these universities was to conduct examinations and award degrees, while teaching
work was to be done in the affiliated colleges. This was, in fact, an adoption of the
London University model. With the rapid rise in enrolment after the establishment of
these three universities, Punjab University at Lahore (1882) and the University of
Allahabad (1887) were also established. After this, no new University was set up in
the Nineteenth Century. By 1902, however there were five universities and 191
affiliated colleges with a total enrolment of 17,650 students (Kuppusamy, 2009).
In the meantime, the National Freedom Movement had gathered momentum
and the enlightened Indians took keen interest in the education of their fellow
natives. Consequently, six new universities came into existence between 1913 and
1921. These included Banaras Hindu University (1916), Patna University (1917),
Osmania University (1918), Lucknow University (1920), and Aligarh Muslim
University (1920), which were established by Acts of Central Legislature. All these
institutions were Central Universities at that time. With the establishment of Delhi
(1922), Nagpur (1923), Andhra (1926), Agra (1927) and Annamalai (1929)
universities, the total number of universities became 16 by 1930. This sudden spurt
51
in the number of universities was due to favourable recommendations of Calcutta
University Commission (1917-19). Most of these universities were teaching-type and
not degree awarding type of universities. However, during 1929-47, the official
effort to develop higher education became slow due to some political problems
related to freedom struggle and the breakout of the Second World War in 1939.
Therefore, only three universities could be set up during this period – Kerala (1938),
Utkal (1943) and Sagar (1946). In this way, the number of universities established
before independence rose to 19. Rajasthan University, Jaipur and Punjab University,
Chandigarh were set up in 1947, because Punjab University, Lahore had gone to
Pakistan during partition. Thus, the total number of universities set up by 1947-48
became 20 with about 500 affiliated colleges and 2.30 lakh students (Ibid).
3.2.2 The Epoch -making Age of Higher Education in India
As India achieved freedom in 1947, the Department of Education founded in
1945 was converted into a full-fledged Ministry of Education. Higher education was
the first sector of education to attract the attention of the Union Government. As a
first step, the University Education Commission (1948-49) was appointed, which
recommended rapid expansion of higher education in India on a priority basis. The
Commission also made several other recommendations having significant bearing on
future development of higher education in the country. During the period of three
years from 1947 to 1950, seven new universities were founded raising the total
number to 27 with 695 colleges affiliated to them. The total enrolment in these
institutions of higher education was 174,000 (excluding those enrolled in Pre-
University course) in 1950-51. The total number of teachers working in these
institutions was a little more than 21,000. It was from this point onwards that the
‘era of massive expansion’ of higher education in our country began. During the
period of 50 years since 1950-51, the growth of higher education has been
phenomenal. On an average, four to five universities and 225 colleges were
established annually. The total number of universities in India at present is 273 and
52
the number of affiliated colleges is 11,831 with a total enrolment of over 77.34
lakhs.
During the last fifty years, the total number of teachers in the universities and
colleges has also increased to more than 3.51 lakhs. The growth rate of higher
education had been as high as 13-14 % during the 1950s and 1960s, but declined to
about 2-3 % during 1970s. During 1980s and the early 1990s the overall growth
rate had been about 4.2%. However, at present the growth rate is around 5% per
annum. The quantitative development of higher education during the post-
independence period has been apparently very impressive. Unlike the pre-
independence period, the benefits of higher education are now reaped by a sizeable
number of youth even from under-privileged actions of the society. At present, we
have one college for every 11,000 persons and one university for every 4.7 lakh
persons in the relevant age group (18-23 years); but in real terms, only about 6-7%
of the eligible age group are getting the benefit of higher education. This is an
insignificant quantum when compared to the corresponding figures of over 50% for
the countries belonging the Organization of Economic Cooperation and Development
(OECD), and about 30% for some other developed countries. Highlighting the
significance of higher education in the modern times, the World Bank document
(1994) stated, “The development of higher education is correlated with the
economic development: enrolment ratios in higher education average 51% in the
countries that belong to OECD, compared with 21% in middle-income countries and
6% in low-income countries”.
3.3 Basic Structure of the Higher Education System in India
With this varied history of the higher education system, the current system is
primarily modelled after the British system. However, some of the technical
institutions in engineering and management studies are modelled on the US system
(Ansari, 1992). Indian higher education system remains primarily the responsibility
of the various state governments of the nation, although the central government has
53
taken the initiative in establishing and funding a few central universities and other
institutions of national repute throughout the country. India has 14 major languages
of its own to its credit. But institutions of higher education use English as the
medium of instruction for most of its courses, particularly in the technical fields,
though the regional language remains a major cultural artefact that provides the
cultural context. The institutional framework of higher education in India is now
complex. There are several types of institutions: universities, colleges, institutions of
national importance, post-graduate institutions and polytechnics. Only the
universities are authorized to grant degrees. By special acts of Parliament, the
institutions of national importance, however, have been authorized to grant degrees.
Post-graduate institutions and polytechnics can grant diplomas and are to be
recognized by the All India Council of Technical Education (AICTE). Universities are
of four types: State Universities, Central Universities, Deemed Universities (aided
and unaided), and Private Universities. Table-3.1(Fig-3.1) itemizes these different
types of higher educational institutions in India.
Table-3.1. Types of Higher Educational Institutions in India
Sl No. Institution Number
1 Central Universities 20
2 State funded universities 217
3 Deemed universities 45
4 Private deemed universities 57
5 Private universities under state 5
6 Other private universities 10
7 Institutions of national importance 13
Total= 347
(Source: Kuppusamy, 2009)
54
Fig-3.1. Types of Higher Educational Institutions
3.3.1 Central Universities in India
Usually, a university is established under the act of a state legislature. The
state government maintains control of the universities in many respects, although a
central agency, the University Grants Commission provides the bulk of funding to
these bodies. The Central Government has established 20 universities that are fully
funded and controlled by it. Table-3.2 depicts the Central Universities of India.
Number
Central Universities
State funded universities
Deemed universities
Private deemed
universities
Private universities under
state
Other private universities
Institutions of national
importance
55
Table-3.2 List of Central Universities in India
Sl No
Central Universities
1 Aligarh Muslim University, Uttar Pradesh
2 Assam University, Assam
3 Babasaheb Bhimrao Ambedkar University, Uttar Pradesh
4 Banaras Hindu University, Uttar Pradesh
5 Central Agricultural University, Manipur
6 Indira Gandhi National Open University, New Delhi
7 Jamia Milia Islamia, Delhi
8 Jawaharlal Nehru University, Delhi
9 Mahatma Gandhi Antarrastriya Hindi Vishwavidyala, Maharastra
10 Manipur University, Manipur
11 Maulana Azad National Urdu University, Bangalore
12 Mizoram University, Mizoram
13 Nagaland University, Nagaland
14 North eastern Hill University, Meghalaya
15 Pondicherry University, Pondicherry
16 Tezpur University, Assam
17 University of Allahabad, Uttar Pradesh
18 University of Delhi, Delhi
19 University of Hyderabad, Andhra Pradesh
20 Visva Bharati, West Bengal
(Source: Kuppusamy, 2009)
3.3.2 Deemed Universities in India
In order to meet the surge in the demand for higher education and meet the
needs of the market and society in the knowledge-based and technology-driven
economy, the UGC has come out with a novel concept of “deemed to be
universities” for quick action and avoidance of legal hurdles in the establishment of
56
new privates and foreign branches in India. The “deemed to be universities” status
(popularly known as deemed universities) can be accorded to those post-secondary
institutions, which meet national goals and aspirations, on the one hand, and fulfill
the requisite academic criteria and infrastructure needs, on the other(Gupta, 2008).
According to Section 3 of the UGC Act of 2000, this status can be conferred on
institutions, which are either:
Engaged in teaching programme and research in chosen fields of
specialization, which are innovative, and of very high academic standards at
the Master's (or equivalent) and/or research levels. It should have a greater
interface with society through extra mural, extension and field action related
programmes.
Making in its area of specialization, distinct contribution to the objectives of
the university education system through innovative programmes and on being
recognized as a university capable of further enriching the university system
as well as strengthening teaching and research in the institutions and
particularly in its area of specialization.
Competent to undertake application-oriented programmes in emerging areas,
which are relevant and useful to various development sectors and society in
general?
Institution should have the necessary viability and a management capable of
contributing to the university ideas and traditions.
In recent years there has been a significant growth of deemed universities.
Only 29 deemed universities were recognized from 1956 to 1990. But after
1990, there have been 63 new deemed universities, excluding the regional
engineering colleges that are given the degree granting powers (Kuppusamy,
2009).
57
3.3.3 State Universities in India
Universities charted under the state legislatures have been founded at various
times. The number of universities in a state depends on the population as well as
resources available to the states. Table below shows the distribution of universities
by their respective states in India.
Table-3.3. List of No. of State Universities in India
Sl No List of States No. of State Universities
1 Andhra Pradesh 12
2 Maharashtra 16
3 Arunachal Pradesh 1
4 Madhya Pradesh 7
5 Assam 3
6 Manipur 1
7 Bihar 3
8 Meghalaya 1
9 Chandigarh 1
10 Mizoram 0
11 Chatisgarh 2
12 Nagaland 1
13 Delhi 2
14 Orissa 3
15 Goa 1
16 Pondicherry 1
17 Gujarat 4
18 Punjab 3
19 Haryana 3
20 Rajasthan 8
21 Himachal Pradesh 1
22 Tamil Nadu 16
23 Jammu and Kashmir 2
24 Tripura 1
25 Jharkhand 1
26 Uttar Pradesh 12
27 Karnataka 8
28 Uttarakhand 4
29 Kerala 4
30 West Bengal 7
(Source: Kuppusamy, 2009)
58
Most of the state universities have colleges affiliated to them. Colleges
provide undergraduate and post graduate education. Universities manage and
conduct the qualifying examinations and grant degrees. Universities conduct courses
at postgraduate level awarding Masters Degrees. The doctoral program in a typical
university is very much like that of the United Kingdom where little emphasis is put
on course work and is based solely on the dissertation written under the guidance of
an approved “guide” or a Professor. The following table shows the distribution of
accredited colleges by the various states. The number varies according to the
population as well as the fiscal and physical resources available to the states.
Table-3.4 List of State wise Accredited Colleges
Sl No List of States Accredited Colleges
1 Andhra Pradesh 142 2 Maharashtra 942 3 Arunachal Pradesh 5 4 Madhya Pradesh 7 5 Assam 192 6 Manipur 6 7 Bihar 34 8 Meghalaya 7 9 Chandigarh 13 10 Mizoram 8 11 Chhattisgarh 25 12 Nagaland 2 13 Delhi 0 14 Orissa 116 15 Goa 14 16 Pondicherry 6 17 Gujarat 50 18 Punjab 95 19 Haryana 150 20 Rajasthan 96 21 Himachal Pradesh 18 22 Tamil Nadu 218 23 Jammu and Kashmir 23 24 Tripura 4 25 Jharkhand 18 26 Uttar Pradesh 74 27 Karnataka 448 28 Uttarakhand 25 29 Kerala 141 30 West Bengal 119
(Source: Kuppusamy, 2009)
59
A study of existing trade in higher education shows that the country is already
quite deeply involved in this trade. Approximately 50,000 students from India are
enrolled abroad through the modes of consumption abroad, virtual university,
franchise and twining programmes. The process was speeded up after 1991 with the
adoption of the liberalization policies. Delegates from foreign universities now
generally visit India to market their education. Indian agencies and agents are also
hired to recruit students. There is increasing trend towards setting up franchisee and
twining programmes especially in collaboration with American and British
universities. More than 30,000 Indian students were getting education in 1995-96 in
the USA alone. As far as export of such service by India is concerned i.e., foreign
students coming to India for study, the current prospects are not too bright. India
has already got some 5,455 international students from neighbouring countries.
3.3.4 Growth of Higher Education in Uttar Pradesh
The region of Uttar Pradesh had a long tradition of learning, although it had
remained mostly confined to the elite class and the religious establishment. Sanskrit-
based education comprising the learning of Vedic-to-Gupta periods , coupled with
the later Pali corpus of knowledge and a vast store of ancient-to-medieval learning
in Persian/Arabic languages, had formed the edifice of Hindu-Buddhist-Muslim
education, till the rise of British power. But, the system became decadent as it
missed the advancements that were taking place in Europe during and after the
Renaissance, resulting in serious educational backwardness. Corrective measures
were initiated by the British administration for making liberal, universal education
available in this area through a network of schools-to-university system on European
pattern. However, a real turning point came due to the efforts of educationists like
Pandit Madan Mohan Malviya and Sir Syed Ahmad Khan, who championed the cause
of modern learning and supported British efforts to spread it. After independence,
the state of U.P. has continued to make investment over the years in all sectors of
education and has achieved significant success in overcoming general educational
backwardness and illiteracy. The increase in overall literacy rate is due to persistent
60
multi-pronged efforts made by the State Government: to enrol and retain children,
especially of weaker sections, in schools; to effectively implement the adult
education programmes; and to establish centres of higher education. As a result,
U.P. is ranked amongst the first few States to have successfully implemented the
Education for All policy (Wikipedia).
Uttar Pradesh has made significant contributions in the field of Education and
Social Welfare during the last few decades. The State has made major investments
over the past few years at all levels of education and has achieved significant
success. U.P. has recognized & supported the continuing critical-role of private-
sector in the expansion of education in the State. Schools in the state are either
managed by the government or by private trusts. Hindi is used as a medium of
instruction in most of the schools except the schools which are affiliated to the
Central Board of Secondary Education (CBSE) or Council for Indian Schools
Certificate Examinations (ICSE) boards. A primary school is present at a distance of
1.5 Km. and upper primary school at 3 kms. A secondary school is present at every
8 km. in rural areas and there is a secondary school for girls in every block. Efforts
are being made to establish at least one degree college in every block and the policy
of free and compulsory education has been introduced in the state to achieve
universalisation of education at primary and secondary level. There are several
statutory bodies which decide the fee structure in educational institutions. For non-
professional courses, fee is determined by the concerned university. For professional
courses, fee is regulated by a committee constituted by All India Council for
Technical Education (AICTE) (www.upeducation.net).
The Uttar Pradesh State Council of Higher Education a body corporate came
into existence vide an Act of the U.P. State legislature, in the year 1995. As per the
recommendations in the National Policy on Education, the State Council of Higher
Education has been established with the core idea to ensure and serve as an
effective platform for Planning and co-ordination of higher Education at the State
level. Further it is to delve into the Area of co-ordination of state level programmes,
61
co-ordinate and determine standards in Universities and colleges in accordance with
the guidelines issued by the University Grants Commission(http://www.uphec.org/).
Uttar Pradesh has four central universities, twelve state universities, nine
deemed universities, one open university, three agriculture universities, one
veterinary university, one medical university, one technical university, eight private
universities, one institute of national importance and several polytechnics,
engineering colleges and industrial training institutes. Prestigious institutes like
Indian Institute of Technology (IIT) - Kanpur and Indian Institute of Management
(IIM) - Lucknow are known worldwide for their quality education and research in
respective fields. This provides the State with a firm basis for providing opportunities
for higher education to its youth.
Table-3.5 List of Class-wise Educational Institutions
Category. Total Number
Universities 40
Engineering Colleges 95
Management colleges 134
Medical Colleges 16
Institution of National Importance 1
Research Institution 10
Teacher Training College 121
Total 417
Source: www.upeducation.net
Fig-3.2 Higher educational institutions in UP (By subject)
0
20
40
60
80
100
120
140
160
Universi
ties
Engg. Colle
ges
Management colle
ges
Medical Colle
ges
Institutio
n of Natio
nal Importa
nce
Research
Institu
tion
Teacher Tra
ining Colle
ge
Total Number
62
Table-3.6 List of Universities in UP
LIST OF UNIVERSITIES IN U.P.
A. State University Place
1. University of Lucknow Lucknow
2. Dr. B.R Ambedkar University Agra
3. Deen Dayal Upadhyay Gorakhpur University Gorakhpur
4. Sampurnanand Sanskrit Vishwavidyalaya Varanasi
5. Chatrapati Sahuji Maharaj University Kanpur
6. Chaudhary Charan Singh University Meerut
7. Mahatma Gandhi Kashi Vidyapeet Varanasi
8. Bundelkhand University Jhansi
9. Dr. Ram Manohar Lohia Awadh University Faizabad
10. Dr. Ram Manohar Lohiya National Law University Lucknow
11. Mahatma Jyoti Phule Rohilkhand University Barailly
12. Veer Bahadur Singh Purvanchal University Jaunpur
B. Central University
1. Allahabad University Allahabad
2. Aligarh Muslim University Aligarh
3. Banaras Hindu University Varanasi
4. Dr. Baba Saheb Bhimrao Ambedkar University Lucknow
C. Open University
1. U.P. Rajarshi Tandon Open University Allahabad
D. Agriculture & Technical University
1. Nagendra Deo University of Agriculture and Technology Faizabad
2. Chandra Shekhar Azad University of Agriculture and Technology Kanpur
3. Sardar Vallabh Bhai Patel University of Agriculture and Technology Meerut
E. Veterinary University
1. Pt. Deendayal Upadhyaya Veterinary University & Research Institute Mathura
F. Medical University
1. King George’s Medical University Lucknow
G. Deemed University
1. Dayalbagh Educational Institute Agra
2. Indian Veterinary Research Institute,Izatnagar Bareilly
3. Central Institute of Higher Tibetan Studies Varanasi
4. Allahabad Agriculture Institute Allahabad
5. Indian Institute of Information Technology Allahabad
6. Bhatkhande Music Institute Lucknow
7. Neharu Gram Bharati University* Allahabad
8. Sanjay Gandhi P.G. Institute of Medical Science Luucknow
9. Jaypee Institute of I.T. Noida
H. Private University
1. Babu Banarasi Das University* Lucknow
2. Gautam Budh University Gautam Budhnagar
3. Jagatguru Ram Bhadracharaya Handicapped University Chitrakoot Dham
4. Integral University Lucknow
5. Amity University Gautam Budhnagar
6. GLA University* Mathura
7. Mangalayatan University* Aligarh
8. Swami Vivekanand Subharati University * Meerut
I. Technical University
1 Uttar Pradesh Technical University Lucknow
(U.P. 2006 year book , published by UP Govt. & * during survey)
63
Table 3.7 : No. of Universities per city in Uttar Pradesh
Lis
t o
f U
niv
.
in U
.P
Sta
te
Un
iv.
Cen
tral
U
niv
.
Op
en
Un
iv.
Ag
ricu
ltu
re
Un
iv.
Vet
erin
ary
Un
iv.
Med
ical
U
niv
.
Dee
med
U
niv
.
Pri
vat
e U
niv
.
Tec
h.
Un
iv.
To
tal
Agra 1 1 2
Aligarh 1 1 2
Allahabad 1 1 3 5
Bareilly 1 1 2
Chitrakoot
Dham 1
1
Faizabad 1 1 2
Gautam
Budh 2 2
Gorakhpur 1 1
Jaunpur 1 1
Jhansi 1 1
Kanpur 1 1 2
Lucknow 2 1 1 2 2 1 9
Mathura 1 1 2
Meerut 1 1 1 3
Noida 1 1
Varanasi 2 1 1 4
Total 12 4 1 3 1 1 9 8 1 40
64
Table 3.8 Year-Wise List of Universities in U.P.
S.N. YEAR
OF
ESTT.
NAME OF UNIVERSITY PLACE
1. 1877 Aligarh Muslim University Aligarh
2. 1887 Allahabad University Allahabad
3. 1916 Banaras Hindu University Varanasi
4. 1921 University of Lucknow Lucknow
5. 1927 B.R. Ambedkar University Agra
6. 1957 Deen Dayal Upadhyay Gorakhpur University Gorakhpur
7. 1958 Sampurnanand Sanskrit Vishwavidyalaya Varanasi
8. 1965 Chatrapati Sahuji Maharaj University Kanpur
9. 1965 Chaudhary Charan Singh University Meerut
10. 1974 Chandra Shekhar Azad University of Agriculture and
Technology
Kanpur
11. 1974 Mahatma Gandhi Kashi Vidyapeet Varanasi
12. 1974 Narendra Deo University of Agriculture and Technology Faizabad
13. 1975 Bundelkhand University Jhansi
14. 1975 Dr. Ram Manohar Lohia Awadh University Faizabad
15. 1975 Mahatma Jyoti Phule Rohilkhand University Bareilly
16. 1981 Dayalbagh Educational Institute Agra
17. 1983 Indian Veterinary Research Institute, Izatnagar Bareilly
18. 1983 Sanjay Gandhi P.G. Institute of Medical Science Lucknow
19. 1987 Veer Bahadur Singh Purvanchal University Jaunpur
20. 1988 Central Institute of Higher Tibetan Studies Varanasi
21. 1996 Dr. Baba Saheb Bhimrao Ambedkar University Lucknow
22. 2000 Allahabad Agriculture Institute Allahabad
23. 2000 Bhatkhande Music Institute Lucknow
24. 2000 Indian Institute of Information Technology Allahabad
25. 2001 Jagatguru Ram Bhadracharaya Handicapped University Chitrakootdham
26. 2001 Pt. Deendayal Upadhyaya Veterinary University & Research Institute
Mathura
27. 2001 Uttar Pradesh Technical University Lucknow
28. 2002 Gautam Buddha University, Greater Noida Gautam Budhnagar
29. 2004 Integral University Lucknow
30. 2004 Jaypee Institute of Information Technology Noida
31. 2004 King Georges Medical University Lucknow
32. 2004 Sardar Vallabh Bhai Patel University of Agriculture and Technology
Meerut
33. 2004 U.P. Rajarshi Tandon Open University Allahabad
34. 2005 Amity University Gautam Budhnagar
35. 2005 Dr. Ram Manohar Lohiya National Law University Lucknow
36. 2006 Mangalayatan University Aligarh
37. 2008 Neharu Gram Bharati University Allahabad
38. 2008 Swami Vivekanand Subharati University Meerut
39. 2010 Babu Banarasi Das University Lucknow
40. 2010 G L A University Mathura
65
3.3.5 Some Historical Facts of Higher Education in UP
1875 - Under Sir Sayyid's leadership, the Anglo-Oriental College (later
upgraded to Aligarh Muslim University) was founded in 1875.
Nov 20, 1960 - A new era for higher education in India began here today. It
was inaugurated by Prime Minister Jawaharlal Nehru on a green belt of ...
The partly completed Uttar Pradesh Agricultural University, as it is called, Is
being built almost completely with United States Government funds.
1965 - Chaudharu Charan Singh University (earlier known as Meerut
University) was founded in the year 1965, to take care of the needs of higher
education in western parts of Uttar Pradesh.
Aug 3, 1969 - This is Uttar Pradesh Agricultural University, located 160 miles
northeast of Delhi. It and several similar universities in India ... and other
American land grant universities to advance the "green revolution" by
establishing in situations of higher education in agriculture.
Jul 25, 1975 - Dr. Ram Manohar Lohia Avadh University earlier known as
Awadh University was established on 25 July 1975 in Faizbad district of Uttar
Pradesh for providing quality higher education to people living within its reach
in particular and to all in general.
Aug 26, 1975 - Bundelkhand University is located in the town of Jhansi, in
Uttar Pradesh in India. This seat of higher learning came into existence on
August 26, 1975; vide Government of Uttar Pradesh Notification No. 10/15-
60/74.
1989 - Bundelkhand Institute of Engineering and Technology, commonly
known as BIET, is a learning center in higher education in Jhansi was
established in 1989.
May 2000-To cater to the needs of higher and quality education in the state
of Uttar Pradesh, the state government laid the edifice of the Uttar Pradesh
Technical University (UPTU) in May 2000.
66
Jun 5, 2004 - The UPA government had no problems with Indian institutes of
higher and technical education tying up with foreign universities or carrying
forward the Free and Compulsory Education for All Bill, prepared during
former HRD minister Murli Manohar Joshi's tenure.
Dec 4, 2004 - It is no accident that when the BJP tried to fiddle with higher
education after coming to power in 1998 it did not have to introduce a single
... no business producing history texts or determining who can participate in
academic seminars in India or represent India outside the country.
Jun 2, 2006 - Releasing a list of the fake universities Delhi, Uttar Pradesh,
Maharashtra, Bihar, Kerala, Karnataka, Madhya Pradesh and Tamil Nadu here,
the Commissioner, Higher Education of UGC Anil Kumar advised students not
to seek admission in these institutions.
Jun 30, 2006 - Lucknow, June 30 (UNI) Uttar Pradesh government decided to
continue 15 per cent management quota in private technical and non-
technical institutions and gave its nod to bring an ordinance for restructuring
reservation in education soon. The state cabinet meeting here this evening.
Aug 2, 2007 - Lucknow, Aug 2 (IANS) Annoyed by the "political interference"
in Uttar Pradesh universities, the University Grants Commission (UGC) is
highly critical of the academic standards and the quality of higher education
in the state. UGC Chairman Prof. Sukhdev Thorat expressed his displeasure.
Jan 13, 2008 - Uttar Pradesh spent Rs 31.15 crore on ICT in higher and
technical education which was considered crucial for teaching online and is
seen as a tool for overcoming the constraints of adequate infrastructure
across the country.
Feb 22, 2009 - Lucknow, Feb 22: The Uttar Pradesh government has directed
its education department to prepare "Vision 2020" to develop a
comprehensive programme that should ensure quality education being
imparted at the state-run universities and colleges.
67
3.4 Conclusion
While there are significant differences among Indian states in size, historical
patterns of academic development, wealth, and other factors, this study has
nonetheless attempted to highlight the patterns of growth of higher education that
are common to most of the regions of the country. Similar studies can be
undertaken in other states as it will be useful for them to examine the steady
developments of higher education in the respective states in the context of rapid
expansion of demand for higher education, the development of a more highly
differentiated higher education system, and the rise of the private higher education
sector to compete in a knowledge-based economy.
68
REFERENCES
Abhay, K., and Samik L, (1999) “Behind the Blackboard”, SFI Publications, New
Delhi.
Ansari, M M. Economics of Distance Higher Education. New Delhi: Concept
Publishing Co., 1992.
Chinese Education Association,(1987), China Higher Education Directory. Hong
Kong: Hon Wing Book Co.
Geiger, R.L. (1990), "The dynamics of private higher education in the United States:
mission, finance and public policy", Higher Education Policy, Vol. 3 No.2,
pp.9-12.
Glakas, N.J. (2003), Trends Policies and Issues, National Council of Higher Education
Loan Programmes, Sarasota: Florida.
Glass, A. (2007), "Assessing assumptions: private higher education sector in
Europe", in Brend, B., Jochen, F., Glass, A. (Eds), From Here to There:
Mileposts in Higher Education, Navreme Knowledge Development, Vienna.
Gupta, Asha. (2008), “International trends and private higher education in India”,
International Journal of Educational Management, Vol.22 No.6, pp.565-594.
Kuppusamy, S (2009), “Higher education in India an Overview”, International
Journal of Educational Administration, Vol. 1 No. 1, pp. 51-58.
Sankar, Deepa (2010), “Education sector in India: progress, challenges and way
forward”, Yojana, Vol.54, No. January, 2010, pp.35-38.
Dee, J. R. (2008), “Asian Universities: Historical perspectives and contemporary
challenges”, Quality Assurance in Education, Vol.16 No.2, pp.201-204.
U.P. 2006 year Book , UP Govt. , p.478-479.
69
Websites
www.upeducation.net
http://www.uphec.org/
www.encyclopedia.com/doc/1G2-3409700172.htm).
select.nytimes.com/gst/abstract.html?res
www.ccsuniversity.ac.in
pqasb.pqarchiver.com/chicagotribune/access
www.upeducation.net/universities/Avadh_University/
en.wikipedia.org/wiki/index.html?curid=11522025
indiastudyhub.com/mba-colleges/bundelkhand
www.sgei.org/articles.htm
timesofindia.indiatimes.com/articleshow/720778.cms
timesofindia.indiatimes.com/articleshow/945794.cms
timesofindia.indiatimes.com/india/UGC
news.oneindia.in/2006/06/30/up-to-bring
www.indianmuslims.info/news/2007/aug/02
www.financialexpress.com/news/States-fail-to
www.zeenews.com/states/2009-02-22/509846news.html
70
CHAPTER-4: ANALYSIS AND INTERPRETATION OF DATA
4. Analysis & Interpretation: Why?
In any kind of research study, researchers collect a large amount of disjointed
data by using the most appropriate data collection methods and techniques. Data
collection in this investigation is not an exception. Data can be statistically treated,
analyzed and interpreted. However, most analysis and interpretation apply the
qualitative approach because it does not demand elaborate mathematical treatment
and analysis as it has been done in this instant investigation.
‘Data analysis consists of examining, categorizing, tabulating or otherwise re-
combining the evidence, to address the initial propositions of a study.’ (Yin, 1984:
99). Analytic induction is the intensive examination of a strategically selected
number of cases so as to empirically establish the causes of a specific phenomenon
Clinical significance. A result is said to be clinically significant, if it is generally
considered on clinical grounds to be important. A clinically significant result may or
may not be statistically significant. Conversely, a statistically significant result may
not be considered to be clinically significant.
Coding is the process of assigning numbers or categories to data or
information. On the other hand, data analysis is the application of one or more
techniques to a set of data for the purpose of discovering trends, differences or
similarities. (http:// srmo. sagepub. com/ view/ resources –for -nursing-research
/d104. xml, accessed on 6.10.2012).
4.1 Institutional Profile of State Universities of UP
In every social research, the investigator is supposed to be aware of the
background reality of the institutions covered in the sample which enables him to
make a scientific progress in the work. The more and in-depth information the
71
scholar is aware of the sample, the better idea and clarity of thought he would
possess so that he can take up the investigation at ease.
Most of the state-run universities are suffering from budgetary constraints as
their survival depends upon the block grants sanctioned by the respective state
governments. Some times, these State-run universities become the victim of political
accidents while few such universities those who manage their academic resources,
and fiscal issues properly only excel at part with central university. They usually
have poor infrastructure compared to central and private universities. The seven
such state universities of UP who have responded the questionnaire are depicted in
Tale 4.1.
Table-4.1 Institutional Profile of State Universities of UP
Sl. No.
Name of University
Year of Establishment
Web Address Name of University
Librarian/Lib.
In-charge
Email. Address of Librarian
Phone No.
1 Bundelkhand
University
1975 - J Sridevi - 0510-
2322266
2 Chaudhary Charan
Singh University
1965 www.ccs university.ac.in
J A Siddiqui Jamal_siddiqui [email protected]
9837206030; 0121-
2772694
3 CSM Kanpur
University
1965 Kanpuruniversity.org Ashish
Srivastava
- -
4 DDUG
University
1957 www.ddugu.org.in
Dr. J L
Upadhyay
jlupadhayay
@gmail.com
0551-
2331801;
9415848512
5 Dr. RML
National Law
University
2005 www.rmlnlu.ac.in
M K Bajpai Manish.nlu
@gmail.com
0522-
2425902
6 Lucknow
University
1921 www. lkouniv.ac.in Dr. Jyoti
Misra
- 0522-
2740034
7 MJPR University
1975 www. mjpru.ac.in
S Chandra S_chandraru @yahoo.com
9412604790; 0581-
2527339
The resultant data clearly depicts that , out of 40 universities in the state of
UP, seven are State-run universities as included in the sample, Lucknow university is
the oldest among all as it has been established in 1921 as it existed 26 years prior to
India got independence; followed by DDUG university (1957). The remaining five
state-run universities seem to have been established in post-independent era. One
72
out of the seven, namely, Dr. RML National Law University, however, is the new
born university which took its auspicious birth to impart legal education since 2005.
4.2 Institutional Profile of Central University of UP
The status and character of central universities essentially differ from that
State-run universities in the domain of infrastructural resources such as fiscal
resources, human resources, number of educational programs and so on even
though basic objectives remain same.
Table-4.2 Institutional Profile of Central University of UP
Sl. No.
Name of University
Year of Establishment
Web Address Name of University
Librarian/Lib. In-
charge
Email. Address of
Librarian
Phone No.
1 Aligarh
Muslim University
1920 www.amu.ac.in
Dr. Mohammad
Yusuf
- 0571-
2700920
The above table clearly depicts that, AMU is one of the oldest universities in
the country which saw the light of higher education in the Indian soil in 1920
during British regime to provide higher education to Muslim minority population, in
particular, of not only India but also of the whole world. Today it has proved to be
one of the world class universities in terms of its infrastructure and quality
education. In the field of higher education, BHU and AMU are in forefronts and
considered as the premier institutions not only in UP, but in the whole of the
country.
4.3 Institutional Profile of Veterinary University of UP
Only one university specialized in the field of Veterinary Sciences has been
included in the sample as shown in the following Table 4.3.
73
Table-4.3 Institutional Profile of Veterinary University of UP
Sl.
No.
Name of
University
Year of
Establishment Web Address
Name of University
Librarian/Lib. In-
charge
Email.
Address of Librarian
Phone
No.
1
Pt. DDU
Veterinary
University & Research Institute
www.upve tuniversity.ac.in
- - -
The sole university in the field of Veterinary Sciences included in the sample
did not furnish its background information as a result the year of establishment
could not be posted in the relevant column.
4.4 Institutional Profile of Medical University of UP
Medical education plays a vital role in serving the community and saving the
most precious human lives of the mankind on the earth. In order to give emphasis
on a discipline of such magnitude, medical education was segregated from the
ambience of general education and put under a separate university for imparting
medical education and awarding degrees in the year 2004.
Table- 4.4 Institutional Profile of Medical University of UP
Sl. No.
Name of University Year of
Establishment Web
Address
Name of University
Librarian/Lib. In-
charge
Email.
Address of
Librarian
Phone No.
1
C S M Medical
University,
Lucknow
1911* - - -
0522-
2257717;
9450521448
* The college was given independent status as a university in the year 2004.
The resultant data show that, this premier institution of higher education in
Medical Sciences was conceptualized during British regime and avail the fruits of
such a sacred vision in the soil of UP in 1911 which today proved to be the most
wanted institution in its own domain.
74
4.5 Institutional Profile of Deemed Universities of UP
In addition to the universities established by the State and Central
Government, there are deemed universities of national importance which played a
key role in supplementing the need of higher education in UP. The following five
deemed universities currently functioning in the UP are shown in the following Table
below.
Table-4.5 Institutional Profile of Deemed University of UP
Sl. N
o.
Name of
University Year
of
Est
ablis
hm
ent
Web Address
Name of
University
Librarian/Lib. In-
charge
Email. Address of
Librarian Phone No.
1 D Educational
University 1981
www.dei.ac.in
Dr.
Mange
Ram
Mram721@rediffma
il.com
9410254503
2
Indian
Veterinary
Research Institute
1982 www.ivri.nic.in
S S Rawat [email protected]
0581-
2302571
3 B Music
Institute,
Lucknow
2001
www.bhatkhandemusic.edu.in
U N
Tiwari -
73768201
76
4
Sanjay Gandhi Institute of
Medical
Science, Lucknow
1982 - H N Misra -
98895047
30;
0522-
2494944
5
Nehru Gram
Bharati University
2008 - Ramchara
n Sharma -
93072890
85
The resultant data indicate that, the concept of deemed universities included
in the sample emerged in the late 1980s only. The year 1981-82 seems to be the
75
golden period that brought three deemed universities out of the five depicted in the
table, followed by one each in 2001 and 2008 respectively.
4.6 Institutional Profile of Private Universities of UP
Private universities usually have better infrastructure compared to the state
universities as they collect huge donations, capitation fees and admission fees and
admission fees at an alluring rate. The six such private universities who have
responded to the questionnaire and included in the investigation are enumerated in
Table 4.6 below:
Table- 4.6 Institutional Profile of Private Universities of UP
Sl. No.
Name of University
Year of Establishment
Web Address
Name of University Librarian/Lib. In-charge
Email. Address of Librarian
Phone No.
1 Gautam Buddha University
2002 - D P Singh Dpsingh @gbu.ac.in
09560033566
2 SVS University, Meerut
2008 www.subharti.org
Sudhir Kumar
Slib53 @rediffmail.com
0121-2439043
3 Integral University, Lucknow
2004 - Dr. A M Khan
Abdulk786 @gmail.com
7376830469
4 GLA University, Mathura
2010 www.gla.ac.in
S K Singh [email protected]
-
5 BBD University
2010 www.bbdu.org
Rekha Agarwal
3911046; 9919632054
6 M University, Aligarh
2007 www.mangalayatanuniversity.in
R Singh [email protected]
08273946633
In regard to the status of Private universities in UP, it is found that only six
universities have responded. All the said six universities seem to have been
established between 2002 to 2010 i.e. in a short span of seven years and as such
they are of recent origin. Out of the said six universities, Gautam Buddha University
did not furnish the year of its establishment and web address. On the other hand,
BBD University emerged only in 2010 and as such is in an embryonic state.
76
Figure-4.1
Table- 4.7: Study Coverage Outline
Sl.
No. Type of University
Total no.
of Uni. in U. P.
No. of Uni.
Coverage for the Study
Percentage
Percentage (of
whole coverage)
CP
1 State-runs University 12 7 58.33 33.33 33.33
2 Central Uni. 4 1 25.00 4.76 38.10
3 Open Uni. 1 0.00 0.00 38.10
4 Agriculture & Tech.
Uni. 3 0.00 0.00 38.10
5 Veterinary Uni. 1 1 100.00 4.76 42.86
6 Medical Uni. 1 1 100.00 4.76 47.62
7 Deemed Uni. 9 5 55.56 23.81 71.43
8 Private Uni. 8 6 75.00 28.57 100.00
9 Technical Uni. 1 0.00 0.00 100.00
Grand Total 40 21 52.50 100.00
12
4
1
3
1 1
9 8
1
0
2
4
6
8
10
12
14
No. of Universities
77
Figure-4.2 Universities covered under study
Table 4.7 above clearly demonstrates that, the gamut of the universities and
institutions deemed to be universities imparting higher education in the UP has been
classified under nine broad categories based on their mode of management and
disciplines. The above figures indicate that, out of the eight categories, three
categories, namely, State universities, Deemed Universities, and Private universities
predominant over the remaining five categories as they constitute thirty in number.
In regard to the inclusion of the universities in the sample for investigation, 21 out
of 40 universities have been studied which constitute 52.5% of the total which is
quite moderate.
4.7 Staffing Pattern of the Universities of UP
Staffing is an essential component of any institution, not only for its smooth
sailing but also for its existence. Library is not an exception to this dictum.
Ranganathan described ‘library’ as a ‘trinity’- consisting of three components, books,
readers, and staff. Each one is dependent on the other for their sustenance. A
library with huge infrastructure, alluring building, rich collection will cease to exist
without its service to its users. Here the staff acts as intermediary and bridge the
gap between the books and users to that of ‘knowledge and ignorance’. Hence, the
30%
10%
2% 7% 2% 3%
23%
20%
3%
Category of universities in UP (%)
State run University
Central Uni.
Open Uni.
Agriculture & Tech. Uni.
Veterinary Uni.
Medical Uni.
Deemed Uni.
Private Uni.
Technical Uni.
78
paramount importance of staff in a library cannot be under estimated. The resultant
data are shown in the following table.
Table- 4.8 Staffing Pattern in University Libraries of UP
Sl. No.
Type of University
Existing Staff Strength
Teaching Avg. Rank Non-Teaching
Avg. Rank Others Avg. Rank Total Avg. Rank
1 State
University
1562 223 04 1202 172 05 470 67 05 3234 462 05
2 Central
University
1101 1101 01 5280 5280 01 392 392 02 6773 6773 01
3 Veterinary
Uni.
125 125 05 400 400 04 100 100 04 625 625 04
4 Medical Uni. - - - - - - - - - - - -
5 Deemed Uni. 1243 248 03 3966 793 02 2735 547 01 7944 1589 02
6 Private Uni. 2829 472 02 3985 664 03 675 113 03 7489 1248 03
The resultant data indicate that, Central universities ranks first having
average staff member 1101, followed by Private universities rank second with 472;
Deemed universities rank third with 248; and State-run universities rank secured
fourth rank with 223 respectively in regard to teaching staff. However, in regard to
non-teaching staff, the rank of the central university though remains intact, but the
position of other three universities got changed. Results indicate that, Central
University could retain its first rank having an average non teaching staff of 5280;
followed by second rank retained by Deemed universities with 793; third rank by
Private Universities with 664; and fourth rank was retained by University of
Veterinary Sciences with 400 staff on an average. State universities though attained
fourth rank in teaching staff could retain fifth position in regard to non teaching
which is quite interesting. Among other staff category, the central university could
succeed in retaining its first rank consistently, apparently due to their good fiscal
resources that flow from the central budget.
79
4.8 Staff Structure of University Libraries of UP
This table exclusively unfolds the staff strength of libraries of the universities
included under investigation so that the ratio of supervisory and non-supervisory
positions and technical and non technical positions could be ascertained.
Table - 4.9 Staff Structure of University Libraries of UP
Sl. No.
Type of University
Existing Staff Strength
Librarian Dy.
Lib.
Asst.
Lib.
Tech./Prof. Semi-
Tech./Prof.
Non-
Tech./Prof.
Others Total Avg. Rank
1 State University
02 03 05 43 29 77 44 203 29 03
2 Central
University
01 04 22 42 92 20 104 285 285 01
3 Veterinary
Uni.
- - 01 02 04 02 03 12 12 06
4 Medical Uni.
- 01 - 04 01 14 - 20 20 04
5 Deemed
Uni.
02 04 12 18 02 09 21 68 14 05
6 Private
Uni.
04 06 27 37 34 50 23 181 30 02
Figure-4.3: Staff Structure of University Libraries of UP
The resultant data clearly unearths that, the whole strength of library staff of
all the six class of universities have been classified under six key broad job
80
positions- ranging from Librarian to the lower rung of the Professional ladder-
Professional Assistant. In regard to the total job positions in the libraries, again the
Central University retains first rank with 285 staff on an average; followed by Private
Universities having second rank with 30; State-run universities together retain third
rank with 29; and Medical universities retain fourth rank with 20 only. The staff
position of other universities included in the survey seems to be quite insignificant.
Most surprisingly, two leading universities of professional disciplines such as medical
sciences- University of Medical Sciences and University of Veterinary Sciences do not
have Librarians in their roll which needs introspection. The library authorities of both
the universities of Veterinary and Medical sciences should take necessary steps to
appoint Librarians for their respective libraries, so also more professional staff needs
to be recruited in all the university libraries, except the central university. Besides,
the non-technical staff needs to be replaced by technically qualified staff in all the
university libraries included in the investigation as the former outnumbers the latter
category which is not in good health of the library.
4.9 Students Strength of the Universities of UP
University primarily serves students, teachers, and scholars. Students are the
key beneficiaries. Hence, the strength of PG/M.Phil students and scholars under six
classes of universities are shown in the following table for a view.
Table - 4.10 Students Strength of the University Libraries of UP
Sl. No.
Type of University
Existing Student Strength
P. G./ M. Phil.
Avg. Rank Research Scholar
Avg. Rank Others Avg. Rank Total Avg. Rank
1 State University
7390 1056 02 884 126 02 950 136 04 9224 1317 03
2 Central University
14628 14628 01 1556 1556 01 6099 6099 01 22283 22283 01
3 Veterinary Uni.
60 60 05 08 08 05 - - - 68 68 05
4 Medical Uni.
- - - - - - - - - - -
5 Deemed Uni.
910 228 04 358 90 03 4538 1135 02 8208 1642 02
6 Private Uni.
2525 421 03 212 35 04 1000 167 03 3737 623 04
81
The resultant data clearly unfolds the fact that, the Central University
remains at rank one with an average students intake of 14628; followed by State-
run universities retain second rank with an average students strength of 1056;
Private universities retain third rank with 421; and Deemed universities occupied
fourth position with 228. The study shows that, the students are more attracted
towards the central university which remained their first choice apparently because
of their sound infrastructure and a wide spectrum of fiscal assistance provided to
them in terms of fellowships. The central university therefore, seems to be ahead of
state-run universities. In regard to the strength of research scholars, the situation
does not seem to have changed. Central university seems to be the first choice of
both the classes of beneficiaries.
4.10 Annual Budgetary Status of University Libraries of UP
For sustenance of any organization, finance is essentially the key instrument
without which no institution can exist. Without financial support or aid, the
institution, not only will perish, but also soon become obsolete and cannot be
expanded or developed. Universities are not an exception to this dictum.
Ranganathan, therefore, in his fifth law described library as a growing organism.
University incurs expenses under a number of heads such as purchase of books and
journals, subscription of data bases and networks, payment of salary to the staff,
construction and maintenance of buildings, purchase of furniture, equipments and
stationeries and overhead expenses. The existing consolidated financial position of
all the six classes of universities included in the study is unearthed according to their
budgetary positions in the following table.
82
Table- 4.11 Annual Budgetary Status of University Libraries
Sl. No. Type of University Budget Avg. Rank
1 State University (n=7) 2.7 cr. 38,57,142 05
2 Central University (n=1) 2,55,20,000 2,55,20,000 01
3 Veterinary Uni. (n=1) 20,00000 20,00,000 06
4 Medical Uni. (n=1) 50,00000 50,00,000 04
5 Deemed Uni. (n=5) 3,25,50,000 65,10,000 03
6 Private Uni. (n=6) 9,55,00000 1,59,16,666 02
Figure-4.4 : Ranking Pattern of University Libraries by Budgetary Status
The resultant data as depicted in table-4.11 above clearly unmasks the fact
that, the only central university included in the study again retains first ranks in
terms of its budget with 2,55,20,000 rupees; followed by Private universities rank
second with an average budgetary allocations of rupees 1,59,16,666; Deemed
universities occupied third rank with an average allocation of rupees 65,10,000; and
medical universities remained at fourth rank with average allocation of rupees
83
50,00,000 respectively. The State-run universities and Veterinary universities
occupied fifth and sixth ranks respectively. The study further shows that, Private
universities are ahead of both State-run universities and Deemed universities,
perhaps due to their high rate of admission and development fees and donations
collected from the students. It is, therefore, suggested that, the UGC, Ministry of
HRD (Govt.of India), and the State Govt. should jointly develop some mechanisms to
ensure that, all the universities in India-irrespective of their mode of management-
private or government, be it State or Central university, be it a general or the
university of professional or technical education, must get fund according to fixed
yardsticks uniformly and consistently under legislative protection to avoid the
existing discriminatory and inconsistent flow of funds to different universities.
4.11 Subscription of E-journals and Databases
Among the different class of materials, journals are considered as the most
preferred form of documents for the researchers as they carry nascent thought
contents. E-journals are those journals which are available for the target users
electronically round the clock, so also data bases covering a wide spread of subjects.
Both e-journals and data bases have a number of advantages over their traditional
counterparts in terms of searching ,locating, and identifying the desired information,
handling, linking and comparing relevant items, handling, portability and most
important being the updating in their coverage. The resultant data are consolidated
and depicted in the following table for necessary statistical inference.
84
Table- 4.12 Subscription of E-journals and Databases of university Libraries of UP
Sl. No. Type of University No. of e-journals & Databases
E-journals Avg. Rank E-databases Avg. Rank
1 State University 27250 3893 02 40 06 03
2 Central University 8500 8500 01 10 10 02
3 Veterinary Uni. 50 50 05 - - -
4 Medical Uni. 50 50 05 - - -
5 Deemed Uni. 9710 1942 03 23 05 04
6 Private Uni. 1031 172 04 110 18 01
Figure-4.5: Ranking pattern of University libraries by Subscription
of E-journals and Databases
The resultant data clearly indicates that, the only Central university which has
been included in the investigation could succeed to retain first rank in subscribing e-
journals with an average collection of 8500 titles; followed by State-run universities
retain second rank with 3893 titles on an average per each university; Deemed
universities remain at third rank with 1942 titles; and Private universities could
attain fourth rank with 110 titles on an average, while the remaining two universities
could acquire fifth and sixth ranks with 50 titles each which are not so significant.
In regard to subscription of e-data bases the study unfolds that Private universities
85
are ahead of all other universities as they secured first rank with 18 data bases per
each of the private university, on an average; followed by the Central university with
10, State universities with 06 in third rank; and Deemed universities are in fourth
rank with five databases at their disposal. Surprisingly, universities with professional
disciplines like medical and veterinary sciences do not have any e-databases in their
collection; hence need introspection by their library authorities.
4.12 Status of Consortia Membership of University libraries of
UP
A consortium plays a crucial role in bridging the distance barrier between the
networked libraries of the entire globe. Consortium helps the user to fetch desired
information of his/her interest right at the door steps of his parent library system or
home- does not matter wherever the concerned information is available. Since
membership of consortiums is subscription based, one cannot expect that libraries of
every kind and size are its beneficiaries. Libraries who are members of some
consortia and who do not have, often matters, in terms of their services and users
satisfaction. University libraries in particular, are supposed to have subscribed to
some networks as they cater the academic needs of the research community, faculty
and students of higher education. The resultant responses are consolidated and
depicted in the following table for necessary statistical interpretation.
Table- 4.13 Status of Consortia Membership
Sl.
No.
Type of
University
No. of Universities have Consortia Membership
UGC
Info net
INDEST DELNET ICAR NML Others No. of Uni.
have no Membership
Total
University Studied
1 State
University
06 - 01 - - - - 07
2 Central
University
01 01 - - - - - 01
3 Veterinary Uni.
- - - 01 - - - 01
4 Medical Uni. - - - - 01 - - 01 5 Deemed Uni. 02 - - 01 01 01 05 6 Private Uni. 02 04 - - - 03 - 06 Total No. of Uni. 11 05 01 01 02 04 01 21
Note: Universities holds multiple Memberships
86
The resultant data as depicted in the above table clearly demonstrates that,
out of the 21 universities spread over six categories included in the investigation, 11
universities have taken the membership of UGC Info net; followed by 05 universities
are the beneficiaries of INDEST; 04 universities have subscribed other networks;
02 have taken NML; and 01 each subscribed to DELNET and ICAR respectively. It is
quite disheartening to state that, less than 50% (10) of the total universities
included in the study do not subscribe to any networks and as such failed to grab
the benefits of consortium based information for their user’s community. Hence,
these universities should subscribe UGC Infonet to provide full text journal articles to
their users at free of cost, as currently only 11 out of 21 universities surveyed are
availing the benefits of UGC Infornet services.
4.13 Availability of E-Resources in University Libraries of UP
Libraries exist not only to help the traditional instructional functions of their
respective universities, but also play pivotal role in providing better services to their
user community. E-resources play a key role not only in improving the image of the
library concerned, but also able to provide most comprehensive and nascent
information at ease and in least time. The potential value of e-resources is,
therefore, quite formidable for the 21st century libraries. To support access to
electronic resources, university libraries need to organize online tools to provide
Meta data for a variety of online materials, link online index entries to individual
journal articles online, and to provide mechanisms for requesting printed articles
online.
87
Table 4.14 Availability of E-Resources in University libraries of UP
Sl. No.
E-Resources No. of Uni. Possesses different E-Resources
SU CU VU MU DU PU Total Uni. Possesses
Rank Total Uni. Don’t Possesses
Grand Total Y N Y N Y N Y N Y N Y N
1 E-Journals 6 1 1 - 1 - 1 - 4 1 6 - 19 01 02 21
2 E-Databases 5 2 1 - - 1 - 1 3 2 4 2 13 03 08 21
3 E-Books 2 5 1 - - 1 1 - 3 2 5 1 12 04 09 21
4 ETDS 1 6 - 1 1 - - 1 1 4 3 3 06 07 15 21
5 E-News
Papers
3 4 - 1 1 - - 1 4 1 5 1 13 03 08 21
6 CDR
Databases
1 6 - 1 1 - 1 - 4 1 6 - 13 03 08 21
7 E-Clippings - 7 - 1 1 - - 1 - 5 4 2 5 8 16 21
8 E-Music - 7 - 1 - 1 - 1 3 2 3 3 6 7 15 21
9 E-Reference
Tools
3 4 1 - - 1 - 1 1 4 4 2 9 5 12 21
10 E-Articles 5 2 1 - - 1 - 1 4 1 4 2 14 2 7 21
11 E-Prints 1 6 - 1 - 1 - 1 1 4 4 2 6 7 15 21
12 E-Reports 1 6 - 1 1 - 1 - 2 3 3 3 8 6 13 21
13 E-Maps - 7 1 - - 1 - 1 - 5 3 3 4 9 17 21
14 Others - 7 1 - - 1 - 1 - 5 - 6 1 10 20 21
Note: SU=State Uni; CU= Central Uni; VU=Veterinary Uni; MU=Medical Uni; DU= Deemed Uni; PU= Private
Uni; Y=Yes; N=No
The above table clearly depicts that, the whole gamut of e-resources have
been classified and analyzed under fourteen broad categories or class of materials-
ranging from e-journals to e-maps. The basic objective of this question was to
ascertain the extent to which the universities in UP have given space to such
valuable resources in their collection. The resultant data have shown that, 19 out of
21 universities surveyed possess e-journals in their collection; followed by 13 each of
them possess e-data bases, e-news papers and CDR databases; 14 of them procure
e-reprints for their readers; 12 of them subscribed to e-books; 9 of them have e-
reference tools; 8 of them procure e-reports; 6 each of the 21 university libraries
investigated have ETDs, E-Music and E-Prints respectively. In regard to the ranking
of the most preferred form of e-resources, the study shows that, e-journals secured
first rank with 19 (out of 21) possessing the same; followed by e-articles attracting
88
14 libraries; e-data bases with 13; and e-books with 12 libraries retained 4th rank
respectively. Procurement of the remaining e-resources does not seem to be so
significant. Significantly, ETDs which is most frequently referred to by the
researchers are not found in 15 out of 21 libraries surveyed so also the e-prints
which needs introspection. The universities should subscribe to ETD data bases so
as to enable their research community to ascertain the quantum of research already
carried out in their field of interest so as to avoid duplication of research efforts
4.14 Use of Search Engines in University Libraries of UP
Search engine plays a pivotal role in crawling and locating desired information
for the users on the www. It can rightly be perceived as the gateway through which
information are searched, filtered, and retrieved for the users. This table aims to
unfold the extent to which the users of university libraries in UP are familiar with
search engine usage and how frequently they are using search engines. This table
also unearths the favoured and frequently used search engine of these users. The
resultant responses are duly consolidated and depicted in the following table for
necessary statistical inference.
89
Table -4.15 Use of Search Engines in university libraries of UP
Sl. No.
E-Resources
No. of Universities use search engines
SU CU VU MU DU PU
Fr Sel No Fr Sel No Fr Sel No Fr Sel No Fr Sel No Fr Sel No
1 Alta Vista 2 1 1 - - - - - - 1 - - 1 1 3 3 3 -
2 ASK 3 1 1 - - - 1 - - 1 - - - 1 4 2 2 2
3 Excite 2 - 2 - - - - - - 1 - - - 2 3 1 2 3
4 Google 7 - - 1 - - 1 - - 1 - - 3 1 1 6 - -
5 Google
Earth
3 1 - - 1 - - - - 1 - - 1 1 3 5 - 1
6 Indian
Times
3 1 1 - - - - - - 1 - - 1 2 2 3 1 2
7 Infoseek 1 - 1 - - - - - - 1 - - - 4 1 2 1 3
8 Lycos 3 2 1 - - - - - - 1 - - - 2 3 2 1 3
9 MSN
Search
4 - - - - - 1 - - 1 - - 1 2 2 5 - 1
10 Rediff 6 1 - 1 - - 1 - - 1 - - 2 2 1 6 - -
11 Yahoo 5 1 - 1 - - 1 - - 1 - - 2 3 - 6 - -
12 Any other - - - - - - - - - 1 - - - - 5 1 - 5
Note: SU=State Uni; CU= Central Uni; VU=Veterinary Uni; MU=Medical Uni; DU= Deemed Uni; PU= Private
Univ.
Fr= Frequently; Sel= Seldom; No= Not at all
The above table clearly shows that, out of the 11 search engines enumerated,
‘Google’ remained as the most preferred SE with 7 state universities frequently using
the same; followed by Rediff mail (06) and Yahoo (05) respectively. The usage of
these three SEs by the Central University users remains identical to that of the
State- run universities. Interestingly, the users of medical university are using all the
11 SEs depending upon their requirement, hence no specific SE remained as the
most favored one for them. This indicates that, the users of medical universities
either misconstrued the question or do not have adequate knowledge on the usage
of SEs. The popularity of Google SE remains high for all the six class of universities
included in the study. The Library Management, therefore, needs to give orientation
on usage of SEs and on internet browsing to their users particularly in Medical,
Veterinary, Deemed and Private Universities at given intervals to improve their
information searching habits independently.
90
4.15 Preferences of Information Format in university libraries
of UP
Information’s are usually available in two basic formats- the print (hard copies) and
the electronic format (soft copies). Both these formats have their own merits and
limitations. The core idea of this table is to depict which form or source of
information are preferred by the users of university libraries of UP. The resultant
responses are consolidated and reflected in the following table for necessary
statistical inference.
Table 4.16 Preferences of Information Format in university libraries of UP
Sl. No. User Community
Preference of use of the format of Resources
SU CU VU MU DU PU
ER PR ER PR ER PR ER PR ER PR ER PR
1 P. G./M. Phil. Students 05 02 01 01 01 01 01 01 04 05 04 05
2 Research Scholars 06 01 01 01 01 01 01 01 04 05 06 04
3 Faculty Members 05 02 01 01 01 01 01 01 04 05 06 03
4 Administrative Staff 02 05 01 01 01 01 - - 04 04 03 04
5 Others 01 01 01 01 01 01 - - 02 03 02 01
Note: ER= Electronic Resources; PR= Print Resources
Respondents allowed multi answers, hence the total number of formats have
exceeded the size of sample
The above table clearly unearths the preferences of four basic class of target
users spread over six class of universities over print and e-resources. The resultant
data shows that, in State-run universities, the students, scholars and faculty
members prefer to use e-resources than that printed formats. However, the
administrative staffs of State-run universities are lagging behind in using e-resources
apparently because of their nature of job and academic background. Interestingly, in
Central University both the formats succeeded in drawing the equal attention of the
users of all classes. The situation did not change in case of two professional
universities-medical and veterinary sciences. On the contrary, all the three main
class of target users-scholars, students, and the faculty in Deemed universities
91
consider printed format as their most preferred choice or source of information. This
may be due to the fact that, either e-format are not available in Deemed
universities or the users of these deemed universities are ignorant and lack
knowledge on the usage of such e-resources. E-format remained as the most
preferred choice for scholars and faculty members, while it remained second most
preferred choice for PG/MPhil students. The library authorities of both Deemed and
Private Universities should take necessary steps to conduct orientation programs for
their users and make them to learn the basic technical-know-how of using
information in e-formats with clarity in understanding the merits and limitations of
both formats or sources of information. In a given library situation, if the desired
information is available only in the e-formats, such users should not be deprived
from using such valuable information and can never remain in isolation.
4.16 Preferences of Use of E-Resources ( by P.G. and M. Phil.
Students)
Any study of preferences of users on specific resources depends upon their
technical skill and knowledge, besides their ability to use. The core idea of this table
is to unmask the popularity of e-resources among the users of these university
libraries and the frequency of their use. The more frequently a specific resource is
used, the most popular these resources would be. Such study often helps to
determine the collection policy of the concerned library system. The resultant data
are consolidated and depicted in the following table 4.17 for a view.
92
Table 4.17 Preferences of Use of E-Resources ( by P.G. and M. Phil. Students)
Sl. No.
Type of E-Resources
User Category (P.G. and M. Phil. Students)
SU CU VU MU DU PU
F R No F R No F R No F R No F R No F R No
1 E-Journals 6 1 - 1 - - 1 - - 1 - - 5 - - 5 1 -
2 E-Databases 3 2 2 1 - - - - - 1 - - 5 - - 5 1 -
3 E-Books 2 1 4 - - - - - - - 1 - 2 - 3 5 1 -
4 ETDS - - 2 - - 1 - - - - - - 1 1 3 - 3 3
5 E-News
Papers
1 2 1 - 1 - - - - - - - 2 3 - 2 1 3
6 CDR
Databases
1 1 1 1 - - - - - - - - 4 1 - 3 3 -
7 E-Clippings - - 2 - - 1 - - - - - - - 2 3 1 1 4
8 E-Music - - 2 - - 1 - - - - - - - 1 4 - 1 5
9 E-Reference
Tools
3 - 1 1 - - - - - - - - 4 1 - 4 2 -
10 E-Articles 2 1 - - 1 - - - - 1 - - 3 2 - 4 2 -
11 E-Prints 2 - 1 - - 1 - - - - - - 1 3 1 1 3 2
12 E-Reports 1 1 1 - - 1 - - - - - - 2 3 - 3 1 2
13 E-Maps - 1 1 - - - - - - - - - - 2 3 - 1 5
The above table depicts the preferences of the university users in using
thirteen classes of e-resources under three variables-frequently, rarely, and no use.
The figures indicate that, e-journals, e-data bases, and e-reference tools are the
three most preferred forms of e-resources used by the students of State-run
universities. Only four, out of the thirteen classes of e-resources, such as e-books-
databases, CDR data bases, and e-reference tools remained as the first choice for
the users of Central University included in the study. On the contrast, none of the
users of the central run university use e-books which is quite amazing. The use of
these valuable e-resources, however, remains conspicuous in the libraries of the two
professional universities-veterinary and medical sciences included in the study. On
the other hand, most of the users of both Deemed and Private Universities use these
e-resources more frequently which is quite encouraging. University library
management should give additional attention to ensure the optimal usage of e-
93
resources by their users, more particularly, the ETDs, E-clippings, e-articles, e-maps
through their periodic user education program as the usage of these resources
remains considerably low.
4.17 Preferences of Use of E-Resources (by Research Scholars)
The following table unfolds the consolidated responses of the respondents in
regard to the total usage of these e-resources by research scholars in all the
university libraries of UP included in the study.
Table -4.18 Preferences of Use of E-Resources ( by Research Scholars)
Sl. No.
Type of E-Resources
User Category (Research Scholars)
SU CU VU MU DU PU
F R No F R No F R No F R No F R No F R No
1 E-Journals 7 - - 1 - - - - - 1 - - 5 - - 6 - -
2 E-Databases 4 1 - 1 - - - - - 1 - - 3 2 - 6 - -
3 E-Books 2 2 - - - - - - - - 1 - 2 1 2 6 - -
4 ETDS - 1 1 - - 1 - - - - - - 2 2 1 5 1 -
5 E-News
Papers
1 2 1 - 1 - - - - - - - 2 3 - 2 4 -
6 CDR
Databases
1 2 - 1 - - - - - - - - 4 1 - 5 1 -
7 E-Clippings - - 2 - - 1 - - - - - - - 2 3 2 3 1
8 E-Music - - 2 - - 1 - - - - - - - 1 4 1 1 4
9 E-Reference
Tools
2 2 - 1 - - - - - - - - 5 - - 4 2 -
10 E-Articles 2 1 - - 1 - - - - - - - 3 2 - 5 1 -
11 E-Prints 2 1 - - - 1 - - - - - - 1 4 - 3 3 -
12 E-Reports 1 1 1 - - 1 - - - - - - 3 2 - 5 - 1
13 E-Maps - 1 1 - 1 - - - - - - - - 2 3 - 1 5
The above table depicts that, e-journals is being used most frequently by 07
State-run universities; followed by 01 Central University; 05 Deemed Universities
and 06 Private universities respectively. In regard to the use of e-data bases, ETDs,
CDR data bases, e-books, and e-articles, Private Universities are ahead of all other
universities. The medical and veterinary universities need to provide personal
assistance to their users for optimal use of such e-resources.
94
4.18 Preferences of Use of E-Resources (by Faculty Members)
The following table unfolds the consolidated responses of the respondents in
regard to the total usage of these e-resources by faculty members in all the
university libraries of UP included in the study.
Table -4.19 Preferences of Use of E-Resources (by Faculty members)
Sl. No.
Type of E-
Resources
User Category
(Faculty Members)
SU CU VU MU DU PU
F R No F R No F R No F R No F R No F R No
1 E-Journals 7 - - - - - - - - 1 - - 5 - - 6 - -
2 E-Databases 4 1 - - 1 - - - - 1 - - 5 - - 6 - -
3 E-Books 2 2 - - 1 - - - - - 1 - 4 - 1 6 - -
4 ETDS - 1 1 - - 1 - - - - - - 3 1 1 2 3 1
5 E-News
Papers
1 3 - 1 - - - - - - - 3 2 - 3 3 -
6 CDR
Databases
1 1 1 - 1 - - - - - - - 4 1 - 6 - -
7 E-Clippings - - 2 - - 1 - - - - - - - 3 2 2 2 2
8 E-Music - - 2 - - 1 - - - - - - - 2 3 1 1 4
9 E-Reference
Tools
3 1 - 1 - - - - - - - - 4 1 - 4 2 -
10 E-Articles 3 - - - 1 - - - - - - - 3 2 - 4 2 -
11 E-Prints 2 1 - - - 1 - - - - - - 3 2 - 2 4 -
12 E-Reports 2 1 - - - 1 - - - - - - 4 1 - 4 1 1
13 E-Maps - 2 - - - 1 - - - - - - - 2 3 - 2 4 Note: F= Frequently; R= Rarely; No= Not at all
The above table demonstrates the extent to which the research scholars are
using the varied e-resources in the university libraries of UP included in the
investigation. The study shows that the use of e-journals and e-databases achieved
a higher rate of usage compared to other form of e-resources in State-run
universities (07), Deemed universities (05) and Private universities (06) respectively.
Surprisingly, none of the faculty members use any resources in the Veterinary
Science university library. Such a sombre state of usage may be attributed to the
fact that, either the faculty members are not getting time or they are ignorant about
the usage know how for using these valuable resources. The latter could be the
possible reason. Unless the faculty knows how to use such resources, how can they
guide their students and scholars in using these resources to get their desired
information? It requires serious introspection. The library authority of Veterinary
95
university should impart adequate training to their faculty members as to how they
can use these e-resources to avail the benefits as none of the faculty members are
using such valuable e-resources currently.
4.19 Time spent on use of E-Resources (by P.G. & M.Phil
Students)
Time cannot be considered as the sole indicator to determine the magnitude
of use of a particular product or service. However, researchers often argue that, the
more time or frequency a product or service is used, the more popularity the
product gains. The basic objective of this table is to determine the magnitude of
usage of e-resources and their popularity tag so that, it would be helpful for the
university libraries to include such resources in their collection. The resultant data
are shown in table-4.20 for necessary statistical inference.
Table -4.20 Time spent on use of E-Resources (by Students)
Sl.
No.
Universities
Time spent (by hour) on e-resources By P. G. & M. Phil. Students from no. of Universities
0-01h 01-02h 02-03h 03-04h 04-05h More
than 5 hours
Total
Universities
1 State
University
- 03
(42.85%)
02
(28.57%)
01
(14.28%)
- 01
(14.28%)
07
(33.33%)
2 Central
University
- - - - - 01
(100%)
01
(4.76%)
3 Veterinary University
- - - - 01 (100%)
- 01 (4.76%)
4 Medical
Uni.
01
(100%)
- - - - - 01
(4.76%)
5 Deemed
Uni.
02
(40%)
01
(20%)
- 01
(20%)
- 01
(20%)
05
(23.80%)
6 Private Uni.
01 (16.66%)
01 (16.66%)
- 01 (16.66%)
- 03 (50%)
06 (28.57%)
Total University 04
(19.04%)
05
(23.80%)
02
(9.52%)
03
(14.28%)
01
(4.76%)
06
(28.57%)
21 (100%)
Note: 0-01h= 0 to 01 hour
The above table clearly depicts that, out of the 07 State-run universities, the
users in 03 (42.85%)universities use e-resources between 0-2 hours on an average;
followed by 02 universities (28.57%), and 01 university each use between 3-4 hours
and 4-5 hours respectively which is quite negligible. The usage of e-resources in
96
central university is quite encouraging as 100% users in the university spent more
than five hours. While the time spent on using e-resources in Veterinary university is
4-5 hours on an average, it is only 0-1 hours in medical university which is not so
significant. On the contrary, 40% of the deemed universities included in the study
use e-resources between 0-1 hour; followed by 20% each use such resources
between 1-2, 2-3, 3-4, and 4-5 hours respectively. The quantum of time spent on
use of e-resources in Private Universities is quite praise worthy as 50% of the users
use more than 5 hours. Since the existing usage hours of e-resources in Veterinary
university, Medical University, and Deemed University is far from expectations, the
library authority of these institutions should devise suitable mechanism to motivate
their students to use e-resources for optimal hours so as to avail its inherent
benefits.
4.20 Time spent on use of E-Resources (by Research Scholars)
The following table below shows the quantum of time spent by research
scholars of the universities in using e-resources. Research Scholars are considered
as the most valuable and important beneficiaries of library services of every kind and
size. The resultant data are depicted in Table-4.16 for necessary statistical
interpretation.
97
Table -4.21 Time spent on use of E-Resources (by Research Scholars)
Sl. No.
Universities
Time spent (by hour) on e-resources By Research Scholars from no. of Universities
0-01h
01-02h 02-03h 03-04h 04-05h More than 5 hours
Total Universities
1 State
University -
01
(14.28%)
01
(14.28%)
02
(28.56%)
02
(28.56%)
01
(14.28%) 07 (33.33%)
2 Central
University - - - - - 01 (100%) 01 (4.76%)
3 Veterinary
Uni. - - - - - 01 (100%) 01 (4.76%)
4 Medical Uni. - 01 (100%) - - - - 01 (4.76%)
5 Deemed Uni. - 01 (20%) - - 01 (20%) 03 (60%) 05 (23.80%)
6 Private Uni. - 01
(16.66%) -
01
(16.66%)
01
(16.66%) 03 (50%) 06 (28.57%)
Total University - 04
(19.04%)
01
(4.76%)
03
(14.28%)
04
(19.04%)
09
(42.85%) 21 (100%)
Note: 0-01h = 0 to 01 hour
The above table unfolds the fact that, none of the users of all the 21
universities included in the study spent 0-1 hours of time in using e-resources which
is quite praise worthy. A majority of 42.85%(09 ) of the users across all the 21
universities spent more than 05 hours in using e-resources in their respective
libraries on an average a day; followed by 19.04% (04 each) each spent between 1-
2 and 4-5 hours. Only 4.76 % (01) of the users of State-run universities spent 2-3
hours in using such valuable resources which is quite moderate. The users of central
and professional universities like Veterinary university are ahead of the remaining
universities in spending optimal hours in using such e-resources which is quite
significant.
4.21 Time spent on use of E-Resources (by Faculty Members)
Faculty members are considered as the most vital and highly skilled and
experienced beneficiaries in using the library resources or services, because they
train students and scholars and impart them knowledge and skill to them in the
process of learning. The success of any academic program or proper and effective
use of learning resources substantially depends on the quality and efficiency of the
98
faculty concerned. Having known the gravity of their competence, the following
table aims to unearth the extent to which these faculty members spent their time in
using such valuable e-resources for their study, teaching and in guiding research.
The resultant data are reflected in the following table for necessary statistical
inference.
Table -4.22 Time spent on use of E-Resources (by Faculty Members)
Sl.
No.
Universities
Time spent (by hour) on e-resources
By Faculty Members from no. of Universities
0-01h 01-02h 02-03h 03-04h 04-05h More
than 5
hours
Total
University
1 State
University
01
(14.28%)
01
(14.28%)
02
(28.56%)
01
(14.28%)
- 02
(28.56%)
07
(33.33%)
2 Central
University
- - 01
(100%)
- - - 01
(4.76%)
3 Veterinary
Uni.
- 01
(100%)
- - - - 01
(4.76%)
4 Medical Uni. 01
(100%)
- - - - - 01
(4.76%)
5 Deemed
Univ.
01
(20%)
01
(20%)
- 01
(20%)
01
(20%)
01
(20%)
05
(23.80%)
6 Private Uni. - 03
(50%)
01
(16.66%)
- - 02
(33.33%)
06
(28.57%)
Total University 03
(14.28%)
06
(28.57%)
04
(19.04%)
02
(9.52%)
01
(4.76%)
05
(23.80%)
21
(100%)
The resultant data as reflected in the above table indicate that, the faculty
members of only less than one third (28.57%) of the total universities(21) included
in the study spent between 1-2 hours, on an average, in using e-resources in their
respective libraries; followed by 23.80% (05) spent more than 5 hours; 19.04% (04)
spent a moderate duration of 2-3 hours a day for using such e-resources; and
14.28%(03) spent only between 0-1 hour for using e-resources which is not so
significant. The faculty members of both the universities of medical sciences
(veterinary science and medical science) seem to have spent in using such resources
99
between 0-2 hours. Faculty members of State-run universities and Private
universities are ahead of spending optimal time for using e-resources compared to
remaining universities investigated. The library authorities of both central and
professional universities should take steps in organizing orientation program
exclusively for teachers and impart necessary skill and basic technical know- how
required for effective use of different e-resources and motivate them for spending
more time avail the benefits of such valuable resources, as they are torch bearers of
their thoughts.
4.22 Most Preferable Time Zone to Use E-Resources (by P.G. &
M.Phil. Students)
The specific time during which users across all disciplines, universities,
categories use e-resources in their respective university libraries vary from university
to university, individual member to member, discipline to discipline and from one
library to the other, as their nature of job and routines are different from one
another. The basic idea of this table is to unfold the most preferred time zone of
both M.Phil and PG students for optimal utilization of e-resources. The resultant
responses are reflected in the following table to draw required inference.
Table -4.23 Most Preferable Time Zone to Use E-Resources (by Students)
Sl. No.
Universities
Preferable Time Zones used
By P. G. & M. Phil. Students from no. of Universities
9 am - 12 noon 12 noon - 5 pm Beyond 5 pm Total University
1 State University 05 02 - 07
2 Central University 01 - 01 01
I3 Veterinary Uni. - 01 - 01
4 Medical Uni. - - 01 01
5 Deemed Uni. 04 03 03 05
6 Private Uni. 03 03 04 06
Total University 13 09 09 21
Note: Respondents were allowed multiple answers
The above table clearly depicts that, students from 13 universities consider
9AM-12 noon as the most compatible and preferred time zone for using
100
e-resources; followed by 09 universities each responded that 12 noon-5PM and
beyond 5PM as their favored time zone for using e-resources. A look at the preferred
time zone of specific class of university the study indicates that, a majority of 05 out
of seven State-run universities preferred to use e-resources between 9AM to 12
Noon i.e. during the first hours of the day. The preferred time zone in regard to the
users of Central University and Deemed University almost remained identical with
that of State-run universities. However, the preferred time of the users of both the
professional universities such as Veterinary science and Medical sciences remained
between 12 noon-5 PM respectively.
4.23 Most Preferable Time Zone to Use E-Resources (of
Research Scholars)
The most preferred time zone compatible to Research Scholars of all the 21
universities for use of e-resources in their respective libraries are different from that
of students. The resultant data are duly consolidated and depicted in the following
table for necessary statistical interpretation.
Table -4.24
Most Preferable Time Zone to Use E-Resources (of Research Scholars)
Sl. No.
Universities
Preferable Time Zones used By Research Scholars from no. of Universities
9 am - 12 noon 12 noon - 5 pm Beyond 5 pm Total University
1 State University 02 05 - 07
2 Central University 01 - 01 01
3 Veterinary Uni. - 01 - 01
4 Medical Uni. - 01 - 01
5 Deemed Uni. 05 02 04 05
6 Private Uni. 03 03 04 06
Total University 11 12 09 21
Note: Respondents were allowed multiple answers
The above table clearly depicts that, the preferred time zone for use of e-resources
by the researcher community are different from the remaining class of users and the
universities as well. The study shows that the users of majority of State-run
101
universities (05 out of 07) preferred to use e-resources between 12 Noon-5 PM. On
the contrary, 100% (05 out of 05) users of Private Universities consider 9AM-12
Noon as their most preferred time zone for consultation of e-resources which is quite
interesting. It seems that the users of more than 50% universities (11 out of 21 )
included in the study preferred 9AM-12 Noon as the most compatible time zone for
such usage. However, the preferred time zone 12 noon-5PM remained identical and
uniform in case of the users of both the universities of veterinary and medical
sciences.
4.24 Most Preferable Time Zone to Use E-Resources (of Faculty
Members)
The following table demonstrates the resultant responses in regard to the
preferred time zone of the faculty members of the universities of UP for use of e-
resources.
Table -4.25 Most Preferable Time Zone to Use E-Resources (of Faculty Members)
Sl. No.
Universities
Preferable Time Zones used
By Faculty Members from no. of Universities
9 am - 12 noon 12 noon - 5 pm Beyond 5 pm Total University
1 State University 02 05 - 07
2 Central University - 01 - 01
3 Veterinary Uni. - 01 - 01
4 Medical Uni. - 01 - 01
5 Deemed Uni. 03 02 04 05
6 Private Uni. 04 05 02 06
Total University 09 15 06 21
Note: Respondents were allowed multiple answers
The above table clearly unmasks the fact that, the users (faculty) of a
majority of universities say 15 out of 21 included in the study considered 12 noon-
5PM as their most favored and conducive time zone for use of such valuable e-
resources. Only the users of 6 out of 11 Private and Deemed Universities preferred
102
to use such e-resources beyond 5PM at their leisure. The preferred time zone for
use of such e-resources in case of both the professional universities-veterinary and
medical science remained identical (12noon-5PM) which is quite interesting.
4.25 Frequency of Use of E-Resources by the P.G. & M.Phil
Students
The popularity and utilitarian value of any service or material often being adjudged
by the frequency of use of such materials and/or service, though such frequency of
use cannot be considered as the sole indicator to adjudge the value of such
materials or services. The resultant data are consolidated and reflected in table 4.26
for necessary statistical inference.
Table -4.26 Frequency of Use of E-Resources by the P.G & M.Phil Students
Sl. No.
Universities
Frequencies
P. G. & M. Phil. Students from no. of Universities
Every Day Some times in a week
Some times in a month
Don’t use at all
Total University
1 State
University
06
(85.71%)
- 01 (14.28%) - 07 (33.33%)
2 Central
University
01 (100%) - - - 01 (4.76%)
3 Veterinary
Uni.
01 (100%) - - - 01 (4.76%)
4 Medical Uni. - 01 (100%) - - 01 (4.76%)
5 Deemed Uni. 03 (60%) 02 (40%) - - 05 (23.80%)
6 Private Uni. 05
(83.33%)
01
(16.66%)
- - 06 (28.57%)
Total University 16
(76.19%)
04
(19.04%)
01
(4.76%)
- 21 (100%)
The above table clearly shows that students of 85.71% of the State-run
Universities use e-resources every day; followed by 83.33% from Private
Universities, 60% from Deemed universities, and 100% each of the Central
University and Veterinary university use e-resources every day which seems to be
103
quite encouraging. In total, the users of 16 (76.19%) out of the 21 universities
surveyed use e-resources every day except medical university (100%)where the e-
resources are being used by their users some times in a week. Interestingly, none of
the users across the universities have subscribed their opinion ‘do not use at all’
which is a positive sign from the perspective of library usage. On the contrast, only
4.76% of the total universities use such resources ‘some times in month’ which
seems to be highly insignificant.
4.26 Frequency of Use of E-Resources by the Research Scholars
The information needs of the researchers are essentially different from that of
the students and faculty members as they are often considered highly valued and
potential clientele of the university system. The following table, therefore, aims to
depict as to how frequently the scholars use e-resources for their higher studies and
research. The result responses received from the respondents are duly consolidated
and depicted in the following table to draw required inference.
Table -4.27 Frequency of Use of E-Resources by the Research Scholar
Sl.
No.
Universities
Frequencies Research Scholars from no. of Universities
Every Day Some times in a
week
Some times in
a month
Don’t use
at all
Total
University
1 State
University
05
(71.42%)
02 (28.57%) - - 07 (33.33%)
2 Central
University
01 (100%) - - - 01 (4.76%)
3 Veterinary Uni. 01 (100%) - - - 01 (4.76%)
4 Medical Uni. - 01 (100%) - - 01 (4.76%)
5 Deemed Uni. 05 (100%) - - - 05 (23.80%)
6 Private Uni. 05
(83.33%)
01
(16.66%)
- - 06 (28.57%)
Total University 17
(80.95%)
04
(19.04%)
- - 21 (100%)
104
The above table shows that, research scholars from a majority of 17
(80.95%) out of 21 universities included in the study use e-resources every day
which is quite encouraging. But the individual usage status of these universities
show that, users from the 100% of the Central university, Deemed University, and
Veterinary university use e-resources ‘every day’ ; 83.33% of the Private universities
and 71.42% of the State-run universities use e-resources ‘every day’ which seems to
be quite moderate. However, the use of e-resources ‘some times in a week’ remains
100% in case of medical university, while it remain at 28.57% (02) and 16.66%
(01) in case of State-run universities and Private universities respectively under the
same variable.
4.27 Frequency of Use of E-Resources by the Faculty Members
Students and scholars are supposed to learn the usage skill of such valuable
resources usually from their teachers. Unless a teacher learns how to use e-
resources efficiently, he/she cannot deliver the said skill and technical-know-how to
their taught. Quality of the faculty, therefore, often matters in an institution of
higher learning, so also the library. The objective of this table is to ascertain the
frequencies at which the faculty members are using e-resources for their study,
teaching, and research. The resultant consolidated data are reflected in the following
table for necessary analysis and interpretation.
Table -4.28 Frequency of Use of E-Resources by the Faculty Members
Sl. No.
Universities
Frequencies
Faculty Members from no. of Universities
Every Day Some times in
a week
Some times in a
month
Don’t use
at all
Total
University
1 State University
04 (57.14%)
02 (28.57%) 01 (14.28%) - 07 (33.33%)
2 Central
University
- 01 (100%) - - 01 (4.76%)
3 Veterinary Uni. 01 (100%) - - - 01 (4.76%)
4 Medical Uni. - - 01 (100%) - 01 (4.76%)
5 Deemed Uni. 03 (60%) 02 (40%) - - 05 (23.80%)
6 Private Uni. 04 (66.66%)
02 (33.33%) - - 06 (28.57%)
Total University 12
(57.14%)
07
(33.33%)
02
(9.52%)
- 21 (100%)
105
The above table depicts that, faculty members from 12(57.14%) out of the
21 universities surveyed, use e-resources ‘every day’; followed by 33.33% (07) use
the same ‘some times in a week’, and only 9.52%(02) use some times in a month.
However, the usage frequency of users from medical university is quite
disappointing as 100% of the users from medical college use such valuable e-
resources only ‘some times in a month’. This requires introspection by the Medical
library authorities. The authorities of the Medical university library should devise
appropriate measures and create a conducive platform for the teachers of medical
sciences to encourage and motivate them to use more and more e-resources to their
utmost benefits. Librarian of this university should impart required skill in using e-
data bases, online telemedicine bulletins, accessing consortiums such as NLM,
MALIBNET, and so on, for optimal utilization of such valuable resources as a matter
of routine. So that it would help the faculty to use such skills in teaching, guiding
research, and practice.
4.28 Preferable ways adopted by the Users to access E-
Resources
The level of ICT skill, competence, talent, and intellect on subject of interest
or practice including the use of any product or service of all class of users are not
identical, hence would differ from user to user. Use of e-resources requires basic
skill and technical-know-how to understand and avail the service better. The
following table intends to unfold the sources and ways adopted by the users of the
universities of UP in using the e-resources for their studies and research. Because,
these ways often throws light not only on the usage habit of users in using this
particular service but also the magnitude of their skill , competence and knowledge
on such valuable resources. The resultant data are depicted in the following table for
necessary statistical interpretation.
106
Table: 4.29 Preferable ways Adopted by the users to access E-resources
Sl.
No.
Universities
Preferable ways
Independently Experts
Help
Help from
Library Staff
Help from
Friends
Any other
way
1 State University 05 02 06 04 01
2 Central
University
01 01 01 01 -
3 Veterinary Uni. 01 - - - -
4 Medical Uni. 01 - 01 01 -
5 Deemed Uni. 03 - 02 01 -
6 Private Uni. 05 02 05 01 01 Note: Respondents were allowed multiple answers
The above table shows that, majority of users across universities use e-resources
independently which is no doubt a healthy sign. Users of only 5 out of 21
universities surveyed take the help of experts in using these services which does not
seem to be significant. However, users from 15 universities, on the contrary have
expressed that, they take help from their library staff in using e-resources; followed
by the users of 8 universities responded that, they take help from their friends
while using such e-resources. The number of responses exceeded the actual number
of sample universities because respondents furnished multiple answers under each
variable.
4.29 Infrastructural Facilities Available in University Libraries
of UP
The value of services of any library remains high if the infrastructure of the
library is sound. By infrastructure one means the space, finance, equipments and
apparatus, furniture, learning resources, human resources, ICT tools and techniques
and so on. If a library of any kind and size lack in one of these components, it mars
the library service and makes the image low. The following table, therefore, aims to
reflect the extent to which the university libraries in UP have the required
infrastructure to provide e-resources and services to their users. The resultant data
are shown in Table-4.30 for necessary statistical interpretation.
107
Table:4.30 Infrastructural Facilities Available in University Libraries of UP
Sl.
No.
Tools & Facilities
Tools & Facilities available in number of university Libraries
SU (n=07)
CU (n=01)
VU (n=01)
MU (n=01)
DU (n=05)
PU (n=06)
Y N Y N Y N Y N Y N Y N
1 Systems 07 - 01 - 01 - 01 - 05 - 06 -
2 Printers 07 - 01 - 01 - 01 - 05 - 06 -
3 OPAC/WebOPAC 02 05 01 - 01 - 01 - 03 02 06 -
4 LAN 06 01 01 - 01 - 03 02 06 -
5 LM Software 06 01 01 - - 01 03 02 06 -
6 Scanner 05 02 01 - 01 - 03 02 05 01
7 Photocopier 07 - 01 - 01 - 01 - 05 - 06 -
8 Laptops 0 07 0 - - - 01 - - 05 02 04
9 LCD 03 04 01 - - - 01 - 03 02 04 02
10 Internet Facility 07 - 01 - 01 - - 01 03 02 04 02
11 Fax 01 06 01 0 - 01 - 01 02 03 03 03
12 Own Website 03 04 01 0 - 01 - 01 02 03 05 01
13 Link to Library Home page - - 01 0 - 01 - 01 02 03 05 01
14 User orientation Program
me
04 03 01 0 01 - - 01 03 02 03 03
The above table categorizes the available ICT infrastructure under fourteen
components or classes –ranging from systems to user orientation programs. The
resultant data shows that, 7 (100%) out of 7 State-run universities in UP are having
Systems, Printers, Photocopiers, and internet facilities; followed 6 out of 7 are
having LAN and LM Software which is a healthy sign. However, nearly 80 % of the
state-run universities do not have OPAC/WebOPAC which is quite disappointing.
More than 50% of them do not have their own website and LCD, and do not conduct
orientation programs to educate their users. Except Laptop, the Central University
seems to have ahead of the other universities in infrastructural front. Even in this
age of information technology, most of the universities (except two) do not have a
Laptop at their credit. The study further shows that, both Private and Deemed
universities are equipped with better infrastructure compared to the remaining
universities in the study. The university library authorities should, therefore, take
108
necessary steps to automate their libraries, link different service units through LAN,
should develop and update their own website, provide remote access to the library
resources across the world through library networks and WebOPACs, 24 hours
internet facilities, build an effective linkage to their home page, and conduct
orientation program at regular intervals for their users for optimal use of their
learning resources, more particularly the e-resources.
4.30 Availability of Basic Computing Tools
ICT plays a crucial role in reshaping the modern libraries. Computer is one of
the most rudimentary and essential component of ICT and without computer, the
modern university libraries can hardly exist. Even the poorest of libraries to day have
computers- not necessarily for automation but to perform the basic routine functions
and to maintain statistics and to generate reports along with other secretarial
practices. The following table intends to unmask the extent to which the university
libraries of UP have the basic ICT tools-the computers and Printers in their
respective libraries. The resultant responses are consolidated and depicted in table-
4.30 to draw necessary inference.
Table No. 4.31 Availability of Basic Computing Tools
Sl. No. Universities Number of Modern Gadgets available in libraries
PCs Avg. Printers Avg. No. of PCs connected to
Internet
Avg.
1 State University 280 40 22 03 273 39
2 Central University 100 100 10 10 50 50
3 Veterinary Uni. - - - - - -
4 Medical Uni. 35 35 06 06 - -
5 Deemed Uni. 89 18 16 03 77 15
6 Private Uni. 502 84 25 4 393 66
TOTAL 1006 79
The above table clearly shows that, 21 universities together have 1006
computers and 79 printers which seem to be quite moderate. In regard to the
computing tools of individual universities, the study shows that, Central and Private
109
Universities are ahead of the remaining universities in regard to the quantum of
computers and printers. In regard to computers, Central University occupies first
rank with highest number of 100 PCs on an average; followed by each private
university having 84 systems on an average remained at second position; each
State-run university is having 40 systems remains at third position. On the contrary,
the Deemed universities are having the lowest number of systems as each such
university is having 18 systems at its credit which is lowest among all. The situation
at Veterinary university is quite disappointing as it seems to have neither any
computer nor printer nor internet connectivity at their credit. This requires serious
introspection on the party of the library management. In regard to the internet
connectivity, the Private universities (with 393 connections) and the State-run
universities (with 273 connections) are ahead of all others. It is , therefore,
suggested that, the library management of veterinary university should take
immediate steps to procure some PCs/desktops and printers and get them
connected to the internet for the benefit of their users, as currently, not a single
system is available in that university. Similarly, the authority of medical university
should ensure that, some systems should be dedicated for internet service in their
respective library through LAN so that users can access www at multiple
locations/access points simultaneously. This will help the users to browse internet,
conduct literature survey in their respective field of interest, to access to WebOpac
and institutional repositories of other medical colleges and universities for scholarly
publications and so on.
4.31 Usefulness of E-Resources
A library with magnificent building, alluring budget, rich collection and
adequate human power carry no meaning, if the resources are not put to optimal
use, which Dr Ranganathan reiterated in his first four laws of Library science. ‘Use’ is
the key criterion to justify the existence of a library. The quantum of money spent in
acquiring the valuable resources and valuable human efforts and labor given for
their organization and management will be in vein if they are not used by their
110
intended audience. The basic idea of this table is to unfold the perceptions of the
respondents in regard to the usefulness of such valuable e-resources in their day to
day life. The resultant responses are consolidated and depicted in the following table
for necessary statistical interpretation and inference.
Table: 4.32 Usefulness of E-Resources
Sl. No. Universities Remarks of Number of Respondents on Usability of E-Resources
Most Useful Most Beneficial Total University
1 State University (n=07) 07 (100%) 07 (100%) 07 (33.33%)
2 Central University (n=01) 01 (100%) 01 (100%) 01 (4.76%)
3 Veterinary Uni. (n=01) 01 (100%) 01 (100%) 01 (4.76%)
4 Medical Uni. (n=01) 01 (100%) 01 (100%) 01 (4.76%)
5 Deemed Uni. (n=05) 05 (100%) 05 (100%) 05 (23.80%)
6 Private Uni. (n=06) 06 (100%) 06 (100%) 06 (28.57%)
Total University 21 (100%) 21 (100%) 21 (100%)
The above table clearly reveals that, the perceptions of the respondents on
the usefulness of the e-resources are dealt fewer than two key variables- ‘most
useful’ and ‘most beneficial’. The resultant data shows that, there is a consistency
and uniformity in the perceptions of the respondents in regard to the usability of e-
resources since the opinions expressed under both the variables are identical, as
100% of the respondents across all universities included in the study feel that e-
resources available in their respective libraries are both- ‘most useful’ and ‘most
beneficial’ which is a positive sign.
4.32 Suggestions offered by the Users for Good E-Library
(University- wise)
Any library can improve its collection resources and services only when it
becomes user centric. In order to make the library user centric, the feedback of
users matters most, as they are the key stack holders for whom the services are
meant. A library can magnify its base and ensure a perpetual sustenance based on
the inputs received from its target audience. The idea of this table is, therefore, to
111
examine the key suggestions offered by the users and their strength in participation
in offering such valuable suggestions. The resultant and consolidated responses are
depicted in table-4.33 and 4.34 respectively.
Table -4.33 Suggestions offered by Respondents for a Good E-Library
(universities wise)
Sl. No. Universities Number of Respondents (universities)
Suggested Not Suggested Total University
1 State University (n=07) 03 (42.85%) 04 (57.14%) 07 (33.33%)
2 Central University (n=01) 01(100%) - 01 (4.76%)
3 Veterinary Uni. (n=01) 01 (100%) - 01 (4.76%)
4 Medical Uni. (n=01) 01 (100%) - 01 (4.76%)
5 Deemed Uni. (n=05) 04 (80%) 01 (20%) 05 (23.80%)
6 Private Uni. (n=06) 02 (33.33%) 04 (66.66%) 06 (28.57%)
Total University 12 (57.14%) 09 (42.85%) 21 (100%)
Table -4.34 Suggestions offered by the Users for a Good E-Library
Sl. No. E-Resources No. of Uni. Possesses different E-Resources
SU CU VU MU DU PU Total University
1 Wi-Fi Net work √ - - - - - 01 (4.76%)
2 Internet with good Bandwidth √ - - - - √ 02 (9.52%)
3 Plenty of Systems √ - √ √ √ - 04 (19.04%)
4 Plenty of E-Resources √ - - √ √ 03 (14.28%)
5 Power Backup √ - √ √ √ - 04 (19.04%)
6 Computer Experts √ - √ - √ - 03 (14.28%)
7 A/C Computer Laboratory √ - - - - - 01 (4.76%)
8 Sufficient Financial Assistance - √ √ - √ √ 04 (19.04%)
9 Well Trained Staff - √ √ √ √ √ 05 (23.8%)
10 User Friendly System - √ √ - - - 02 (9.52%)
11 LAN - - - √ - - 01 (4.76%)
12 Suitable Work Environment - - - - √ √ 02 (9.52%)
13 Computers with Latest Configuration - - - - - √ 01 (4.76%)
The above tables clearly reveal that, a majority of the respondents are seem
to be quite conscious in bringing necessary improvements in the existing system and
like to continue their inclination towards e-resources and e-library system. It is
112
evident from the feedback that, while 100% of the users of Medical, Veterinary
Science, and Central University were keen to suggest measures for improvement of
e-libraries, 80% of Deemed universities and 42.85% of State-run universities came
forward to offer their valuable suggestions in favor of e-libraries. However, a
majority of users from State-run universities (57.14%) and from Private universities
(66.66%) did not wish to suggest. This could be attributed to their lack of technical
knowledge on e-resources.
In regard to suggestions offered by the respondents table- 4.29 reveals that,
only 19.04% of the respondents across the universities each, are in favor of keeping
adequate computer systems in the university libraries; followed by power back up
and adequate financial assistance to libraries respectively. On the other hand, 23.8%
of the respondents are in favor of recruiting well trained staff in their respective
university libraries. On the contrary, only 14.28% of the respondents suggested in
favor of keeping sufficient e-resources and recruiting well trained computer experts.
Less than one fourth of the respondents are, however, in favor of recruiting well
trained staff in the library.
4.33 Conclusion
Academic libraries in general and the university libraries in particular, are
under increasing pressure to demonstrate the value of their collections to their
stakeholders and to focus on products and services that support their university
objectives. If the costs of library services increase and the perception of the
importance of the library decreases, a value gap can result. Measures of value,
including usage, explicit value, contingent valuation, and return on investment on
their e-resources collection can help demonstrate the current value of the library and
help university librarians to set priorities for the future. Carol Tenopir and Donald
W. King, therefore, are of the opinion that, e-collections hold many implicit and
explicit values in helping staff and students do their work, obtain grants, and
improve their research. Libraries can also play a role in data archiving and
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distribution and in many phases of research (http ://www .vala. org.au/ vala2010/
papers2010/VALA2010_137_Tenopir_Final.pdf accessed on 6.10.12).
As a result, academic research librarians are increasingly called upon to
demonstrate the value of the university library in quantitative terms. Many university
administrators, therefore, ask librarians to provide measurements that demonstrate
the return to the university on the investment made in the library and to prioritise
their products and services to focus on those that are the most effective in serving
the university’s mission in a changing environment. In the past, the academic
library’s value to students, staff, and faculty of research institutions was assumed
and the library’s role was relatively clear. Today, those assumptions must be
demonstrated to stakeholders, including university administrators and funders, by
accurately measuring and reporting the library’s value, both in general, and for
specific products or services. In addition, academic research libraries serve the
teaching, research, and social engagement mission of their universities and must
adapt to changes in scholarship. . and the focus on dynamic forms of information
such as data, born-digital assets, and multimedia in order to remain central to that
mission(ibid) In this context, the present study is quite a valuable piece of research,
but the current state of e-resources are not encouraging, hence requires a thorough
revamping.
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CHAPTER-5: CONCLUSION, FINDINGS AND SUGGESTIONS
Academic research librarians are increasingly called upon to demonstrate the
value of the university library in quantitative terms. Many university administrators,
therefore, ask librarians to provide measurements that demonstrate the return to
the university on the investment made in the library and to prioritise their products
and services to focus on those that are the most effective in serving the university’s
mission in a changing environment. In the past, the academic library’s value to
students, staff, and faculty of research institutions was assumed and the library’s
role was relatively clear. Today, those assumptions must be demonstrated to
stakeholders, including university administrators and funders, by accurately
measuring and reporting the library’s value, both in general, and for specific
products or services. In addition, academic research libraries serve the teaching,
research, and social engagement mission of their universities and must adapt to
changes in scholarship and the focus on dynamic forms of information such as data,
born-digital assets, and multimedia in order to remain central to that mission(ibid) In
this context, the present study is quite a valuable piece of research, but the findings
on current state of e-resources still seems to be far from maturity.
The advent of IT has made a clear and pervasive impact in almost every area
of library services. As such, the library environment has undergone sea changes
leading to new generation of libraries with an emphasis on e- resources. Moreover,
as the popularity of e-resources increases, the librarians are also concerned about e-
resources, methods accessing, evaluation, selection, organization and so on.
5.1. Findings
The findings of this study make it clear that those who know about e-
resources see them as potentially useful tools. However, a number of users of ICT
resources are still unaware of e-resources even when their academic libraries' e-
holdings is high. The lack of promotion from within the university, particularly from
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the academics, and to a certain extent from the librarians, is indeed a major reason
for this knowledge gap as evident from the following key observations:
One third of the universities (7 out of 21) included in the survey do not have
their web site yet which demonstrates the ICT potentialities and the mindset of the
universities concerned (t-4.1. to 4.6).
Severe dearth of human resources coupled with non-filling the vacant posts
of Librarians in the universities of Professional education such as Veterinary science
and Medical universities, and the strength of semi and non-professional staff that
outnumbered the professional category in the library made the gap between the
users and e-resources more widened (t-4.9).
The State-run universities and Veterinary universities seem to be suffering
from acute paucity of funds. The study further shows that, Private universities are
ahead of both State-run universities and Deemed universities in regard to their fund
position, perhaps due to their high rate of admission and development fees and
donations collected from the students. Hence, there is a substantial gap in fiscal
resources and in flow of funds to these universities (t-4.11)
Both the universities of professional education- Veterinary Science and
Medical Sciences surprisingly do not subscribe a single data base yet. It seems, e-
journals are ahead of e-databases in these two universities in terms of their
popularity, usage skill, contents (t-4.12).
It is quite disappointing that almost 50% (10) of the total universities
included in the survey do not subscribe UGC Infonet service to provide the full text
of the journal articles to their intended audience (t-4.13). Similarly, 20 out 21
universities surveyed do not subscribe DELNET which is quite amazing.
Significantly, ETDs which is most frequently referred to by the researchers are
not found in 15 out of 21 libraries surveyed so also the e-prints which needs
introspection (t-4.14).
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The existing knowledge and skill of the library users in using SEs(Search
Engines) as well as in conducting advanced searches remained far from satisfaction
(t-4.15).
The resultant data shows that, in State- run universities, the students,
scholars and faculty members prefer to use e-resources than that printed formats.
Interestingly, in Central University both the formats (Print and Electronic) succeeded
in drawing the equal attention of the users of all classes. The situation did not
change in case of two professional universities-medical and veterinary sciences. On
the contrary, all the three main class of target users-scholars, students, and the
faculty in Deemed universities consider printed format as their most preferred choice
or source of information. E-format remained as the most preferred choice for
scholars and faculty members, while it remained second most preferred choice for
PG/M Phil students ( t-4.16).
The figures indicate that, e-journals, e-databases, and e-reference tools are
the three most preferred forms of e-resources used by the students of State-run
universities. Only four, out of the thirteen classes of e-resources, such as e-books-
databases, CDR databases, and e-reference tools remained as the first choice for the
users of Central University included in the study. On the contrast, none of the users
of the central run university use e-books. The use of these valuable e-resources,
however, remains conspicuous in the libraries of the two professional universities-
veterinary and medical sciences included in the study. On the other hand, most of
the users of both Deemed and Private Universities use these e-resources more
frequently (t-4.17).
In regard to the use of e-data bases, ETDs, CDR data bases, e-books, and e-
articles, Private Universities are ahead of all other universities. The medical and
Veterinary Science universities need to provide personal assistance to their users for
optimal use of such e-resources (t-4.18).
The use of e-journals and e-databases achieved a higher rate of usage
compared to other form of e-resources in State-run universities (07), Deemed
universities (05) and Private universities (06) respectively. Surprisingly, none of the
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faculty members use any resources in the Veterinary Science university library (t-
4.19).
Out of the 07 State-run universities, the users in 03 (42.85%) universities use
e-resources between 0-2 hours on an average; followed by 02 universities
(28.57%), and 01 university each use between 3-4 hours and 4-5 hours respectively
which is quite negligible. The usage of e-resources in central university is quite
encouraging as 100% users in the university spent more than five hours. While the
time spent on using e-resources in Veterinary university is 4-5 hours on an average,
it is only 0-1 hours in medical university which is not so significant. On the contrary,
40% of the deemed universities included in the study use e-resources between 0-1
hour; followed by 20% each use such resources between 1-2, 2-3, 3-4, and 4-5
hours respectively. The quantum of time spent on use of e-resources in Private
Universities is quite praise worthy as 50% of the users use more than 5 hours (t-
4.20).
A majority of 42.85%(09 ) of the users across all the 21 universities spent
more than 05 hours in using e-resources in their respective libraries on an average a
day; followed by 19.04% (04 each) each spent between 1-2 and 4-5 hours. Only
4.76 % (01) of the users of State-run universities spent 2-3 hours in using such
valuable resources which is quite moderate. The users of central and professional
universities like Veterinary university are ahead of the remaining universities in
spending optimal hours in using such e-resources which is quite significant(t-4.21)
The faculty members of only less than one third (28.57%) of the total
universities(21) included in the study spent between 1-2 hours, on an average, in
using e-resources in their respective libraries; followed by 23.80% (05) spent more
than 5 hours; 19.04% (04) spent a moderate duration of 2-3 hours a day for using
such e-resources; and 14.28%(03) spent only between 0-1 hour for using e-
resources which is not so significant. The faculty members of both the universities of
medical sciences (veterinary science and medical science), however, seem to have
spent in using such resources between 0-2 hours. Faculty members of State-run
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universities and Private universities are ahead of spending optimal time for using e-
resources compared to remaining universities investigated (t-4.22).
Students from 13 universities consider 9AM-12 noon as the most compatible
and preferred time zone for using e-resources; followed by 09 universities each
responded that 12 noon-5PM and beyond 5PM as their favoured time zone for using
e-resources. A look at the preferred time zone of specific class of university the
study indicates that, a majority of 05 out of seven State-run universities preferred to
use e-resources between 9AM to 12 Noon i.e. during the first hours of the day. The
preferred time zone in regard to the users of Central University and Deemed
University almost remained identical with that of State-run universities. However, the
preferred time of the users of both the professional universities such as Veterinary
science and Medical sciences remained between 12 noon-5 PM respectively(t-4.23)
The preferred time zone for use of e-resources by the researcher community
is different from the remaining class of users and the universities as well. A majority
of State-run universities (05 out of 07) preferred to use e-resources between 12
Noon-5 PM. On the contrary, 100% (05 out of 05) users of Private Universities
consider 9 A.M-12 Noon as their most preferred time zone for consultation of e-
resources. It seems that the users of more than 50% universities (11 out of 21)
included in the study preferred 9AM-12 Noon as the most compatible time zone for
such usage. However, the preferred time zone 12 noon-5PM remained identical and
uniform in case of the users of both the universities Professional studies such as
Veterinary and medical sciences(t-4.24).
Majority of faculty members across the universities, say 15 out of 21 included
in the study, considered 12 noon-5PM as their most favored and conducive time
zone for use of such valuable e-resources. Only the users of 6 out of 11 Private and
Deemed Universities preferred to use such e-resources beyond 5PM at their leisure.
The preferred time zone for use of such e-resources in case of both the professional
universities-Veterinary and Medical sciences remained identical (12noon-5PM) (t-
4.25).
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Students of 85.71% of the State-run Universities use e-resources every day;
followed by 83.33% from Private Universities, 60% from Deemed universities, and
100% each of the Central University and Veterinary university use e-resources
every day which seems to be quite encouraging. In total, the users of 16 (76.19%)
out of the 21 universities surveyed use e-resources every day except medical
university (100%)where the e-resources are being used by their users ‘some times
in a week’(t-4.26).
The research scholars from a majority of 17 (80.95%) out of 21 universities
included in the study use e-resources. But the individual usage status of these
universities show that, users from the 100% of the Central university, Deemed
University, and Veterinary university use e-resources ‘every day’ ; 83.33% of the
Private universities and 71.42% of the State-run universities use e-resources ‘every
day’ which seems to be quite moderate. However, the use of e-resources ‘some
times in a week’ remains 100% in case of medical university, while it remain at
28.57% (02) and 16.66% (01) in case of State-run universities and Private
universities respectively under the same variable(t-4.27).
Faculty members from 12(57.14%) out of the 21 universities surveyed, use e-
resources ‘every day’; followed by 33.33% (07) use the same ‘some times in a
week’, and only 9.52%(02) use some times in a month. However, the usage
frequency of users from medical university is quite disappointing, as 100% of the
users from medical college use such valuable e-resources only ‘some times in a
month’ (t-4.28).
A majority of users across universities use e-resources independently which is
no doubt a healthy sign. Users of only 5 out of 21 universities surveyed take the
help of experts in using these services which does not seem to be significant.
However, users from 15 universities, on the contrary, have expressed that they take
help from their library staff in using e-resources; followed by the users of 8
universities take help from their friends while using such e-resources (t-4.29).
The resultant data shows that, 7 (100%) out of 7 State-run universities in UP
are having Systems, Printers, Photocopiers, and internet facilities; followed 6 out of
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7 are having LAN and LM Software. However, nearly 80 % of the state-run
universities do not have OPAC/WebOPAC; more than 50% of them do not have their
own website and LCD, and do not conduct orientation programs to educate their
users. Except Laptop, the Central University seems to have ahead of the other
universities in infrastructural front. Even in this age of information technology, most
of the universities (except two) do not have a Laptop at their credit. The study
further shows that, both Private and Deemed universities are equipped with better
infrastructure compared to the remaining universities in the study (t-4.30).
The study shows that, 21 universities together have 1006 computers and 79
printers which seem to be quite moderate. In regard to the computing tools of
individual universities, the study shows that, Central and Private Universities are
ahead of the remaining universities in regard to the quantum of computers and
printers. In regard to computers, Central University occupies first rank with highest
number of 100 PCs on an average; followed by each private university having 84
systems on an average remained at second position; each State-run university is
having 40 systems remains at third position. On the contrary, the Deemed
universities are having the lowest number of systems as each such university is
having 18 systems which is lowest among all. The situation at Veterinary university
is quite disappointing as it seems to have neither any computer nor printer nor
internet connectivity at their credit. In regard to the internet connectivity, the Private
universities (with 393 connections) and the State-run universities (with 273
connections) are ahead of all others (t-4.31).
The above table clearly reveals that, the perceptions of the respondents on
the usefulness of the e-resources are dealt fewer than two key variables- ‘most
useful’ and ‘most beneficial’. The resultant data shows that, there is a consistency
and uniformity in the perceptions of the respondents in regard to the usability of e-
resources since the opinions expressed under both the variables are identical, as
100% of the respondents across all universities included in the study feel that e-
resources available in their respective libraries are both- ‘most useful’ and ‘most
beneficial’ (t-4.32).
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A majority of the respondents are seem to be quite conscious in bringing
necessary improvements in the existing system and like to continue their inclination
towards e-resources and e-library system. It is evident from the feedback that, while
100% of the users of Medical, Veterinary Science, and Central University were
keen to suggest measures for improvement of e-libraries, 80% of Deemed
universities and 42.85% of State-run universities came forward to offer their
valuable suggestions in favour of e-libraries. However, a majority of users from
State-run universities (57.14%) and from Private universities (66.66%) did not wish
to suggest (t-4.33).
In regard to suggestions offered by the respondents table- 4.34 reveals that,
only 19.04% of the respondents across the universities each, are in favour of
keeping adequate computer systems in the university libraries; followed by power
back up and adequate financial assistance to libraries respectively. On the other
hand, 23.8% of the respondents are in favour of recruiting well trained staff in their
respective university libraries. On the contrary, only 14.28% of the respondents
suggested in favour of keeping sufficient e-resources and recruiting well trained
computer experts. Less than one fourth of the respondents are, however, in favour
of recruiting well trained staff in the library.
5.2. Testing of Hypotheses
The five hypotheses which were formulated at the initial stage of the study are
tested and the outcome of such testing is given as under:
H-1: Implementation of ICT in most of the State universities in the UP is in an
embryonic state hence may not have their visibility in the web.
The above hypothesis has been proved true as evident from the findings that seven out twenty one universities surveyed do not have their web sites yet
(t-4.1. to 4.6).
H-2: The strength of semi and non-professional staff outnumbers the professional category in most of the universities libraries in UP which resulted a considerable gap between users and e-resources.
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The above hypothesis came true as evident from the findings that, there is a severe dearth of human resources in the university libraries in UP as the strength of non-professional staff has outnumbered the professionals, there by widening the gap between the e-resources and users (t-4.9).
H-3: A majority of the universities in UP included in the study must have subscribed UGC-Infonet services to provide the full text of e-journal articles to their users.
The above hypothesis surprisingly proved hollow as the findings revealed that 50% (10) of the total universities included in the survey do not subscribe UGC Infonet service (t-4.13).
H-4: The popularity in use of e-journals and e-data bases must be higher among the users of the university libraries compared to other forms of e-resources.
The above hypothesis proved quite positive as it fall within the ambience of its’ expectations as the study clearly revealed that, e-journals and e-databases achieved a higher rate of usage compared to other form of e-resources in state-run universities (07), Deemed Universities (05), and Private run universities (06) respectively (t-4.19).
H-5: A majority of the clientele of the university libraries in UP might be spending a minimal time towards the use of e-resources, as they are not so acquainted with the technical-know-how of e-resources and their usage.
This hypothesis proved false as evident from the findings as the resultant data clearly unfolds that a majority of 42.85% (09) of the users across the 21 universities surveyed spent more than five hours a day in using varied e-resources in their respective libraries (t-4.21).
5.3. Suggestions
The prime duty of any social investigator is not only to locate deficiencies,
pitfalls or weaknesses of any system or service or community, but to put forward
concrete, substantive, pragmatic, and viable solutions to avail the desired fruits.
Basically, the scholar provides such suggestions based on his own experience which
he gained over the period of years of research carried out by him. This study,
therefore, is not an exception. Based upon the findings arrived after due analysis of
the result data, the investigator offers the following key suggestions which if met,
would certainly minimize the existing deficiencies and improve the efficiency of the
system and ensure optimal utilization of e-resources in the university libraries of UP.
123
University librarians those who have not yet designed their web sites should
act swiftly to design and develop most comprehensive, user centric, and well-
informative website of their respective university libraries so as to increase their
visibility in the web.
The library authorities of both the universities of Veterinary and Medical
sciences should take necessary steps to appoint Librarians for their respective
libraries, so also more professional staff needs to be recruited in all the university
libraries, except the central university. Besides, the non-technical staff needs to be
replaced by technically qualified staff (with BLISc or MLISc.) in phases in all the
university libraries included in the investigation as the former outnumbers the latter
category which is not in good health of the library.
It is, therefore, suggested that, the UGC, Ministry of HRD (Govt.of India), and
the State Govt. should jointly develop some mechanisms to ensure that, all the
universities in India-irrespective of their mode of management-private or
government, be it State or Central university, be it a general or the university of
professional or technical education, must get fund according to fixed yardsticks
uniformly and consistently under legislative protection to avoid the existing
discriminatory and inconsistent flow of funds to different universities. Universities
should not be victim of political changes.
Universities with professional disciplines like medical and veterinary sciences
do not have any e-databases in their collection; hence the concerned Librarians
should take make necessary budgetary provisions to procure e-data bases in the
concerned discipline for their respective target audience.
It is quite disheartening to state that, less than 50% (10) of the total
universities included in the study do not subscribe to any networks and as such
failed to grab the benefits of consortium based information for their user’s
community. Hence, these universities should subscribe UGC Infonet to provide full
text journal articles to their users at free of cost, as currently only 11 out of 21
universities surveyed are availing the benefits of UGC Infornet services.
124
Significantly, ETDs which is most frequently referred to by the researchers are
not found in 15 out of 21 libraries surveyed so also the e-prints which needs
introspection. The universities should subscribe to ETD data bases so as to enable
their research community to ascertain the quantum of research already carried out
in their field of interest so as to avoid duplication of research efforts.
To support access to electronic resources, university libraries need to
organize online tools to provide Meta data for a variety of online materials, link
online index entries to individual journal articles online, and to provide mechanisms
for requesting printed articles online.
The Library Management needs to conduct orientation programmes on use
of SEs and on internet browsing for their users particularly in Medical, Veterinary,
Deemed and Private Universities at given intervals so as to enable the users to
improve their information searching habits independently.
The library authorities of both Deemed and Private Universities should take
necessary steps to conduct orientation programs for their users and make them to
learn the basic technical-know-how of using information in e-formats with clarity in
understanding the merits and limitations of both formats or sources of information.
In a given library situation, if the desired information is available only in the e-
formats, such users should not be deprived from using such valuable information
and can never remain in isolation.
University library management should give additional attention to ensure the
optimal usage of e-resources by their users, more particularly, the ETDs, E-clippings,
e-articles, e-maps through their periodic user education program as the usage of
these resources remains considerably low.
The Medical and Veterinary Science universities in UP need to provide
personal assistance to their users for optimal use of their e-resources as they are
lagging behind in acquiring the usage skill compared to the users of other
universities. Besides, the library authority of Veterinary university should impart
adequate training to their faculty members as to how they can use these e-
125
resources to avail the benefits, as none of the faculty members are using such
valuable e-resources currently.
Since the existing usage hours of e-resources in Veterinary university, Medical
University, and Deemed University is far from expectations, the library authority of
these institutions should devise suitable mechanism to motivate their students to use
e-resources for optimal hours so as to avail its inherent benefits.
The library authorities of both central and professional universities should
take steps in organizing orientation program exclusively for teachers and impart
necessary skill and basic technical know- how required for effective use of different
e-resources and motivate them for spending more time avail the benefits of such
valuable resources, as they are torch bearers of their taught.
The authorities of the Medical university library should devise appropriate
measures and create a conducive platform for the teachers of medical sciences to
encourage and motivate them to use more and more e-resources to their utmost
benefits. Librarian of this university should impart required skill in using e-data
bases, online telemedicine bulletins, accessing consortiums such as NLM, MALIBNET,
and so on, for optimal utilization of such valuable resources as a matter of routine.
So that it would help the faculty to use such skills in teaching, guiding research, and
practice.
The university library authorities should take necessary steps to automate
their libraries, link different service units through LAN, should develop and update
their own website, provide remote access to the library resources across the world
through library networks and WebOPACs, 24 hours internet facilities, build an
effective linkage to their home page, and conduct orientation program at regular
intervals for their users for optimal use of their learning resources, more particularly
the e-resources.
The library management of veterinary university should take immediate steps
to procure some PCs/desktops and printers and get them connected to the internet
for the benefit of their users, as currently, not a single system is available in that
university. Similarly, the authority of medical university should ensure that, some
126
systems should be dedicated for internet service in their respective library through
LAN so that users can access www at multiple locations/access points
simultaneously. This will help the users to browse internet, conduct literature survey
in their respective field of interest, to access to WebOpac and institutional
repositories of other medical colleges and universities for scholarly publications and
so on.
5.4 Inferences
E-Collections transform the way research is done (for example, “The kinds of
resources an author can access electronically has transformed his research, even
more than the supply of journals in his own field. Library e-collections save time and
effort. E-collections enhance teaching and foster interdisciplinary work. (For
example, “Electronic access has dramatically changed the way a researcher or
faculty member carries out his research and impart teaching besides fostering inter
disciplinary work. However, copyright norms in their usage must be kept in mind
while determining one’s own priorities. For instance, the MSU Libraries in USA
subscribe to licensed database products to support the educational and research
needs of library users. In some cases, these databases are educational versions of
commercial products. Users are advised that access to these materials is controlled
by license agreements: violation of license terms by individual library users
potentially jeopardizes future campus access for all students and faculty, and
exposes violators to sanctions. At the same time, universities must ensure the
optimal utilization of e-resources collection to the fullest benefits of their target
audience so as to justify the amount spent in collecting and organizing such valuable
resources in the library. The following schema devised by Carol Tenopir in her study
depicts the mission of a university library in the context of e-resources.
Figure-5
127
(Source: Carol Tenopir: VALA 2010 Conference Proceedings)
An academic library in general and a university library in particular, must be
able to show how it is supporting an institution’s mission and goals, be it through
supporting research for grant applications or other academic endeavours, improving
the availability of e-resources that assist in the instruction of students, or providing
the necessary services for the retention, socialisation, and matriculation of students
for their destination. Returns are more difficult to measure. While not all of the
metrics for measuring return are yet developed, return measurements include
several progressively downstream measures for each functional area of the library.
Eventually, University libraries must develop ways to demonstrate their value
through downstream measurements. Focusing on usage, outcomes, contingent
valuation, and return on investment of all library functional areas are a way to begin.
5.5 Area for Further Study
Keeping the time constraints and limited and reluctant responses of the respondents
to furnish data, the investigator has included only 21 universities in the
investigation, though questionnaires were served to 40 universities in the State of
UP. In the process of magnifying the present research, future researchers who are
keen to carry out their investigation in this topic or domain may include in its’
ambience the usage pattern of electronic resources and services of all the 40
universities of UP across their type, composition, and management so as to make
the scope more wider and generalisations more accurate. The future researchers
may also consider to include usage pattern of other resources and services, in
addition to e-resources in their study ambit, so that the suggestions which would
possibly emerge in such investigation will help the other university library systems in
the country to follow suit.
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http://en.wikipedia.org/wiki/Reprint date of visit 06.08.2010.
www.upeducation.net
http://www.uphec.org/
www.ccsuniversity.ac.in
pqasb.pqarchiver.com/chicagotribune/access
www.upeducation.net/universities/Avadh_University/
en.wikipedia.org/wiki/index.html?curid=11522025
indiastudyhub.com/mba-colleges/bundelkhand
158
www.sgei.org/articles.htm
timesofindia.indiatimes.com/articleshow/720778.cms
timesofindia.indiatimes.com/articleshow/945794.cms
timesofindia.indiatimes.com/india/UGC
news.oneindia.in/2006/06/30/up-to-bring
www.indianmuslims.info/news/2007/aug/02
www.financialexpress.com/news/States-fail-to
www.zeenews.com/states/2009-02-22/509846news.html
160
SUBJECT INDEX
CD-ROM,22
Data base, 1,22
Electronic Resource,
Assessment, 4
Challenges, 40
Inadequate fund, 41
Non-cooperation of
staff, 41
Organization, 41
Preservation, 40
Professional skill, 40
Technical infrastructure,
41
Classification,3, 22,
E-Articles, 3
E-Books, 3, 23
E-Database, 22
E-Journals, 3, 23,
E-Magazine, 24
E-Newspaper, 25
ETDs, 3, 23
Criteria, 29
Definition, 1,21
Evaluation, 4, 28,
Impact of ER, 37
Negative impact, 38
Positive impact, 37
Issues, 2,22
Merits,3,42
Need, 27
Procurement, 4, 32
Publishers, 34
Selection , 33
Subscription, 36
E-Reference Sources, 25
Image Database, 27
Index, 26
Library Catalogue, 26
Sound recordings, 27
Statistical sources, 26
Higher Education, 46
Accredited colleges, 58
Basic structure, 52
Central Universities, 54
Deemed universities, 55
Educational institutions, 61
Classification, 62
Genesis, 49
Growth of HE in UP, 60
History, 48,65
Privatization, 47
State universities, 57
160
AUTHOR INDEX
Ali, 6
Ansari, 52
Barker,21
Brophy,3
Cordic, 7
Das,28
Dawson, 20
Dee, 48
Devi,21
Ensar,6
Geiger, 47
Ghosh, 7,11
Glakas, 46
Glass, 47
Goutam,18,40
Graham, 2
Gupta, 47,48
Halijwal, 3
Herring, 7
Husan, 6
Kuppusamy, 49,50,53,56,57
Lambardo, 7
Liew, 7
Liu,21
Madhusudan,32
Mahesh,7
Maunissamy, 6
Miller, 1
Ming,7
Prodhani, 18,40
Rosers, 7
Sangam,18,40
Sankar, 49
Singh, 10
Sukla, 21
Vatnal, 18,40
Vijaykumar,28
Wills,20
Wilson,3,6
From :
Aditya Kumar Misra (Librarian, MPVM, Allahabad) S/O Sri O.P.Misra 117 / 111, Old Katra, Allahabad – 211 002 (U.P.) Mob.No.: 09473547079, e-mail : [email protected] Subject : Filling up of questionnaire. Esteemed Sir / Madam, I have the pleasure to inform you that, I have undertaken a research project entitled, “Utilization of Electronic Resources and Services in University Libraries of UP: An Analytical Study” for my Doctoral Research (Ph.D) under the supervision of Dr. K.C. Panda, Reader and Coordinator, P.G. Department of Library and Information Science, Sambalpur University, Orissa. Sir, I would, therefore, appreciate if you could kindly spare some of your valuable time to fill up the enclosed questionnaire and mail it to my address. The information will be used for the academic purpose only. Your kind cooperation and valuable assistance study will be duly acknowledged. With kind regards, Date : ___/____/2008 Sincerely yours, Allahabad (U.P.) (Aditya Kumar Misra) Investigator To, Sri/Smt./Mr./Mrs./Dr._________________________ __________________________________________ __________________________________________ ___________________________________________
UP, India
Utilization of Electronic Resources and Services in University Libraries of U.P. :
An Analytical Study
(Questionnaire for Librarians)
Section – A
1. Name of the Respondent : ______________________________________
2. Age :_______________________________________
3. Qualification : _______________________________________
4. Position held :_______________________________________
5. Length of Service :_______________________________________
6. Name and Address of the :________________________________________
University where located _______________________________________
_______________________________________
7. Communication Details
7.1 Phone No. :______________________________________
7.2 E- mail ID :______________________________________
7.3 Website Address :______________________________________
8. Year of Estt. of University :______________________________________
9. Total Employees of the University:
(a) Teaching __________ (b) Non-Teaching___________(c) Others____________
10. Total Employees in University Library:
(a) Librarian ________ (b) Dy. Librarians _________(c) Astt. Librarians ___________
(d) Technical / Professionals _________ (e) Semi Technical / Professionals__________
(f) Non Technical / Professionals ________ (g) Others _____________
11. Total Annual Budget: (a) of the entire University Rs. __________________
(b) exclusively of University Library Rs. __________
12. Total students’ strength (a) P.G.& M.Phil _______ (b) Research Scholars_______ (c)
Others ______
13. Total No. of Disciplines / Subjects / PG Departments: _________________________
1
PERSONAL PROFILE
Section – B
BACKGROUND INFORMATION OF THE UNIVERSITY LIBRARY
* Does your University Library has member of any e – consortium: Yes No
* Please state how many of e – consortium your University Library has ________ * Please ( ) in the name of e – consortium which your University Library is used
UGC Infonet INDEST Others If any, please specify ______________________________________ ______________________________________ _______________________________________ * Please state the number of e – resources from different e – consortium UGC Infonet ________ INDEST _________ Any other, please specify _________________________ ___________ _________________________ ___________ _________________________ ___________ * Please state the numbers of e-resources procured by your University Library:
(a) E-Books ________ (b) E- Journals _________ (c) E-Database _________ 1. Please tick (√) against the appropriate answer wherever applicable.
Which of the following e-resource your library has at its credit?
1.1 Does your library have e-Journals? Yes No
1.2 Does your library have e-Databases? Yes No
1.3 Does your library have e-Books? Yes No
1.4 Does your library has ETDs? Yes No
1.5 Does your library has EPSs? Yes No
1.6 Does your library has e-News papers? Yes No
1.7 Does your library has e-back files of Journals in CDs/DVDs? Yes No
1.8 Does your library has e-Clippings? Yes No
1.9 Does your library has e-Music? Yes No
1.10 Does your library has e-Reference tools? Yes No
1.11 Does your library has e-Articles? Yes No
1.12 Does your library has e-Prints? Yes No
1.13 Does your library has e-Reports? Yes No
1.14 Does your library has e-Maps? Yes No
1.15 Does your library has any other e-resources? If yes (Please specify)
* ETDs : Electronics Theses and Dissertations ; EPSs : Patents and Standards
2
2. Online e- resources :- 2.1 Please state how many Online Journals your University Library has subscribed? Please tick (√) 0 – 10 11 – 20 21 – 30 31 – 40 41 – 50 More than 50 Note :
2.2. Please state how many Online Databases your University Library has subscribed? Please tick (√) 0 – 10 11 – 20 21 – 30 31 – 40 41 – 50 More than 50 Note :
3. Please tick (√) how frequently do the users of your University Library use the following Search Engines? Alta Vista (http://www.altavista.com) Frequently Seldom Not at all Ask (http://www.ask.com) Frequently Seldom Not at all Excite (http://www.excite.com) Frequently Seldom Not at all Google (http://www.google.com) Frequently Seldom Not at all Google earth (http://www.googleearth.com) Frequently Seldom Not at all Indian time (http://www.indiantimes.com) Frequently Seldom Not at all Infoseek (http://www.infoseek.com) Frequently Seldom Not at all Lycos (http://www.lycos.com) Frequently Seldom Not at all MSN Search (http://www.search.msn.com) Frequently Seldom Not at all Rediff (http://www.rediff.com) Frequently Seldom Not at all Yahoo Search (http://yahoo.com) Frequently Seldom Not at all Any other (Please specify)
Frequently Seldom Not at all Frequently Seldom Not at all Frequently Seldom Not at all
4. Please give the some important key websites, the users of your University Library are frequently using to fulfill their information needs?
i. ii. iii. iv. v.
3
Section - C
USE HABIT OF E-RESOURCES OF THE USERS OF UNIVERSITY LIBRARY
1. Please tick (√) which categories of materials are comparatively more in Use?
Category of users E-resources Books & Journals etc. in physical formats
I. Students (PG & M.Phil)
II. Research Scholars
III.Faculty Members
IV.Administrative Staff
V. Others
2. Please indicate the preference of use of different e-resources by putting f, r, n in the
questions below (f = frequently, r = rarely, n = not used at all). Usage:
Category of users
e-
Journ
als
e-
Data
base
s
e-B
ooks
EPSs
e-N
ew
s papers
e-C
lippin
gs
e-M
usi
c
e-R
efe
rence
tools
e-A
rtic
les
e-P
rints
e-R
eport
s
e-M
aps
ETD
s
CD
s /
DVD
s
I. Students (PG & M.Phil)
II.Research Scholars
III.Faculty Members
IV. Administrative Staff
V. Others
3. Please indicate the approximate number of users of the following e-resources during the last month.
Category of users e
- Jo
urn
als
e-
Data
base
s
e-B
ooks
EPSs
e-
New
s
papers
e-C
lippin
gs
e-M
usi
c
e-R
efe
rence
tools
e-A
rtic
les
e-P
rints
e-R
eport
s
e-M
aps
ETD
s
CD
s /
DVD
s
I.Students (PG & M.Phil)
II.Research Scholars
III.Faculty Members
IV. Administrative Staff
V. Others
4
4 Please indicate the average time spent by the library users exclusively on the use of e-resources on daily basis.
Category of users 0 to1 hrs 1 to 2 hrs 2 to 3 hrs 3 to 4 hrs 4 to 5hrs
More than 5
hrs
I. Students (PG & M.Phil)
II. Research Scholars
III. Faculty Members
IV. Administrative Staff
V. Others
5 Please tick (√) a box, if applicable depending upon usage pattern (Research Related = RR, Teaching Related = TR, Course Related = CR, Leisure Related = LR, Other Related =
OR)
Category of users
Type o
f U
se
Onlin
e J
ourn
als
Onlin
e D
ata
base
e-B
ooks
e-P
ate
nts
& S
tandard
s
Onlin
e N
ew
s paper
e-C
lippin
g
e-M
usi
c
e-R
efe
rence
tools
e-A
rtic
les
e-P
rints
e-R
eport
s
e-M
aps
ETD
s*
CD
s /
DVD
s
I.Students
(PG & M.Phil)
RR
TR
CR
LR
OR
II.Research Scholars
RR
TR
CR
LR
OR
III.Faculty
Members
RR
TR
CR
LR
OR
IV. Administrative
Staff
RR
TR
CR
LR
OR
V. Others RR
TR
CR
LR
OR
5
Section – D
INFORMATION SEEKING PATTERN OF USERS FROM E- RESOURCES & SERVICES
Please indicate the following questions by putting a tick (√) mark against appropriate response.
1. During which period of the day, the optimum use of e-resources & service takes place in your University Library?
Category of users 9 A.M. to 12 Noon 12 Noon to 5 P.M. Beyond 5 P.M.
I. Students (PG & M.Phil)
II. Research Scholars
III. Faculty Members
IV. Administrative Staff
V Others
2. How frequently do the users of your University Library use e- resources & services?
Category of users Everyday Sometimes in a week
Sometimes in a month
Don’t Use at all
I. Students(PG& M.Phil)
II. Research Scholars
III. Faculty Members
IV. Administrative Staff
V. Others
3. How do the users of your University Library seek e-information / online information? Please tick (√).
Independently
Through Expert’s help
With the help of Library staff
Take the help of friends
Any other way (Please Specify)
4. What type of e-resources are most usually sought? Please tick (√).
6
Type of Users → I. Students (PG& M.Phil)
II. Research
Scholars
III. Faculty Members
IV. Administrative Staff
V. Others
Type of e-resources
e-Books
e-P and S
e-Clippings
e-Music
e-Reference tools
e-Articles
e-Prints
e-Reports
e-Maps
e- Databases
e-Journals
ETD’s
e- News Papers
CD/DVD ROMs
Section – E
1.Do you have a specific annual budget for procurement and
maintenance of e-library environment? If yes, state the total amount allocated exclusively for e-resources.
Yes
No
Rs.
2. Are the following items included in your University Library budget? If yes, state the amount allocated during 2008-2009 under each head.
Direct online journal subscription Yes No Rs.
Database creation or contact Yes No Rs.
Support staffing (Technical) Yes No Rs.
Participating in Consortiums/Networking Subscription Yes No Rs.
Digitization of conventional documents Yes No Rs.
Procurement of e-resources/ documents Yes No Rs.
Maintenance of e-resources/ documents Yes No Rs.
Section-F
7
7
BUDGET
INFRASTRUTURAL FACILITIES AND UTILIZATION OF E-RESOUCES & SERVICES
1.Do you have any computer(s) exclusively dedicated to library
services?
Yes No
If yes, how many PCs/Systems do you have in your library?
2. How many printers do you have in your library?
3. Dose your organization provide adequate space and infrastructural facilities for the use of computers in the library
premises?
Yes No
4. Dose your library offer e-information services through OPAC/Web OPAC?
Yes No
5.Dose your library have LAN connection? Yes No
6. What software do you have in your library that are in regular use (include title and version)
Title :________________________________ Version : _________________________
7.What hardware configuration do you have?
8. Do you have a scanner in your library? Yes No
9. Do you have a photocopier in your library? Yes No
10.How many Laptop you have in your library?
11. How many LCDs you have in your library?
12. How many PCs have been connected to Internet services?
13. Do you have Fax services in your library? Yes No
14. What measures have you taken to promote the use of resources within your University Library? Please tick (√) against the appropriate response.
(i) Provide links from Library Home Page Yes No
(ii) Conduct Orientation Programme for users Yes No
(iii) E-mails/Internal mailing lists Yes No
(iv) Guides and Tutorials (Printed/Electronic) Yes No
(v) Posters/ Instructional Charts etc. Yes No
(vi) Whether your library has its own website Yes No
(vii) Any other means (Please specify)
Section – G
OPINIONS AND SUGGESTIONS
1. Do you think that e- resources are most useful for your University library? Yes No
If yes, Please state the reason:
2. Do the users, in your opinion, get more benefit by e- resources and services than the hard copies of books and journals? If yes, Please state the reason: Yes No
3. What in your opinion are the ideal infrastructure required for having a good e-library in an University setup? 3.1 ____________________________________________________________________ 3.2 ____________________________________________________________________ 3.3 ____________________________________________________________________ 3.4 ____________________________________________________________________ 3.5 ____________________________________________________________________
4. Please state the online e-journals that your library is subscribing to. a) ____________________________________________________________________ b) ____________________________________________________________________ c) ____________________________________________________________________ d) ____________________________________________________________________ e) ____________________________________________________________________
5. Please state the name of databases that are in use in your University library. a) ____________________________________________________________________ b) ____________________________________________________________________ c) ____________________________________________________________________ d) ____________________________________________________________________ e) ____________________________________________________________________
6. Any other suggestions (if any).
Signature of Librarian
8
Physiography of Uttar Pradesh
From Wikipedia, the free encyclopedia
Introduction
Uttar Pradesh is a state located in northern India. It was created on 1 April 1937 as the United Provinces with the passing of the States Reorganisation Act and renamed Uttar Pradesh in 1950.Uttar Pradesh, the most populous state of India. Lying in north-central India, it is bordered by the state of Uttarakhand and the country of Nepal to the north, the state of Bihar to the east, the states of Jharkhand and Chhattisgarh to the southeast, the state of Madhya Pradesh to the south, and the states of Rajasthan and Haryana and the national capital territory of Delhi to the west. On Jan. 26, 1950, when India became a republic, the state was given its present name, Uttar Pradesh (literally, “Northern State”). Its capital is Lucknow. Area 93,933 square miles (243,286 square km). Pop. (2011) 199,581,477. It spreads over a large area, and the plains of the state are quite distinctly different from the high mountains in the north. The climate of Uttar Pradesh can also vary widely, with temperatures as high as 47 °C in summer, and as low as -1 °C in winter.
Location
Uttar Pradesh is bounded by Nepal on the North, Uttrakhand on the north-east, Himachal Pradesh on the north-west, Haryana on the west, Rajasthan on the south-west, Madhya Pradesh on the south and south-west,Chhattisgarh and Jharkhand on south and Bihar on the east. Situated between 23°52'N and 31°28'N latitudes and 77°3' and 84°39'E longitudes, this is the fifth largest state in the country in terms of area, and the first in terms of population.
Physical Features
Uttar Pradesh can be divided into three distinct hypsographical regions :
1. The Himalayan region in the North - Highly rugged and varied terrain; transferred to Uttrakhand. Varying topography; elevation ranges from 300 to 5000m; slope ranges from 150 to 600 m/km.
2. The Gangetic Plain in the centre - Highly fertile alluvial soils; flat topography broken by numerous ponds, lakes and rivers; slope 2 m/km
3. The Vindhya Hills and plateau in the south - Hard rock Strata; varied topography of hills, plains, valleys and plateau; limited water availability.
Climate
The climate of the state is tropical monsoon, but variations exist because of difference in altitudes. The Himalayan region is cold. The average temperature varies in the plains from 3 to 4 °C in January to 43 to 45 °C in May and June. There are three distinct seasons - winter from October to February, summer from March to mid-June, and the rainy season from June to September.
Tropical Monsoon Climate Marked By Three Distinct Seasons:
1. Summer (March–June): Hot & dry (temperatures rise to 45 °C, sometimes 47-48 °C); low relative humidity (20%); dust laden winds.
2. Monsoon (June–September): 85% of average annual rainfall of 990 mm. Fall in temperature 40-45° on rainy days.
3. Winter (October–February): Cold (temperatures drop to 3-4 °C, sometimes below -1 °C); clear skies; foggy conditions in some tracts.
Relief
The state can be divided into two physiographic regions: the central plains of the Ganges (Ganga) River and its tributaries (part of the Indo-Gangetic Plain) and the southern uplands. The vast majority of Uttar Pradesh lies within the Gangetic Plain, which is composed of alluvial deposits brought down from the Himalayas by the Ganges network. Most of this area is a featureless, though fertile, plain varying in elevation from about 1,000 feet (300 metres) in the northwest to about 190 feet (60 metres) in the extreme east. The southern uplands form part of the highly dissected and rugged Vindhya Range, which rises generally toward the southeast. The elevation of this region rarely exceeds 1,000 feet.
Soils
Much of the area of Uttar Pradesh is covered by a deep layer of alluvium spread by the slow-moving rivers of the Ganges system. These extremely fertile alluvial soils range from sandy to clayey loam. The soils in the southern part of the state are generally mixed red and black or red-to-yellow.
Plant and animal life
The vegetation of Uttar Pradesh consists mostly of scrub. Forests are generally concentrated in the southern uplands. Animals of the region include tigers, leopards, elephants, wild boars, and crocodiles, as well as pigeons, doves, wild ducks, partridges, peafowls, blue jays, quails, and woodpeckers. Several species, such as lions from the Gangetic Plain, have become extinct. To preserve its wildlife, the state has established several game sanctuaries.
People
Uttar Pradesh is the most populous state in India. In the early 21st century it had an overall population density of more than twice the national average. The Gangetic Plain supports the overwhelming majority of the state’s population.
Population Composition
Roughly one-fifth of the state’s people belong to groups known as Scheduled Castes (formerly called, untouchables”; groups that officially occupy a low position within the caste system). A tiny percentage of the people belong to Scheduled Tribes (a term generally applied to indigenous people who fall outside the predominant Indian social hierarchy). The vast majority of the people, including members of all levels fo the caste hierarchy, are Indus. Muslims are the largest religious minority. There also are relatively small groups of Sikhs, Christians, Jains, and Buddhists. Hindi is an official language of the state and the mother tongue of most of the people. Urdu, additionally an official language, is primarily spoken by Muslims. The vernacular Hindustani is widely understood.
Statistics of Uttar Pradesh
Area : 2,40,928 Square km.
Population (As per census 2011 Provisional data) : 19,95,81,477
(a)Males (As per census 2011 ) : 10,45,96, 415
b)Females (As per census 2011 ) : 94, 985,062
Decennial Growth rate (2001-2011) (As per census 2011 )
: 20.09 percent
Sex Ratio (As per census 2011 ) : 908 per thousand
Density (persons per sq. km.) (As per census 2011 )
: 828 per thousand
Child Population (0-6 years) (As per census 2011 )
: 29,728,235
Child sex ratio (0-6 years)(As per census 2011 ) : 899 per thousand
Total Literacy rate-
Persons : 69.72 percent
a)Male Literacy : 79.24 percent
b)Female Literacy : 59.26 percent
Districts : 75
Cities & Towns : 689
Development blocks : 820
Nagar Nigams : 12
Members of Lok Sabha from U.P. : 80
Members of Rajya Sabha from U.P. : 30
Members of U.P. Legislative Assembly : 404
Members of U.P. Legislative Council : 100
Principal Crops : Paddy, Wheat, barley, Millet, Maize, Urad (Black Gram), Moong (Green Gram) Arhar etc.
Principal Fruits : Mango, Guava
Principal Minerals : Lime-Stone, Dolomite, Soap Stone, Gypsum,Bauxite,Glass-sand, manganese, Non-plastic fire clay etc.
Principal Handicrafts : Chikan-work, Embroidery, wood work, wooden toys and furniture, Clay -toys, carpet weaving, Silk & Brassware work.
Principal Follores : Birha, Chitee, Kajri, Phaag, Rasia, Alha, Pooran Bhagat, Bhartrahari
Principal rivers : Ganga, Yamuna, Gomti, Ram Ganga, Ghagra, Betwa, Ken
Principal Folk Dances : Charkula, Karma, Pandav, Pai-danda, Tharu, Dhobia, Raai, Shaira etc.
Tourist & Historical Places : Piparhava, Kaushambi, Shravasti, Sarnath (varanasi), kushinagar, Chitrakoot, Lucknow, Agra, Jhansi, Meerut etc.
High Court Bench : Allahabd, Lucknow
