jisc / rluk / ithaka s+r survey of academics uk...

JISC / RLUK / Ithaka S+R Survey of Academics UK 2012 Questionnaire and Codebook

Thank you for agreeing to participate in this important study!

Please remember,

This study is being conducted by Ithaka S+R in partnership with Research Libraries UK and with

support from JISC, and surveys academics at institutions of higher learning throughout the

United Kingdom. You and numerous other participants in this study have been selected at

random from among UK academics. When cognate surveys were conducted in the United

States over the past decade, a total of almost 20,000 academics responded. This is the first

time that this survey is being deployed in the United Kingdom.

The findings for this survey over the years have had great value to the college and university

community in tracking how academic practices and attitudes are shifting, and your participation

will help your college or university, as well as learned societies and academic publishers, to

develop and implement successful strategies for supporting your needs in a rapidly changing

environment.

On average, this survey takes about 20 minutes to complete. We appreciate you taking the time

out of your busy schedule to help improve understanding of the use and potential future impact

of new technologies on academic research, teaching, and communications.

Your answers to the questions in this survey will be aggregated with the answers of thousands

of other participants. It is therefore very important that you answer completely all of the

questions that are relevant to you.

If any question is not relevant to you, please feel free to skip it.

UK Data Archive Study Number 7644 - United Kingdom Survey of Academics, 2012

Q2.1 Below are five possible starting points for research. Typically, when you are conducting

academic research, which of these four starting points do you use to begin locating information

for your research?

Visit the physical library (1)

A general purpose search engine on the internet or world wide web (2)

Your online library catalogue (3)

A specific electronic research resource/computer database (4)

A national or international catalogue or database (5)

Q3.1 When you try to locate a specific piece of secondary research literature that you already

know about, how do you most often begin the process? Select one of the following answers.

Visit my college or university library's website or online catalogue (1)

Search on a specific academic database or search engine (2)

Search on a general purpose search engine (3)

Ask a colleague (4)

Ask a librarian (5)

Other: (6) ____________________

Q3.2 When you explore the research literature to find new journal articles and monographs

relevant to your research interests, how do you most often begin the process? Select one of the

following:

Visit my college or university library's website or online catalogue (1)

Search on a specific academic database or search engine (2)

Search on a general purpose search engine (3)

Ask a colleague (4)

Ask a librarian (5)

Other: (6) ____________________

Q4.1 When you think about the journal articles and monographs that you routinely use - for

research as well as for teaching - how important are each of the following sources? Use the

scales below to rate each item 10 to 1, where 10 equals "Extremely important" and 1 equals

"Not at all important".

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My college or university

library's collections or subscriptions

(Q4.1_1)

My own personal

collection or subscriptions

(Q4.1_2)

My academic

department's collections or subscriptions

(Q4.1_3)

Collections or

subscriptions of other

institutions (Q4.1_4)

Materials that are freely

available online

(Q4.1_5)

Q4.2 When you want a monograph or journal article that you do not have immediate access to

through your college or university library's physical or digital collections, how often do you use

each of the following methods to seek access to that material - often, occasionally, rarely,

never?

Often (4) Occasionally (3) Rarely (2) Never (1)

Give up and look for a different

resource that I can access (Q4.2_1)

Use interlibrary loan or

document delivery services provided by my library (Q4.2_2)

Contact the author (Q4.2_3)

Search for a freely available version online

(Q4.2_4)

Purchase it myself from the publisher or a

vendor (Q4.2_5)

Ask a friend at another

institution (Q4.2_6)

Q4.3 Please use the 10 to 1 scales below to indicate how well each statement below describes

your point of view, where a 10 equals "Extremely well" and a 1 equals "Not at all well." You may

pick any number on the scale. The higher the number, the better you think the statement

describes your point of view. The lower the number, the less you think the statement describes

your point of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

I find it very frustrating

that I have to use a variety of different tools and

databases to find and access journal articles,

monographs, finding aids,

datasets, primary

sources, and other types of academic

sources (Q4.3_1)

When I am looking for

journal articles and monographs in the course

of my research, I often use a variety of different sources,

including the library,

academic databases,

and mainstream

search engines (Q4.3_2)

In my research, I often would like to use

journal articles that

are not in my library's print

or digital collections (Q4.3_3)

When I discover journal

articles I need for my research that are not in my

library's collections, I can almost always get satisfactory access to

these materials elsewhere (Q4.3_4)

Q5.1 Academics draw on a variety of different types of materials in their research. How

important to your research is each of the following types of materials? Rate from 10 to 1, where

10 equals "Extremely important" and 1 equals "Not at all important." You may choose any

number on each scale – the higher the number the greater the importance you are placing on

the item and the lower the number the lesser the importance you are placing on the item.

Please select one rating for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (3) 1 (1)

Peer reviewed journals and

journal articles (Q5.1_1)

Magazines and trade

journals that are not peer

reviewed (Q5.1_2)

Pre-print versions of articles that

will be released in a peer reviewed

journal (Q5.1_3)

Non-peer reviewed

"grey literature," such as reports

published by government agencies or

NGOs (Q5.1_4)

Research monographs

or edited volumes,

published by an academic

publisher (Q5.1_5)

Trade books that do not specifically target an academic audience (Q5.1_6)

Reference works, such

as bibliographies,

indices, or research

handbooks (Q5.1_7)

Films, images, or other non-textual media

(Q5.1_8)

Published conference proceedings

(Q5.1_9)

Blogs or social media (Q5.1_10)

Q5.2 You may employ a variety of different tactics to "keep up" with current research in your

field on a regular basis. Please use the scales below to rate from 10 to 1 how important each of

the following methods is for staying current with new research in your field, where 10 equals

"Extremely important" and 1 equals "Not at all important." Please select one rating for each

item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Following the work of key academics (Q5.2_1)

Regularly skimming new issues of key

journals (Q5.2_2)

Regularly skimming table

of contents alerts of key

journals (Q5.2_3)

Reading or skimming book

reviews (Q5.2_4)

Reviewing catalogues or

announcements from academic

publishers (Q5.2_5)

Setting alerts for specific

relevant keywords (Q5.2_6)

Reading materials rated

highly by a relevant

repository or research tool

(Q5.2_7)

Reading materials

suggested by other

academics (Q5.2_8)

Attending conferences or

workshops (Q5.2_9)

Following other researchers

through blogs or social media

(Q5.2_10)


your point of view - a 10 equals "Extremely well" and a 1 equals "Not at all well." You may pick

any number on the scale. The higher the number, the better you think the statement describes

your point of view. The lower the number, the less you think the statement describes your point

of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Within the next five

years, the use of e-

books will be so prevalent

among academic

staff, researchers, and students that it will not be necessary to maintain

library collections of

hard-copy books.

(Q5.3_1)

If my library cancelled the

current issues of a

print version of a journal

but continued to make them

available electronically, that would be fine with me

(Q5.3_2)

Regardless of how

reliable and safe

electronic collections of journals may

be, it will always be crucial for

some libraries to maintain

hard-copy collections of

journals (Q5.3_3)

Assuming that

electronic collections of journals are proven to

work well, I would be

happy to see hard copy collections discarded

and replaced entirely by electronic collections (Q5.3_4)

Regardless of how

reliable and safe

electronic collections of journals may

be, it will always be

crucial for my college or university library to maintain

hard-copy collections of

journals (Q5.3_5)

I am completely comfortable with journals

I use regularly

ceasing their print versions

and publishing in electronic-only form. (Q5.3_6)

Electronic versions of research

monographs play a very important role in my

research and teaching (Q5.3_7)

Q6.1 Is teaching either undergraduate or postgraduate taught courses among your professional

responsibilities?

Yes (1)

No (0)

Q6.2 Is performing academic research among your professional responsibilities?

Yes (1)

No (0)

Q6.3 Some academics use primary source materials, such as archival materials, historical

newspapers, manuscripts, or images, in their teaching and research. Do you use these types of

primary source materials in your teaching or research? Please select one answer.

Yes (1)

No (0)

Q6.4 Have you ever collaborated on a research project with one or more other academics?

Yes (1)

No (0)

Q6.5 In the course of your research, you may build up collections of scientific, qualitative,

quantitative, or primary source research data. Do you accumulate any of these types of data in

your research? Please select one answer.

Yes (1)

No (0)

Q6.6 Are you a member of any learned societies in your discipline or field? Please select all that

apply.

I am a member of the primary learned society in my discipline or field (1)

I am a member of learned societies other than the primary learned society in my discipline or

field, such as a society focused on a subdiscipline or geographic region (2)

I am not a member of any learned societies (3)

Q7.1 You may have the opportunity to read academic monographs in electronic format, either

through a library subscription database or as standalone e-books. How often have you used

academic monographs in digital form in the past six months - often, occasionally, rarely, or

never?

Often (4)

Occasionally (3)

Rarely (2)

Never (1)

Q7.2 Below is a list of ways you may use an academic monograph. Please think about doing

each of these things with an academic monograph in print format or in digital format, and use

the scales below to indicate how much easier or harder is it to perform each activity in print or

digital format. Please select one answer for each item.

Much easier in print

format than digital (1)

Somewhat easier in print format than digital (2)

About the same in print

and digital format (3)

Somewhat easier in

digital format than print (4)

Much easier in digital

format than print (5)

Reading cover to cover in depth

(Q7.2_1)

Reading a section in

depth (Q7.2_2)

Skimming in whole or in

part (Q7.2_3)

Searching for a particular

topic (Q7.2_4)

Exploring references (Q7.2_5)

Comparing treatment of

ideas between

monographs (Q7.2_6)

Q7.3 You may have the opportunity to read academic monographs in electronic format, either

through a library subscription database or as a standalone e-book. Certain changes in the future

may make digital versions more valuable to you. Use the scales below to rate how much more

valuable each of the following would make digital versions of academic monographs to you than

they are today, from 10 to 1 where 10 equals "Much more valuable than they are today" and 1

equals "Not at all more valuable than they are today." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Access to a wider range

of materials in digital form (Q7.3_1)

Improved ability to

download and organize a personal

collection of monographs

(Q7.3_2)

Improved ability to navigate

through and among

monographs (Q7.3_3)

Improved ability to read

academic monographs on my device

of choice (Q7.3_4)

Improved ability to highlight,

annotate, and print

materials as needed

(Q7.3_5)

Ability to perform

computational analysis (text mining) over a corpus of electronic

monographs (Q7.3_6)

More effective

integration of images,

multimedia, and graphs linked to the text (Q7.3_7)

Certified preservation

of digital academic

monographs (Q7.3_8)

Answer If Some scholars use primary source materials in their teach... Yes Is Selected

Q8.1 Some academic and research staff use primary source materials in their teaching and

research, such as archival materials, historical newspapers, manuscripts, or images. How

important to your teaching are each of the following types of primary source collections? Use

the scales below to rate from 10 to 1, where 10 equals "Extremely important" and 1 equals "Not

at all important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (3) 1 (1)

Physical collections of primary

source materials held at my

own college or university

library, museum,

visual resources collection, or archives (Q8.1_1)


source materials held at another

institution's library,

museum, visual

resources collection, or archives (Q8.1_2)

Digitized or born digital

versions of primary source

materials (Q8.1_3)

Answer If Some scholars use primary source materials in their teach... Yes Is Selected

Q8.2 How important to your research is each of the following types of primary source

collections? Use the scales below to rate from 10 to 1, where 10 equals "Extremely important"

and 1 equals "Not at all important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)


source materials held at my

own college or university

library, museum,

visual resources collection, or archives (Q8.2_1)

Physical collections of archival

and historical primary source

materials held at another

institution's library,

museum, visual

resources collection, or archives (Q8.2_2)

Digitised or born digital

versions of archival

and historical primary source

materials (Q8.2_3)

Answer If In the course of your research, you may build up collecti... Yes Is Selected

Q8.3 In the course of your research, you may build collections of scientific, qualitative,

quantitative, or primary source research data. If these collections of research data are

preserved following the conclusion of the projects, what methods are used to preserve

them? Please select each method by which they are preserved or indicate that they are not

preserved.

I preserve these materials myself, using commercially or freely available software or

services (1)

I preserve these materials myself in a repository made available by my institution or another

type of online repository (2)

My campus or university library preserves these materials on my behalf (3)

A publisher preserves these materials on my behalf alongside the final research output (4)

These materials are generally not preserved following the conclusion of a project (5)

Q9.1 When you think about new research projects or new research areas, how important is

each of the following in helping you define and select the areas to pursue? Use the scales

below to rate from 10 to 1 where 10 equals "Extremely important" and 1 equals "Not at all

important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My own interests (Q9.1_1)

My perceptions of gaps in

the existing research (Q9.1_2)

Advice from peers

(Q9.1_3)

Promotion, REF, and

other research

assessment requirements

(Q9.1_4)

Available funding

(Q9.1_5)

Available opportunities

to publish (Q9.1_6)

Practicality or feasibility of a project (Q9.1_7)

Accessibility of potential

data, images, or

primary source

materials (Q9.1_8)

Q9.2 How important to your research is each of the following digital research activities and

methodologies today? Use the scales below to rate from 10 to 1 where 10 equals "Extremely

important" and 1 equals "Not at all important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Computational analysis of text (text mining)

(Q9.2_1)

Geo-spatial data (GIS) /

mapping data (Q9.2_2)

Analysis of quantitative

data that you generate in

the course of your research

(Q9.2_3)

Analysis of pre-existing quantitative

data that you do not

generate in the course of your research

(Q9.2_4)

Writing software or

code (Q9.2_5)

Using models or simulations

(Q9.2_6)

Q9.3 Use the scale below to rate from 10 to 1 your level of interest in integrating digital research

activities and methodologies such as those listed above more deeply into your work, where 10

equals "Very interested" and 1 equals "Not at all interested." Please select one answer.

10 (10)

9 (9)

8 (8)

7 (7)

6 (6)

5 (5)

4 (4)

3 (3)

2 (2)

1 (1)

Q10.1 You indicated that you would like to integrate digital research activities and

methodologies more deeply into your work. How important would each of the following factors

be in helping you to do so? Use the scales below to rate from 10 to 1 where 10 equals

"Extremely important" and 1 equals "Not at all important." Please select one answer for each

item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

More time to learn about

digital research

activities and methodologies

(Q10.1_1)

Help in understanding

how digital research


could be thoughtfully

integrated into my research (Q10.1_2)

Technical support and advice on

implementing digital

research activities and

methodologies in my

research (Q10.1_3)

Q11.1 You indicated that you would not like to integrate digital research activities and

methodologies more deeply into your work. How important would each of the following possible

reasons be in explaining why you are not interested in doing so? Use the scales below to rate

from 10 to 1 where 10 equals "Extremely important" and 1 equals "Not at all important." Please

select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Digital research


are not valuable or

important for the type of

research I am interested in performing. (Q11.1_1)

The time it would take to

integrate digital


methodologies into my work would not be

worth it (Q11.1_2)

I do not know how to

effectively integrate

digital research

activities and methodologies into my work (Q11.1_3)

Promotion decisions or

other research assessment

exercises would not

recognize my work in

integrating digital


methodologies into my work (Q11.1_4)

Q12.1 You may have the opportunity to share the findings of your research in a variety of

different formats. Please use the scales below to indicate how often you have shared the

findings of your research in each of the following ways in the past five years – often,

occasionally, rarely, or never. Please select one answer for each item.


Peer-reviewed journals

(Q12.1_1)

Magazines and trade journals

that are not peer reviewed (Q12.1_2)

Monographs or edited volumes, published by an

academic publisher (Q12.1_3)

Trade books that do not

specifically target an academic audience (Q12.1_4)

Published conference proceedings (Q12.1_5)

Blogs or social media (Q12.1_6)

Digital publications

other than the types of

publication options listed

above, including publications that are not primarily

textual (Q12.1_7)

Q12.2 When it comes to influencing your decisions about journals in which to publish an article

of yours, how important to you is each of the following characteristics of an academic journal?

Please use the 10 to 1 scales below where a 10 equals "Extremely important" and a 1 equals

"Not at all important." Select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

The journal makes its articles freely

available on the internet, so there is no cost to

purchase or read

(Q12.2_1)

The journal permits

academics to publish articles for

free, without paying page

or article charges

(Q12.2_2)

Measures have been taken to

ensure the protection

and safeguarding

of the journal's

content for the long

term (Q12.2_3)

The current issues of the journal are circulated

widely, and are well read

by academics in your field (Q12.2_4)

The journal is highly selective;

only a small percentage of submitted articles are published (Q12.2_5)

The journal is accessible

to readers not only in developed

nations, but also in

developing nations

(Q12.2_6)

The journal has a high

impact factor or an

excellent academic reputation (Q12.2_7)

The journal's area of

coverage is very close to

my immediate

area of research

(Q12.2_8)

If accepted, the journal will publish my article

quickly, with relatively little delay (Q12.2_9)





of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Circulating pre-print

versions of my research

outputs is an important way

for me to communicate my research findings with

my peers (Q13.1_1)

Academic publishers have been

rendered less important to

my process of communicating

research knowledge by my increasing ability to share

my work directly with peers online (Q13.1_2)

I clearly understand the criteria that are

used to evaluate me in

promotion decision-making

(Q13.1_3)

I shape my research

outputs and publication choices to match the criteria I

perceive for success in promotion processes (Q13.1_4)

Q13.2 Thinking back to the last research article or monograph that you published, how valuable

to you were the activities performed by your publisher in each of the following aspects of this

process? Use the scales below to rate from 10 to 1 where 10 equals "Extremely important" and

1 equals "Not at all important." Select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Managing the peer review

process to provide

high-quality feedback to assess and

improve your work (Q13.2_1)

Managing the peer review

process to ensure your research is released as quickly as possible

(Q13.2_2)

Placing your article in a high-visibility

publication or channel (Q13.2_3)

Associating your work

with a reputable brand that signals its

quality (Q13.2_4)

Providing professional copy-editing and lay-out

of your work

(Q13.2_5)

Q13.3 Does your college or university library, learned society, university press, or another

service provider assist you with any of the following aspects of the publication process?

Yes (1) No (0)

Helping me understand and negotiate favorable

publication contracts (Q13.3_1)

Helping me determine where to publish a given work to

maximise its impact (Q13.3_2)

Helping me to assess the impact of my work following

its publication (Q13.3_3)

Managing a public webpage for me that lists links to my recent research outputs,

provides information on my areas of research and teaching, and provides

contact information for me (Q13.3_4)

Making a version of my research outputs freely

available online in addition to the formally published

version (Q13.3_5)

Q13.4 How valuable do you find support from your college or university library, learned society,

university press, or another service provider for each of the following aspects of the publication

process, or how valuable would you find it if this support was offered to you? Use the scales

below to rate from 10 to 1, where 10 equals "Extremely valuable" and 1 equals "Not at all

valuable." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Helping me

understand and

negotiate favorable

publication contracts (Q13.4_1)

Helping me

determine where to publish a

given work to

maximise its impact (Q13.4_2)

Helping me to

assess the impact of my work following

its publication (Q13.4_3)

Managing a public

webpage for me that lists links

to my recent

research outputs, provides

information on my

areas of research

and teaching,

and provides contact

information for me

(Q13.4_4)

Making a version of

my research outputs freely

available online in

addition to the

formally published version

(Q13.4_5)

Q14.1 How important is it to you that your research reaches each of the following possible

audiences? Please use the 10 to 1 scales below where a 10 equals "Extremely important" and a

1 equals "Not at all important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Academics in my specific

subdiscipline or field of research

(Q14.1_1)

Academics in my discipline but outside of my specific

subdiscipline or field of research

(Q14.1_2)

Academics outside my discipline (Q14.1_3)

Undergraduate students

(Q14.1_4)

Professionals outside of

academia in areas related

to my research interests

(Q14.1_5)

The general public beyond the academic

and associated

professional community (Q14.1_6)


your point of view, where a 10 equals "Extremely well" and a 1 equals "Not at all well." You may

pick any number on the scale. The higher the number, the better you think the statement

describes your point of view. The lower the number, the less you think the statement describes

your point of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

I regularly include

undergraduate students as

collaborators in research

projects I lead (Q14.2_1)

I principally pursue my research

alone, with only

occasional or informal

engagement with other academics

throughout my research process

(Q14.2_2)

Q14.3 In addition to publishing your research in a traditional journal or monograph, you may

also have the ability to make a final or pre-print version of the article or monograph text

available through a variety of other channels. Use the scales below to rate from 10 to 1 how

important it is to you that your research is available through each of the following channels,

where 10 equals "Extremely important" and 1 equals "Not at all important." Please select one

answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My personal webpage or blog

(Q14.3_1)

A repository provided

by my college or university, its library,

or my university system

(Q14.3_2)

A cross-institutional repository focused on

my discipline or field of

study (Q14.3_3)

Q14.4 In addition to the published version of an academic work, you may also be able to access

pre-print or other versions of the work made available by the author directly or through an

institutional or disciplinary repository which contain the same substance as the published

version but may lack the copy editing, layout, and formatting of the final version. How often do

you do each of the following with these versions of research outputs - often, occasionally, rarely,

or never? Please select one answer for each item.


Read these versions of an academic work instead of the

published version

(Q14.4_1)

Cite these versions of an academic work instead of the

published version

(Q14.4_2)

Q15.1 Please select which types of courses you have taught in the last 2 years:

First or second year undergraduate courses (1)

Third or fourth year undergraduate courses (2)

Post-graduate taught courses (3)





of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

I expect the first and

second year undergraduate

students whom I teach to locate and

use secondary academic sources - journals,

monographs - in their

coursework and student

research projects

beyond the readings I

directly assign them

(Q16.1_1)

I expect the first and

second year undergraduate

students whom I teach to locate and use primary sources -

newspapers, historical

documents, data, images -

in their coursework and student

research projects



(Q16.1_2)

Q16.2 How often do you assign your students in a first or second year undergraduate course to

read or otherwise engage with each of the following types of materials in preparation for a class

- often, occasionally, rarely, or never? Please select one answer for each item.


Textbooks or textbook chapters

(Q16.2_1)

Academic articles

(Q16.2_2)

Primary source materials (Q16.2_3)

Academic monographs or

monograph chapters

(Q16.2_4)

Non-academic books (Q16.2_5)

Films, audio, artwork, or other

non-textual media (Q16.2_6)

Q16.3 Do the first and second year undergraduate courses that you teach include any of the

following types of course formats? Please select yes or no for each item.

Yes (1) No (0)

Lectures (Q16.3_1)

Seminars or discussion sections (Q16.3_2)

Laboratories (Q16.3_3)

Q17.1 Whether you do it yourself or you are supported by a college or university service in

doing so, how often do you utilise each of the following techniques in your first or second

year undergraduate courses - often, occasionally, rarely, or never? Please select one answer

for each item.


Make audio or video recordings of my lectures

available online for my students

to access (Q17.1_1)


available online for the general

public to access (Q17.1_2)

Supplement in-person class

time with additional audio

or video modules

(Q17.1_3)

Rely on students watching my

lectures through audio or video recordings to

reserve face to face time for

other activities (Q17.1_4)

Ask my students to meet with each other

through voice or video chat for

collaboration or discussion of

course materials (Q17.1_5)

Voice or video chat with

students one-on-one or in small

groups for “virtual office

hours” (Q17.1_6)

Q17.2 How often do you assign each of the following types of coursework in the first and

second year undergraduate courses you teach - often, occasionally, rarely, or never? Please



Problem sets (Q17.2_1)

Responses to assigned readings

(Q17.2_2)

Essays (Q17.2_3)

Experiments or experiential

learning (Q17.2_4)

Presentations or multimedia

projects (Q17.2_5)

Q17.3 How often do you make use of email lists or discussion boards on a course management

system to support collaboration or ongoing discussion between you and your students outside

of the classroom - often, occasionally, rarely, or never? Please select one answer for each item.

Often (4)

Occasionally (3)

Rarely (2)

Never (1)

Answer If Do the lower division undergraduate courses that you teac... Laboratories - Yes Is

Selected

Q17.4 How often do you do each of the following in the first and second year undergraduate

courses that you teach - often, occasionally, rarely, or never? Please select one answer for

each item.


Supplement in-person

laboratory exercises with

digital simulations of

laboratory activities

(Q17.4_1)

Replace in-person




(Q17.4_2)





of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

I expect the third and

fourth year undergraduate

students whom I teach to locate and

use secondary academic sources - journals,

monographs - in their

coursework and student

research projects



(Q18.1_1)

I expect the third and

fourth year undergraduate

students whom I teach to locate and use primary sources -

newspapers, historical

documents, data, images -

in their coursework and student

research projects



(Q18.1_2)

Q18.2 How often do you assign your students in a third or fourth year undergraduate course to

read or otherwise engage with each of the following types of materials in preparation for a class

- often, occasionally, rarely, or never? Please select one answer for each item.


Textbooks or textbook chapters

(Q18.2_1)

Research articles

(Q18.2_2)

Primary source materials (Q18.2_3)

Academic monographs or

monograph chapters

(Q18.2_4)

Non-academic books (Q18.2_5)

Films, audio, artwork, or other

non-textual media (Q18.2_6)

Q18.3 Do the third and fourth year undergraduate courses that you teach include any of the

following types of course formats? Please select yes or no for each item.

Yes (1) No (0)

Lectures (Q18.3_1)

Seminars or discussion sections (Q18.3_2)

Laboratories (Q18.3_3)

Q19.1 How often do you assign each of the following types of coursework in the third and

fourth year undergraduate courses you teach - often, occasionally, rarely, or never? Please



Problem sets (Q19.1_1)

Responses to assigned readings

(Q19.1_2)

Essays (Q19.1_3)

Experiments or experiential

learning (Q19.1_4)

Presentations or multimedia

projects (Q19.1_5)

Q19.2 Whether you do it yourself or you are supported by a college or university service in

doing so, how often do you utilise each of the following techniques in your third and fourth year

undergraduate courses - often, occasionally, rarely, or never? Please select one answer for

each item.



available online for my students

to access (Q19.2_1)


available online for the general

public to access (Q19.2_2)

Supplement in-person class

time with additional audio

or video modules

(Q19.2_3)

Rely on students watching my

lectures through audio or video recordings to

reserve face to face time for

other activities (Q19.2_4)

Ask my students to meet with each other

through voice or video chat for

collaboration or discussion of

course materials (Q19.2_5)

Voice or video chat with

students one-on-one or in small

groups for “virtual office

hours” (Q19.2_6)

Q19.3 How often do you make use of email lists or discussion boards on a course management

system to support collaboration or ongoing discussion between you and your students outside

of the classroom - often, occasionally, rarely, or never? Please select one answer for each item.

Often (4)

Occasionally (3)

Rarely (2)

Never (1)

Answer If Do the upper division undergraduate courses that you teac... Laboratories - Yes Is

Selected

Q19.4 How often do you do each of the following in the third and fourth year undergraduate

courses you teach - often, occasionally, rarely, or never? Please select one answer for each

item.


Supplement in-person




(Q19.4_1)

Replace in-person




(Q19.4_2)





of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My undergraduate students have

poor skills related to

locating and evaluating research

information (Q15.2_1)

Developing the research skills of my

undergraduate students related to


information is principally my responsibility

(Q15.2_2)

Developing the research skills of my students related to


information is principally my

academic library's

responsibility (Q15.2_3)

Librarians at my college or

university library

contribute significantly to my students' learning by

helping them to find,

access, and make use of a

range of secondary

and primary sources in

their coursework (Q15.2_4)

Librarians at my college or

university library

contribute significantly to my students' learning by

helping them to develop

their research skills

(Q15.5_5)

Q20.1 In your undergraduate teaching, you may have had the opportunity to introduce new

pedagogies or approaches that take advantage of the opportunities offered by digital technology

to change how you impart knowledge to your students, assign readings and coursework, and

evaluate your students. How often do you do each of the following in your undergraduate

teaching - often, occasionally, rarely, or never? Please select one answer for each item.


Use automated online tools to

evaluate student assignments

and offer feedback or

guidance in real time to students

(Q20.1_1)

Use publisher-provided

instructional modules that accompany a textbook to

assist students (Q20.1_2)

Assign students to create

audiovisual or digital media

projects (Q20.1_3)

Assign students to share reading responses on a

course discussion board

or a blog (Q20.1_4)

Use digital games or

simulations to allow students to

explore concepts (Q20.1_5)

Show videos in the classroom, instead or as

one component of a lecture or

discussion (Q20.1_6)

Use social media (such as

Facebook or Twitter) to keep

in touch with students currently

enrolled in your courses

(Q20.1_7)





of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My institution

offers excellent

training and support to help me

adopt new pedagogies

or instructional approaches

that take advantage

of the opportunities

offered by digital

technology (Q20.2_1)

My institution

recognises or rewards academic staff for

taking the time to

integrate new

pedagogies or

instructional approaches

that take advantage

of the opportunities

offered by digital

technology (Q20.2_2)

Q20.3 Please use the scale below to rate from 10 to 1 how much you rely on each of the

following possible sources of instructional support when introducing new pedagogies or

approaches that take advantage of the opportunities offered by digital technology, where 10

equals "A great deal" and 1 equals "Not at all." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

My own ideas

(Q20.3_1)

My college or university

library (Q20.3_2)

My college or university IT service (Q20.3_3)

An AV or media

support service at

my institution (Q20.3_4)

A teaching centre at my

institution (Q20.3_5)

A disciplinary centre or

departmental resource at

my institution (Q20.3_6)

Other academics

at academic conferences (Q20.3_7)

Other academics in my personal

network (Q20.3_8)

Blogs or other online resources (Q20.3_9)

Learned society

conference programs,

newsletters, etc.

(Q20.3_10)

Q20.4 As far as you know, how often do students in the courses you teach interact with

librarians at your college or university library - often, occasionally, rarely, or never?

Often (4)

Occasionally (3)

Rarely (2)

Never (1)

Q20.5 Please use the 10 to 1 scales below to indicate the extent to which undergraduate

students' interaction with librarians at your college or university library helps them to succeed in

your courses, where a 10 equals “Helps significantly” and a 1 equals “Does not help at all”.

10 (10)

9 (9)

8 (8)

7 (7)

6 (6)

5 (5)

4 (4)

3 (3)

2 (2)

1 (1)

Q21.1 When you think about the different learned societies you may be a member of, which is

the most important to you? Please select the society that you are a member of with which you

feel the closest affinity.

The primary learned society for my discipline or field (1)

A learned society that is focused on my particular area of research interest (2)

A learned society that is organized for the geographic region in which I live and/or work (3)

Q21.2 How important is it to you that the primary learned society for your field or discipline

provides each of the functions below or serves in the capacity listed below? Please use the 6 to

1 scales where a 6 equals "Extremely important" and a 1 equals "Not at all important." Please


6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Organises conferences and other in-

person meetings (Q21.2_1)

Provides information

about fellowships and jobs (Q21.2_2)

Publishes peer-reviewed academic journals

(Q21.2_3)

Publishes new forms of

discipline-specific or

interdisciplinary peer-reviewed

academic communications

(Q21.2_4)

Disseminates more informal

academic materials, such as pre-prints, conference

proceedings, datasets,

images, etc (Q21.2_5)

Facilitates peer interactions via listservs, blogs, and other group

collaboration tools (Q21.2_6)

Defines and advocates for

the field's values and

policy priorities (Q21.2_7)

Tracks the status of the profession

through statistics

(Q21.2_8)

Q21.3 When you think about attending an academic conference, how important is each of the

following conference activities to you? Rate from 10 to 1, where 10 equals "Extremely

important" and 1 equals "Not at all important." Please select one answer for each item.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Hearing about new research

being performed by

my peers (Q21.3_1)

Engaging in broad

discussion about the

state of my discipline (Q21.3_2)

Learning about new

methods and technologies that could be useful in my

research (Q21.3_3)

Learning about new

methods and technologies that could be useful in my

teaching (Q21.3_4)

Socialising with peers

and strengthening

my professional

network (Q21.3_5)


your point of view – a 10 equals "Extremely well" and a 1 equals "Not at all well." You may pick



of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

I can't take the time for more travel to engage more with

my peers at academic

conferences (Q21.4_1)

I don't have the funds to

support more travel to engage more with


conferences (Q21.4_2)

I do not feel the need to

engage more with


conferences than I

already do (Q21.4_3)

Q22.1 How dependent would you say you are on your college or university library for

research you conduct? Please rate from 10 to 1 where 10 equals ‘Completely dependent’; and 1

equals ‘Not at all dependent.’

10 (10)

9 (9)

8 (8)

7 (7)

6 (6)

5 (5)

4 (4)

3 (3)

2 (2)

1 (1)

Q22.2 How important is it to you that your college or university library be the provider of each of

the functions below or be the provider of the capacity listed below? Please use the scales below

to rate from 6 to 1, where 6 equals "Extremely important" and 1 equals "Not at all important."

Please select one answer for each item.

6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (2)

The library serves as a

starting point or "gateway" for

locating information for my research (Q22.2_1)

The library pays for

resources I need, from academic journals to books to electronic databases (Q22.2_2)

The library serves as a repository of

resources -– in other words, it

archives, preserves, and keeps track of

resources (Q22.2_3)

The library supports and facilitates my

teaching activities

(Q22.2_4)

The library provides active

support that helps to

increase the productivity of my research (Q22.2_5)

The library helps

undergraduates develop

research, critical analysis, and information

literacy skills (Q22.2_6)

Q22.3 Some libraries offer a range of digital services, like resources and facilities for

instructional design, media creation, video editing, and more. How important is it to you that

your library offers these digital services? Please use the scales below to rate from 6 to 1, where

6 equals "Extremely important" and 1 equals "Not at all important."

6 (6)

5 (5)

4 (4)

3 (3)

2 (2)

1 (1)


your point of view – a 10 equals "Extremely well" and a 1 equals "Not at all well." You may pick



of view.

10

(10) 9 (9) 8 (8) 7 (7) 6 (6) 5 (5) 4 (4) 3 (3) 2 (2) 1 (1)

Because research

material is available

electronically, colleges and universities

should redirect the

money spent on library

buildings and staff to other

needs (Q22.4_1)

Because faculty have easy access to academic

content online, the role

librarians play at this

institution is becoming much less important (Q22.4_2)

The primary responsibility of my college or university library should be facilitating my access to any research materials in

print or digital form that I

may need for my research and teaching

(Q22.4_3)

The primary responsibility of my college or university library should be supporting undergraduate

student learning by

helping students to

develop research skills

and find, access, and make use of

needed materials (Q22.4_4)

Q23.1 What is your title or role?

Professor (1)

Reader (2)

Senior Lecturer (3)

Lecturer (4)

Early Career Researcher (5)

Research Assistant (6)

Other (7) ____________________

Q23.2 What is your primary academic field? Mark all that apply...

Art History (1)

English Studies (2)

Fine Arts (3)

History (4)

Language & Literature (5)

Linguistics (6)

Music (7)

Performing Arts (8)

Philosophy & Religious Studies (9)

Visual Arts & Design (10)

Anthropology / Archaeology (11)

Built Environment / Architecture (12)

Business Management / Finance (13)

Economics (14)

Education (15)

Geography (16)

Law (17)

Media & Communications Studies (18)

Political Sciences (19)

Psychology (20)

Sociology & Social Studies (21)

Applied Sciences Research (22)

Agriculture / Food Science (23)

Biochemistry (24)

Biological Sciences / Ecology / Zoology (25)

Chemistry (26)

Computing & Information Science (27)

Electrical & Electronic Engineering (28)

Engineering Science (29)

Environmental Sciences (30)

Geology & Earth Sciences (31)

Materials Science (32)

Mathematics & Statistics (33)

Physics (34)

Anatomy & Physiology (35)

Dental Sciences (36)

Health / Health Related Sciences (37)

Medicine & Nursing (38)

Pharmacy & Pharmacology (39)

Psychiatry (40)

Veterinary Sciences (41)

Other (42) ____________________

Q23.3 For how many years have you been at your current college or university?

0-5 (1)

6-10 (2)

11-15 (3)

16-20 (4)

20+ (5)

Q23.4 For how many years have you been working in your current field?

0-5 (1)

6-10 (2)

11-15 (3)

16-20 (4)

20+ (5)

Q23.5 Do you think of yourself primarily as a researcher, primarily as a teacher, or somewhere

in between?

Much more as a researcher than as a teacher (1)

Somewhat more as a researcher than as a teacher (2)

About equally as a researcher and a teacher (3)

Somewhat more as a teacher than as a researcher (4)

Much more as a teacher than as a researcher (5)

Q23.6 Faculty members teach courses both in traditional face-to-face classroom settings and

using a variety of distance education models. Do you teach courses primarily face-to-face,

primarily remotely, or somewhere in between?

Primarily teach face-to-face (1)

About equally face-to-face and at a distance (2)

Primarily teach at a distance (3)

Q23.7 What is your age?

22-34 (1)

35-44 (2)

45-54 (3)

55-64 (4)

65+ (5)

Q23.8 Are you…...

Male (1)

Female (2)

jisc / rluk / ithaka s+r survey of academics uk...

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