How to Interpret VCU's Gap Scores
Gap analysis enables analysis of the gap between perceived level of service and the minimum service a user expects the Libraries to deliver.
Here are some results from the VCU 2006 Gap Score Comparison Report that show faculty perceptions of collections and access to materials (IC). There are eight core IC questions and three locally chosen IC questions on the LibQual+ 2006 survey. The IC questions relate to whether users are able to find required information in the library in the format of their choosing, in an independent and automous way.
| LIBQUAL+ 2006 SURVEY QUESTIONS | VCU
Faculty |
VCU
Faculty |
|
|---|---|---|---|
Adequacy
Mean (gap) score |
Superiority
Mean (gap) score |
||
| Collections and access to library materials | |||
| IC-1 | Making electronic resources accessible from my home or office | -0.19 |
-1.52 |
| IC-2 | A library Web site enabling me to locate information on my own | -0.17 |
-1.30 |
| IC-3 | The printed library materials I need for my work | -0.30 |
-1.47 |
| IC-4 | The electronic information resources I need | -0.30 |
-1.56 |
| IC-5 | Modern equipment that lets me easily access needed information | -0.05 |
-1.11 |
| IC-6 | Easy-to-use access tools that allow me to find things on my own | -0.13 |
-1.20 |
| IC-7 | Making information easily accessible for independent use | 0.08 |
-1.04 |
| IC-8 | Print and/or electronic journal collections I require for my work | -0.64 |
-1.89 |
| IC-9 | Comprehensive collections of fulltext articles online | -0.77 |
-2.23 |
| IC-10 | Making me aware of library resources and services | 0.32 |
-0.88 |
| IC-11 | Efficient interlibrary loan / document delivery | 0.01 |
-1.21 |
Scores: We can see that 8 of the 11 Adequacy Mean scores in the IC section are negative. A negative gap score means that the VCU Libraries' service quality is below the minimum acceptable level.
Service Adequacy = Perceived - Minimum
It shows up as a red band on the radar chart, which give another view of the gap scores. To see this graphically, take a look at the Faculty Radar chart.
The Superiority Mean score is also useful in understanding the importance of user concerns. The superiority mean is obtained by subtracting the desired level of service mean score from the perceived level of service mean score.
Service Superiority = Perceived - Desired
What the scores mean: A negative value indicates that the level of service is acceptable, but not yet at the desired level of service. It shows up as a yellow band on the radar chart.
Higher adequacy mean scores and higher superiority mean scores indicate better library performace. Any negative gap score is cause for concern.
The greater the deviation from zero then the greater the dissatisfaction (negative numbers) or satisfaction (positive numbers) of the respondents While there is no ideal LibQual score, instances where positive peceived level of service score exceeds the desired level of service represent library performance that exceeds the respondent groups' expectations.
Faculty scores: In the example of faculty scores above, the largest negative adequacy gap score is IC-9. IC-9 also has the largest superiority gap score. Scores with smaller negative values or low positive values (IC-5, IC-7, IC-11) are less serious than those with higher values. Positive adequacy gaps show up as blue on the radar charts. Larger positive adequacy gaps are better than smaller positive adequacy gaps.
The negative adequacy and negative superiority mean scores are extremely useful in helping us rank faculty concerns about where the collections and access to materials falls short of expectations of the 252 faculty who completed the survey. The scores are also useful in comparing concerns of different user groups. For example, looking at the undergraduate negative gap scores below (from VCU 2006 Gap Score Comparison Report) we can see that while there were no negative adequacy gap scores on the 2006 survey, there are many negative superiority adequacy gaps.
Undergraduate scores: The three largest superiority gaps for undergraduates (744 respondents) are in the Library as Place Dimension (LP-1, LP-2, and LP-4). The greatest gap between desired level of service and perceived level of service is the issue of "Library space that inspires study and learning" followed by "Quiet space for individual activities."
| LIBQUAL+ 2006 SURVEY QUESTIONS | VCU Undergrads | VCU Undergrads | |
|---|---|---|---|
Adequacy
Mean (gap) score |
Superiority
Mean (gap) score |
||
| Library as Place | |||
| LP-1 | Library space that inspires study and learning | 0.01 |
-1.76 |
| LP-2 | Quiet space for individual activities | 0.06 |
-1.38 |
| LP-3 | A comfortable and inviting location | 0.47 |
-1.05 |
| LP-4 | A getaway for study, learning, or research | 0.32 |
-1.22 |
| LP-5 | Community space for group learning and group study | 0.67 |
-0.90 |
| LP-6 | Convenient service hours | 0.57 |
-0.74 |
| LP-7 | A safe and secure place | 0.08 |
-0.97 |
These superiority mean scores (gaps) show as yellow on the radar chart and indicate that the the desired level of service has not been met.
In fact, VCU has no positive service adequacy gaps at all (which would show up as green on the radar charts). Positive service adequacy gaps occur when perceived service meets or exceeds desired service. Generally, improvements in service should result in fewer and smaller negative adequacy mean scores and smaller negative (or positive) superiority mean scores.