California Library Association Recruiting Survey Results
By Cindy Mediavilla and Debra Hansen
Introduction
In an attempt to develop an effective plan for recruiting new people into the library profession, a one-page survey was developed by the California Library Association (CLA) to determine: (1) the major difficulties students face in deciding whether to pursue a master's degree in library and information science; (2) why the students chose to attend the particular program they did; and (3) sources of support that enable graduate school attendance. (Please see survey below). The survey, along with a "consent to participate in research" statement, was administered via email to master's students at the UCLA Department of Information Studies, February 11-20, 2000. Responses were either emailed back to the investigator or copied and placed in the investigator's campus mailbox. Paper copies of the instrument were also made available for those wishing to remain anonymous.
Students enrolled in San Jose State University's School of Library and Information Science were also invited to participate in the CLA Recruiting Survey. The survey instrument, along with an "informed consent" statement required by SJSU's Human Subjects Review Board, were placed on the school's website. Students completed the survey online; participation was completely voluntary and anonymous. The survey was conducted from April 11 through May 3, with 140 students participating. Students submitting surveys were divided equally between Northern California campus sites (San Jose, Sacramento, Sonoma, San Francisco) and Southern California sites in Fullerton and San Diego.
Survey Results
- Student profile (questions #1-2)
Of the twenty-two UCLA students who responded to the survey, seven indicated that they had just recently (within the past two years) graduated from either college or graduate school. Another seven identified themselves as "career change" candidates or as working in a field other than library and information science. Four of the 22 currently work in libraries and are seeking advancement; another three indicated that they were seeking advancement outside their current field. Three identified themselves as "reentry students," having neither worked nor gone to school over the past few years.
Eighty-two percent of UCLA's respondents were women. Sixty-eight percent of those answering the ethnicity question identified themselves as "Caucasian" or "white." Two Hispanics, three Asians, and one African-American also responded. Nine of the respondents were younger than 30 years old and nine were aged 30-39. Only three respondents were older than 40 years.
Among the 140 SJSU students responding to the survey, over 70% were employed while pursuing their professional degree. Of these, 29% already worked in libraries, 25% sought a career change, and 16.5% were teachers seeking a School Library Media Credential. In contrast to UCLA, only 14% of SJSU students described themselves as recent college graduates. Even fewer (11.5%) were reentry students. Not surprisingly, SJSU's student body was generally older than those enrolled at UCLA. Indeed, students between ages 40 and 49 represented the largest proportion of the respondents (34%). Students aged 30-39 accounted for 29%, while only 21% were under the age of 29. In addition, 16% of SJSU survey participants were over 60.
In terms of gender and ethnicity, 81% of SJSU's respondents were female, 19% were male. Caucasians accounted for 78% of the students, with 11% Asian American, 7% Latino, 3% African American, and 1.5% American Indian.
- Difficulties faced in deciding to pursue a master's in library and information science degree (question #4)
Ten variables were listed as possible barriers to pursuing the MLIS: expense of program; childcare; entrance requirements; courseload; lack of library experience; commute; release time from work; computer literacy requirements; job prospects; and impact on family. The students were asked to name five barriers, ranking them from 1 (most significant) to 5 (least) in importance. The students were also allowed to write in other pertinent barriers as appropriate.
In the surveys completed by UCLA students, every variable was mentioned as a barrier at least once, with "release time from work" the only variable not indicated as "most significant." The two variables mentioned most frequently overall were "expense of program" (64%) and "job prospects" (64%). Entrance requirements were also a concern, with 13 people listing them as a barrier. The two variables mentioned the least were "childcare" and "release time from work.
The two barriers mentioned by UCLA students most frequently as either most or second-most significant were "expense of program" (27%) and "entrance requirements" (27%). Of least significance were "computer literacy requirements," "commute," and "childcare." Write-in barriers that UCLA students noted included: problems associated with movingto California; lack of salary while going to school; finding time for school while working full-time; questions of applicability of the program; lack of knowledge of the field; the "quarter system," as opposed to semester-length classes; library salaries; fear of not learning practical skills; and questions about the necessity for an advanced degree. One person also feared the impact of school on his personal life (i.e., studying vs. "having fun").
SJSU students participating in the survey ranked expense (26%) and commute (22%) as the most significant barriers they faced in deciding to pursue an MLIS. School's impact on their families (12%), courseload (10%), and difficulty getting time off work (9%) also affected their decision. Lack of library experience (5%) and the program's computer literacy requirements (4%) were of less concern. Job prospects (2%), entrance requirements (2%), and childcare (1%) were the least significant when applying to SJSU's MLIS program.
Seven percent of SJSU's respondents described obstacles other than those presented in the survey. These included the number of required units, the need to have a teaching credential to become a school library media specialist, low salaries, age (too old), lack of information about the program, demands of current job, and financial problems. On the other hand, one student commented that he or she had "no problems" was determined to get this degree."
- Why students chose the MLIS Program they did (question #5)
Fifteen variables were listed as possible reasons for attending either UCLA's or SJSU's MLIS program: geographic location; length of program; placement record; program tracks/specializations; quarter vs. semester; reputation of program; times classes are offered; on-campus resources (computer labs, library, bookstore, campus events); cost; financial aid/scholarships; course offerings; internship/fieldwork opportunities; faculty; distance sites; and video/web-based classes. A line for "other" was also provided. The students were asked to name five reasons they chose the program they did, ranking them from 1 (most significant) to 5 (least) in importance.
Without a doubt, the single most important reason these respondents chose to attend UCLA was because of its location. Only one person (who was from out-of-state) did not mention "geographic location" as a motivator, with 14 people indicating that it was the #1 reason they decided to attend school here. The second most frequently cited reason for attending UCLA was "reputation of program," with 16 people mentioning it overall and 9 listing it as their #2 reason for applying.
The least mentioned reasons for attending UCLA's library program were "quarter vs. semester," "times classes are offered," "placement record," "on-campus resources," and "financial aid." "Distance sites" and "video/web-based classes" were not mentioned, probably because the department does not offer either of these types of course options. Write-in reasons for going to UCLA included: ability to attend the program part-time; UCLA employee discount; flexible schedule; undergraduate work at UCLA; and potential for learning practical skills.
Like UCLA, the most significant reason for applying to SJSU's School of Library and Information Science was location. Indeed, 35% ranked location as the #1 or #2 for this question. This was particularly true for students living outside of the Los Angeles basin, for SJSU offered the only ALA-accredited program available to them. Students also ranked class times (16%) and off-campus class sites (12%) as important factors in choosing SJSU. Others noted as important the program's reputation (7%) and specializations (7%). Least significant were web/video classes, internships, campus resources, length of term, and faculty. Rather surprisingly, not one student ranked placement record as most significant in determining which MLIS program to attend.
For this survey question, 6% indicated other reasons for selecting SJSU. In addition to commenting on the dearth of ALA accredited programs, students also chose SJSU because it accepts part-time, fully employed students and admits students in both fall and spring semesters. Other students mentioned that entrance requirements were lower than UCLA's and that the GRE was not required. Several commented favorably on the encouragement they received from family and co-workers, especially if they were already working in libraries. Interestingly, some SJSU students were following a tradition, since other family members had also received MLIS degrees from San Jose State.
- Most critical sources of support (question #6)
As a final question, students were asked, "What type of support or assistance has been most critical in enabling you to go to school?" More than half of the UCLA participants mentioned the importance of financial assistance from: the federal government or other agencies (23%); student loans (23%); reduced tuition for UCLA employees; graduate worker remission; departmental fellowship; husband's salary; and parents, who "pay for everything." Three UCLA students also noted the importance of a flexible work schedule that allowed them to continue to earn money while going to school. One student noted that she was employed by the department. Other practicalities that enabled attendance at UCLA included finding adequate daycare, having access to good library resources, and the convenience of both working and going to school on campus. On a more psychological level, students noted the importance of support shown by faculty, fellow students, spouse, and co-workers.
San Jose State students' assessment of enabling support falls into several categories, most of which are specific to SJSU's distance education program. Students commented most about the benefits of taking classes closer to home and not having to relocate or commute to San Jose. Students also appreciated SJSU's weekend, evening, and intensive classes, which allowed them to keep full-time jobs. Being able to take classes part-time was also very important, as were the electronic resources the school provided, including online databases, electronic reserves, class websites, and faculty advising by email.
Other comments mirrored those provided by UCLA students. Many SJSU respondents acknowledged the important roles their spouse and parents played in financing the degree, providing childcare, and allowing them the space to attend classes and do their schoolwork. Often students benefited from a flexible and supportive workplace, usually a library, and they thanked their employers for time off and tuition reimbursement. Financial aid, student loans, installment payment plans, and scholarships, especially the State Library Public Library Scholarships, were also mentioned as enabling factors. In addition, many students commended individual faculty for their support, flexibility, and assistance as well as for the quality of their teaching. Helpful office staff were recognized for helping students navigate SJSU's bureaucracy. Fellow student were a source of motivation and morale. Finally, SJSU students expressed gratitude for the support, encouragement, and networking they received from professional librarians
Discussion
Although only 17% of UCLA's and 21% of SJSU's master's students responded to the survey, some interesting conclusions can be drawn from the sample of people who did participate. First, for over half of UCLA's respondents, the cost of going to school, the perceived lack of job opportunities, and the department's entrance requirements all represented barriers to pursuing the MLIS. Of these, the most significant obstacle was "expense of program," thus explaining the emphasis placed on financial matters in answering question #6. The students also seemed very concerned over the ultimate outcome of their education, with 64% indicating "job prospects" as a barrier to entering the profession. Two people questioned the need and applicability of the MLIS degree, while another worried about library salaries.
Second, it seems clear that the students overwhelmingly chose UCLA because of its location, with 64% reporting that this was the #1 reason for selecting the program. With only 27% listing "commute" as a notable barrier to pursuing the MLIS degree and only one of those people listing it as the most significant problem, it can be concluded that most of the respondents live and/or work within a reasonable distance of school. In fact, one student stated that already having a job on campus enabled her to attend classes because she had no commute. Students were also aware of and considered UCLA's reputation, as 73% indicated this as a factor in selecting the library program. Fifty-four percent also mentioned course offerings as a criterion for choosing UCLA, while 36% were attracted to the department's program tracks/specializations. Interestingly, only seven people weighed the importance of teachers in their decision-making, with five of those listing "faculty" as fifth in significance.
San Jose State students had a different set of concerns and priorities. Most survey respondents were working adults, in their 30s, 40s, and beyond. Many were already employed in libraries or were starting on a second career. Thus, these individuals were less driven by the school's reputation or placement record and more concerned with entering a program that was part-time and offered classes at times and in various locations and formats that would allow them to keep their jobs. Moreover, for a majority of students who are not geographically mobile, San Jose State's was the only ALA-accredited program available. Of paramount concern to these students were the costs and commuting time involved in attending classes and the negative impact that their education might have on their families and current employment. As a result, SJSU students depended upon a supportive and flexible family and workplace, financial aid, and scholarships to be able to attend classes, even part-time. Interestingly, SJSU students did not see "job prospects" as a pressing issue. This confidence might be attributable, in part, to the fact that many students are already employed in libraries and are seeking the MLIS for professional advancement. It also probably reflects a strong job market, particularly in the Silicon Valley.
Finally, the composition of the SJSU and UCLA students participating in this survey must be noted. The survey revealed that students of all ages and a variety of work and educational experiences are entering the library field. However, both student bodies continue to be largely white and female. With the changing demographics of the State of California, it is incumbent upon library schools and the profession as a whole to find ways of diversifying the pool of people enrolling in MLIS programs.
Recommendations
Based on the CLA Recruiting Survey's results, the investigators have formulated 4 recommendations to recruit new and diverse people into the profession:
- California librarians need to identify and promote more potential library school students from within their own institutions, particularly students from diverse backgrounds;
- Library employers should be willing to give these individuals time off to allow them to attend classes, as well as offer tuition reimbursement or other financial incentives to help eliminate "expense of the program" as the major barrier to going to graduate school;
- For their part, library schools should create programs and class schedules flexible enough to allow employed individuals to attend school;
- The California Library Association, the library schools, and other organizations should offer more scholarships and financial aid programs to help expand the pool of individuals capable of entering the profession.
CLA Library Education and Recruitment Committee Survey
This survey seeks to identify the challenges and obstacles LIS students confront when deciding whether or not to pursue an MLIS degree. With this survey CLA hopes to develop an effective recruitment program to bring a more diverse group of people into the information professions. Thank you in advance for your assistance in this endeavor.
- Personal Characteristics:
__ Recent college graduate (within 2 years)
__ Reentry student (not in school or not working for past few years)
__ Career change
__ Current library employee seeking advancement
__ Teacher seeking school library media credential
__ Other (Please specify): - Age________ Gender________ Ethnicity________
- Which program do you attend?
__ UCLA __ SJSU (indicate site)_______________
- What were the major difficulties you faced in deciding whether to pursue an MLIS degree? Choose five of the issues listed below and rank them in importance with 1 equaling most significant.
__ Expense of program
__ Commute
__ Childcare
__ Release time from work
__ Entrance requirements
__ Computer literacy requirements
__ Courseload
__ Job prospects
__ Lack of library experience
__ Impact on family
__ Other (please specify): - Why did you choose the MLIS program you did? Please choose reasons and rank them in order of importance with 1 equaling most significant.
__ Geographic location
__ Cost
__ Length of program
__ Financial aid/scholarships
__ Placement record
__ Course offerings
__ Program tracks/specializations
__ Internship/fieldwork opportunities
__ Quarter- vs. semester
__ Faculty
__ Reputation of program
__ Distance sites
__ Times classes are offered
__ Video/web-based classes
__ On campus resources (computer labs, library, bookstore, campus events)
__ Other (please specify): - What type of support or assistance has been most critical in enabling you to go to school?