Not all students are online: The case of business graduate students in Kazakhstan

Abstract

Graduate students who are on the go prefer to have research help virtually for convenience. But, not in the case of Kazakhstan. Our two-year data would show that almost half of the transactions we recorded are face-to-face encounters. While business graduate students use e-mail and chat for research help, they mostly prefer physical interaction. They visit the library on-site for multiple reasons. This study will provide us insights that despite the provision of technological enhancements for online communication and virtual reference, graduate students show up in the library to ask in-person research assistance. This article will describe the types of transactions received from graduate business students.

Keywords

Graduate business students Kazakhstan reference questions virtual reference service

Introduction

Central Asia continues to reform its educational system after the collapse of the Soviet era. For one, Kazakhstan, as a former member of the Soviet Union and the largest country in Central Asia, welcomes such reforms as a challenge to their young nation in achieving autonomy and recognition (Hartley et al., 2016). Kazakhstan’s educational system went from illiteracy elimination during the Soviet period to being progressively educationally competitive after gaining independence in 1991 (Mynbayeva et al., 2015). The Organisation for Economic Co-operation and Development (OECD) report mentioned that Kazakhstan has to put emphasis on skills required in the labour market such as literacy and problem-solving (OECD, 2017).

While many transformations are ongoing and happening simultaneously with regard to accreditation, curriculum design, and teaching methods, including library instruction and information literacy, students are confronted with obstacles as to how they will find, sort, and interpret research materials (Emmelhainz, 2019). Also foreign to the students are the use of library classification systems and the lack of experience using library catalogs and online databases (King et al., 2013). Just like any typical student, the first source they will consult in finding information is of course a search engine no other than Google. This pose a threat to finding accurate information thus the library launched a problem-based learning activity to further develop the information literacy skills of the students (Yap and Penaflor, 2019). As observed by local scholars, most of the academic libraries in Kazakhstan have limited access to online subscriptions (Kuzhabekova and Mukhamejanova, 2017), but not the case of the autonomous university of Nazarbayev University. As of 2019, it has a vast collection of business-related databases, including Bloomberg, Business Source Complete, Euromonitor, OECD, Privco, and WRDS. It has also a subscription to The Economist, Financial Times, Wall Street Journal, and The Washington Post. With the volume of e-resources being provided to business students, it is the library’s responsibility to offer these resources so they can do their homework and projects online. With this in mind, virtual reference (VR) services such as chat, Skype, and e-mail were also introduced as an option for students to connect faster with the library in case of immediate assistance. Access to resources is tantamount to proper usage and navigation of authoritative information. VR services become a standard service for any library to stay connected with its users.

Statement of the problem

Given that VR services were already introduced in Kazakhstan in the last decade, what were the main reasons why graduate business students prefer to visit the library in-person? What types of questions do they ask when they visit the library? Which section of the library do they usually consult given that they were already introduced with their subject librarian as the library’s focal person? These questions will be answered later on.

Methodology

This study will be using quantitative data from transaction logs encoded by patron services and reference department librarians from the period of January 1, 2018 to December 31, 2019. This two-year data will analyze the types of questions asked by the graduate students, the format by which they engage with the library, and identify who they interact mostly when they communicate with the library. The transaction logs are exported from LibAnswers, a Springshare CMS tool, that keeps track of reference statistics. The data set is archived and becomes a useful tool to analyze metadata.

A total of 781 graduate student transactions were recorded for a period of two years. These students came from four programs: Full-Time MBA, Executive MBA, Executive Education, and MSc in finance. The student sample comprises 66 percent of the total percentage. The following patrons were excluded in this study: faculty, staff, visitors, and alumni.

Using the filtering system of the reference analytics, the data to select should be limited to student, department, and time periods. Actual results will show upon filtering of data. Once selected, questions will be analyzed based on the kind of reference questions they fall under.

Review of related literature

VR service

Putting-up a VR service involves getting into the ground by promoting what the library can offer to its patrons. Since VR services involve technology and may become obsolete, a VR study conducted 15 years ago by Johnson (2004) as reported by Granfield and Robertson (2008) states that during the time where VR is relatively new, undergraduate students still prefer face-to-face encounters rather than VR services primarily because there is a lack of marketing and promotion from the side of the library. Five years later, in a similar study by Lieberthal (2009), only 2 percent of the undergraduate business students used the chat feature of the library’s web page to ask for reference assistance. There is less literature on how business graduate students use VR services. Utah State University surveyed a portion of business undergraduate and graduate students on mobile device usage (Dresselhaus and Shrode, 2012) yet it doesn’t zoom into the use of VR services. A closely similar study about this topic also came from Kazakhstan three years ago when Alenzuela and Kamilova (2018) examined the VR services usage of graduate business students through a focus group discussion.

With no physical interaction, VR services rely heavily on effective communication (Greenberg and Bar-Ilan, 2015). Librarians depend on canned messages or readily available scripts like FAQs to answer directional, instructional, or ready reference questions. FAQs highly support VR as they are created to answer common ready reference questions (Labrake, 2019). These services offer convenience, immediacy, and efficiency as pointed out by Chow and Croxton (2012).

VR service in Kazakhstan

Nazarbayev University Library first used Springshare in 2012 (Yap and Mukundan, 2019). This commercial product was used to support the VR services of the library. LibGuides were first introduced to provide instant access to students looking for subject-specific information in the university (Yap, 2018). Later on, the library introduced LibAnswers and LibChat also referred to as the Ask-a-Librarian service which started its operations in 2017 (Alenzuela and Kamilova, 2018). Widgets are integrated into the library portal to create more interaction. A patron reading or scanning the library web page will be greeted by a pop-up chat service in case they need more clarification from any of the library’s policies or have a hard time getting access in our databases.

Types of reference queries

Reference queries may be classified as directional and reference ready questions, specific search questions, and in-depth research questions. To provide a better context, here’s a short definition provided by Megwalu (2016). These definitions were introduced by Katz (1982). Directional questions may refer to locational knowledge either they can be found in its physical or virtual geographic location. In essence it answers general questions as to where things can be found and accessed. Ready reference questions are those that may need an answer from a reference source such as encyclopedia, dictionary, or almanac. It may also answer questions that relate on how things can be done like how to print and how to download. In essence, you are demonstrating a skill. Specific-search questions pertain to searching one focused query and will consult various resources to find an answer. Finally, in-depth research questions involve complex research process. Similarly, Henry and Neville (2008) pointed out that Warner’s classification system for reference questions is flexible and easily understandable. Warner’s classification system includes four levels. Level 1 is non-resource-based, level 2 is skilled-based, level 3 is strategy-based, and level 4 is consultation. Warner’s and Katz’ classification systems are congruent with each other.

Results and discussion

Applying the method described above, the author found out that almost half of the students prefer to visit the library in-person. Forty-four percent walk-ins, 32 percent send e-mails, and only 18 percent use chats (Figure 1). Of the 781 graduate students, 345 are walk-ins, denoting a positive sign that libraries are still worth visiting despite the vast e-resources that we offer and is accessible on and off campus 24/7. Moreover, the university has a rich venue for indoor study spaces located outside of the library premises.

Figure 1.

Mode of communication.

It is good to find out what kinds of questions do students ask when they personally visit the library. Three-hundred forty-five (44 percent) are coming to the library with each of them having their own reference queries. They normally interact with the librarian for about three minutes (71 percent) and the rest stay for longer than four minutes (13 percent). Other students last for about 10–20 minutes (9 percent). Only 1 percent of the sample reached more than an hour with the librarian.

Table 1 presents a summary of reference questions asked by business graduate students. Thirty-four percent ask directional questions as to where they can find resources on business, where to borrow keys for the discussion rooms, where to look for textbooks, or just looking for a library space where they can study. It is noteworthy that graduate students mostly use the library because of the discussion room facility. This is one of the major reasons why business students personally visit the library. They require a convenient space for them to learn and discuss with peers and classmates. We can understand that students need to have convenient study spaces alongside with academic materials that are reachable to them.

Table 1.

Statistics of reference questions.

Type of reference query	Count	Percentage
Directional	116	34
Ready reference	12	3
Specific search	29	8
Research/consultation	69	20

Once the student enters the library, 240 (70 percent) of them usually approach the circulation desk. Eighty-four (24 percent) of the encounters are within the library (in media room, reference desks, or subject librarian’s office). These data show that the first point of entry and the frontline personnel are the most approachable areas for student interaction. Despite the fact that students are already introduced to their subject librarians, they may not look for them as they may just need to know directional or ready reference questions. In case, specific search or consultation happens, the front line library staff calls the designated reference or subject librarian so they can fully assist the student.

As previously mentioned, it is apparent that within the 116 (34 percent) graduate students asking for directional questions, 87 (25 percent) of them are utilizing library spaces. Seventy-three (21 percent) are related to finding books on catalog or in shelf, and 49 (14 percent) is related to reservation of library spaces.

Twenty-nine (8 percent) asked for specific search questions. These specific search questions were redirected to the subject or reference librarian. These questions give an opportunity for the librarian and the student to navigate multiple sources available to them. Search strategies and techniques will be useful for this reference questions. Sample specific search questions received by the librarians are the following:

Can you help me find leadership books?

Are there any business dictionaries?

Is there a collection related to digital citizenship in schools?

I need help writing more clearly. Can you recommend any books?

Sixty-nine (20 percent) of the students asked for complex research questions. These questions needed detailed information and may take longer periods of time to find an answer. Research questions require an understanding of what the student really wants to achieve based on clear objectives and expectations. This consultation process may require an appointment prior to the student’s visit. Sample research questions are the following:

Q: Do you tutor students in English writing skills; I am preparing to write my thesis.

A: I let her know that while I don’t tutor students in English, there are multiple resources available, including the SHSS Writing Center, LibGuides by the GSE subject librarian, books in the library (showed her the online catalog), also online ESL resources and fee-based services, like ‘Dave’s ESL Cafe’ (free) and ‘Englishlive’ (fee). I mentioned that she can also make an appointment with her Subject Librarian for a consultation to find out about more resources and services.

Q: Getting started with EBSCO for lit review

A: showed and explained web of science and make an appointment

Other questions from the students include how to do citation and referencing and how to use a citation management tool. These questions are valid questions that may take consultation hours of the librarian.

Challenges

No matter how fancy or user-friendly your CMS tool is for recording purposes of reference transactions, there are always challenges at stake in every process. One of the concerns is the proper encoding/recording of transactions. How accurate is the recording of each transaction? Were they able to select the correct reference-type questions? Were they able to fill out details needed so we can use it for system evaluation? These questions may be answered in the future by assessing the reference knowledge of those who are part of the system.

Conclusions

Still, graduate business students at Nazarbayev University are triggered to visit and go to the library for varied reasons. The most significant result is when students go to the library to maximize the use of study spaces. Libraries are sources of knowledge and information at the same time a place for deep conversation and extensive collaboration. Libraries cater a wide range of collection from print to electronic resources but should also be a hub for knowledge exchange and scholarly communication. All of these are available for business graduate students making them active users of the library online and offline. VR service is available and necessary but nothing beats the beauty of physical human interaction.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Joseph Yap

References

Alenzuela

Kamilova

(2018) Synchronous and asynchronous engagement in virtual library services as learning support systems from the perspectives of post-graduate students: a case study-graduate students: a case study. Journal of Information Science Theory and Practice 6(1): 45–64.

Chow

Croxton

(2012) Information-seeking behavior and reference medium preferences: differences between faculty, staff, and students. Reference and User Services Quarterly 51(3): 246–262. Available at: www.jstor.org/stable/refuseserq.51.3.246 (accessed 17 January 2020).

Dresselhaus

Shrode

(2012) Mobile technologies & academics: Do students use mobile technologies in their academic lives and are librarians ready to meet this challenge? Information Technology and Libraries 31(2): 82–101.

Emmelhainz

(2019) Supporting student research in Kazakhstan. Slavic & East European Information Resources 20(3/4): 162–175.

Granfield

Robertson

(2008) Preference for reference: new options and choices for academic library users. Reference & User Services Quarterly 48(1): 44–53. Available at: https://www.jstor.org/stable/20864991 (accessed 17 January 2020).

Greenberg

Bar-Ilan

(2015) “Ask a librarian”: comparing virtual reference services in an Israeli academic library. Library and Information Science Research 37(2): 139–146.

Hartley

Gopaul

Sagintayeva

, et al. (2016) Learning autonomy: higher education reform in Kazakhstan. Higher Education 72(3): 277–289.

Henry

Neville

(2008) Testing classification systems for reference questions. Reference & User Services Quarterly 47(4): 364–373. Available at: https://www.jstor.org/stable/20864944 (accessed 17 January 2020).

Johnson

(2004) Online chat reference: survey results from affiliates of two Universities. Reference & User Services Quarterly 43(3): 237–247. Available at: https://www.jstor.org/stable/20864205 (accessed 17 January 2020).

10.

Katz

(1982) Introduction to Reference Work. New York, NY: McGraw-Hill.

11.

King

Dowding

Pflager

(2013) User-centered design and reference services in international librarianship: a case study of Nazarbayev University Library. Internet Reference Services Quarterly 18(3–4): 211–226.

12.

Kuzhabekova

Mukhamejanova

(2017) Productive researchers in countries with limited research capacity: researchers as agents in post-Soviet Kazakhstan. Studies in Graduate and Postdoctoral Education 8(1): 30–47.

13.

Labrake

(2019) Getting your FAQs straight: How to make your knowledgebase power virtual reference. Computers in Libraries 39(8): 14–19. Available at: http://www.infotoday.com/cilmag/oct19/index.shtml (accessed 17 January 2020).

14.

Lieberthal

(2009) Teaching undergraduate business students to access public company information: assessing students’ use of library resources. Journal of Business & Finance Librarianship 14(3): 230–247.

15.

Megwalu

(2016) Reference questions: a noticeable pattern. The Reference Librarian 57(1): 80–84.

16.

Mynbayeva

Yesseyeva

Anarbek

(2015) Research of the educational policy in Kazakhstan: analysis reflection and modeling. Procedia – Social and Behavioral Sciences 171: 642–647.

17.

OECD (2017) Higher Education in Kazakhstan 2017: Reviews of National Policies for Education. Paris: OECD Publishing. Available at: https://www.oecd.org/publications/higher-education-in-kazakhstan-2017-9789264268531-en.htm (accessed 17 January 2020).

18.

Yap

Mukundan

(2019) The power of content management systems: tools and solutions to augment your Information Literacy and library programs. In: 13th International conference on information and library resources in science, education, culture and business, Central Asia 2019, Khorezm, Uzbekistan, 24–26 April 2019, pp. 110–114. Tashkent: National Library of Uzbekistan. ISBN 978-9943-06-631-1. Available at: https://nur.nu.edu.kz/handle/123456789/3873 (accessed 7 February 2020).

19.

Yap

Penaflor

(2019) Developing students’ MIL skills through games: the case of the Philippines and Kazakhstan. Journal of Information Literacy. Available at: https://ojs.lboro.ac.uk/JIL/index (accessed 7 February 2020).

20.

Yap

(2018) The benefits of a LibGuide. Trends and Issues in Library Technology 6–7. Available at: https://www.ifla.org/files/assets/information-technology/newsletters/tilt_2018jan.pdf (accessed 7 February 2020).