11th National Library Technicians Conference

Out in the wide world with a new 'piece of paper': a survey of graduates of Edith Cowan University's Bachelor of Science (Library Technology)

Judy Clayden School of Computer and Information Science, Edith Cowan University

Abstract
This paper will outline the results of a survey of the 'post-graduation' experiences of library technicians who have completed the Bachelor of Science (Library Technology) offered by Edith Cowan University in Perth.

Introduction
In 1993, I attended the Adelaide Library Technicians Conference and was motivated by the enthusiasm for further education on the part of library technicians to investigate the possibility of offering an advanced diploma in addition to our existing Associate Diploma. One mention of this possibility in a 1994 Edith Cowan University newsletter prompted many inquiries. Many already qualified library technicians did not want to become librarians but did want to undertake further study as a way of keeping up with a changing work environment. During the lengthy process of gaining approval from the university for the new course, it was decided that the time to offer a degree for library technicians had arrived. The idea wasn't a particularly new one. In 1979, two senior Australian library professionals had stated their views. Margaret Trask believed that:

... given changed technology, libraries as we know them now might be operated in the future by library technicians, and librarians might be involved totally in the design and planning of information services and the evaluation and interpretation of information resources. Certainly programmes for general library technicians will still be required with supervision training for such staff an additional core requirement. Programmes for specialist technicians and/or technologists will also be required ... Re-education programmes will be increasingly important for library technicians as operating tasks in libraries continue to change (Trask, 1991, p160).

I suggest that the administration of future libraries will reflect three developments. Firstly, the large institutions will increasingly be recognised as major management tasks. The present librarian-cum-administrator will be replaced by a library administrator trained for the job in the same way as a hospital administrator, not a BA DipLib, with a unit course in the basics of management! Secondly, whilst there will be some of the new type of professional librarian in such libraries, an increasing amount of the work will be done by a qualified para-professional structure which will emerge from the library technicians, but will become a graduate technical staff - remember that by 2001 we will have over 1 million graduates (Richardson, 1979, p381).

You may find the prospect of a graduate para-professional stream rather astonishing when we have so recently thrown out the Registration Examination and moved to a BA DipLib professional basis supported by library technicians from technical college courses. Let me remind you that nursing is now a graduate training - at last in Australia although it has been for some time in the USA. ... Outside the large institution, many smaller libraries will be run by the new breed of para-professionals - probably in systems managed by Library Administrators. The third development will be the transition of many of today's special libraries into special information centres. As they are more likely to have less physical resources than today and depend much more on access to other services, they will represent a less significant management task and be in charge of para-professionals ... (Richardson, 1979, p381-382).

In 1997, ECU's Associate Diploma was replaced by an Associate Degree of Science (Library Technology) (two years full-time) and a Bachelor of Science (Library Technology) (three years). Both awards were subsequently recognised by ALIA as qualifying graduates for technician membership of the Association.

Aims and structure of the Bachelor course
Objectives
The Associate Degree of Science (Library Technology), our base level technician qualification, was designed to produce graduates who would be able to:

• assist clients to access library services and facilities;
• process, prepare, locate and retrieve information;
• contribute to programs and activities for clients;
• increase awareness of services and sources of information for clients;
• assist in the provision of a safe library environment;
• undertake financial and other administrative procedures; and
• contribute to effective working relationships.

In addition to the above, the Bachelor of Science (Library Technology) was designed to produce graduates who would be able to:

• demonstrate a higher level of achievement in the areas listed above;
• tackle more complex tasks and workplace issues; and
• supervise and facilitate the development of fellow paraprofessional and clerical staff.

Structure of the Bachelor
The Bachelor of Science (Library Technology)'s structure includes fourteen core units, six minor units and two elective units. Someone who was doing a Records Management minor would do the following:

What did we want to know?
Four years after the Bachelor was first offered, we felt it was time to ask a few questions of the fifty or so people who have completed the degree. At the 1997 Conference, Jennefer Nicholson had described the course as one which 'presents the sector with the interesting challenge of integrating this new entry level award for library technicians into the workplace' (Nicholson, 1997, p146). We had some anecdotal evidence of changes in the careers of people who have completed the degree and wanted to see what else, if anything, had occurred in the workplaces of our graduates.

We were also interested to see what were graduates' perceptions of the value of the degree. Did they feel that the extra year of study:

• increased their chances of getting a job?
• increased their chances of changing their employment?
• gave them skills they wouldn't have gained from our Associate Degree of Science (Library Technology)?
• was worth the extra effort?

I decided to survey as many as possible of the entire group of graduates. It was necessary to omit four graduates living and working overseas - one in Hong Kong, one in Singapore, one in New Zealand and one in England - because the survey was administered rather later than I had hoped. Getting ethics clearance from the University takes time! A copy of the survey is attached as Appendix 1. Most of the questions could be answered by ticking a box.

One of the advantages of descriptive surveys like this one is that they are relatively straightforward and easy to implement (Williamson, 2000, p75). The major difficulty is designing the questions. Obviously, it is too late if you don't get them right the first time. For this survey, the seventy-seven per cent response rate was excellent, as I had only given two weeks' time in which to answer. This is another instance of the willingness of library technicians to help whenever possible. I thank all the respondents for their input and their comments.

Information was gathered about the:

• Age of graduate
• Previous highest level of education, before beginning the Bachelor
• Reasons for enrolling in the Bachelor of Science (Library Technology)
• Employment status prior to completing the Bachelor
• Previous job description
• Expectations from completing the course
• Changes in employment, if any, after completing the course
• Changes in job description
• General level of satisfaction with the course

Responses to the survey
Although there were thirty-seven completed surveys, not everyone answered all of the questions. Some gave more than one answer within various questions. I have included the extra responses, so that at times the results will show more, or less, than thirty-seven responses.

Age and sex of graduates
Not surprisingly, the group was almost entirely female. Only five of the thirty-seven respondents were male. The survey also asked graduates their age at present.

• 7 of the 37 were aged between 20 and 30;
• 14 of the 37 were aged between 31 and 45;
• 16 of the 37 were aged over 46;

Motivation for enrolment
We asked questions about previous studies but the answers are not particularly relevant to the workplace concerns being discussed in this paper. We did ask graduates to choose from a range of possible motivations for enrolling in the course. The choices offered were:

• It was a requirement of my employment at that stage.
• It was a requirement for promotion to my current job.
• It is a requirement for future promotion prospects within my current job.
• It would give me an advantage for future job prospects.
• I wanted to change careers.
• I wanted better qualifications.
• I wanted to learn more library skills for personal interest.
• Other - please specify.

Some people noted more than one answer to this question.

• 1 said it was a requirement of his/her employment at the time.
• 1 said it was a requirement for promotion to his/her current job.
• 1 said it was a requirement for future promotion prospects within his/her current job.
• 14 thought it would give them an advantage for future job prospects.
• 9 said they wanted to change careers.
• 11 wanted better qualifications.
• 5 wanted to learn more library skills for their personal interest.

Because the survey was designed to give me some data for this paper, I did not incorporate reasons other than those directly connected to work. Luckily, there was the option for further comments. Let me share some of those responses with you.

I wanted to study part-time, when it suited me with work and family commitments. The course offered flexibility within a predetermined framework.

Long term illness really motivated me to studies and into work suited to this illness.

One graduate hoped that Education Queensland would recognise her skills and reward her with a more appropriate classification.

I wanted to achieve this for myself, irrespective of work requirements. It was helping me with the development of personal confidence in my abilities.

From someone in a country town with limited employment opportunities:

I wanted to extend my options should I ever relocate and to help myself perform more effectively in my current position.

Overall level of satisfaction with the Bachelor course
An obvious question to be asked was whether graduates were happy they had done the course. The results were reassuring.

Usefulness of skills
Graduates were asked to rank the usefulness of the skills they acquired by completing the Bachelor of Science (Library Technology).

Bachelor versus Associate Degree?
We also asked some more specific questions about the graduates' feelings about completing the Bachelor rather than the Associate degree. Graduates were asked to rank their responses on a Likert five point scale. The responses are tabulated below.

Previous situation in the workplace
To determine if the Bachelor of Science (Library Technology) had had any effect on employment, we needed to ask questions about the workplaces in which our graduates were situated before they completed the Bachelor.

Categories of employment
Respondents recorded their employment status prior to beginning the Bachelor in the following ways:

• 3 were unemployed and not looking for work.
• 2 were unemployed and looking for work.
• 14 were working part-time or casual, by choice.
• 1 was working permanent part-time as there were no full-time options available.
• 3 were working part-time and looking for full-time work.
• 11 were working full-time already.
• 2 were studying full-time.
• 1 was doing volunteer work. Others were working and doing volunteer work and have been counted according to the work they were doing.

Types of work
Graduates were asked to categorize the type of work they carried out:

• 5 were not employed.
• 4 described their occupation as unskilled.
• 7 described their occupation as semi-skilled.
• 18 described their occupation as paraprofessional / skilled work.
• 3 described their occupation as professional / highly skilled work.

I accepted the each graduate's estimation of the level of his/her work, without any further analysis. It would have been possible to spend more time considering whether their categorization of their work was accurate, by comparing the categorizations with the actual descriptions that respondents provided of their main tasks, but that option was not implemented.

Job titles
As part of the same question, I asked for job titles. Grouping the jobs according to title results in the following:

• 5 library technicians.
• 4 library assistants.
• 2 library clerks.
• 7 library or information officers.
• 4 clerical / administrative / book-keeping officers.
• 1 high school english teacher.
• 1 child support worker.
• 1 truck driver.
• 1 house cleaner.
• 1 self-employed farm labourer.
• 1 teacher aide.
• 1 person who said he/she had various jobs but didn't say what they were.

So where are the graduates now?
The same basic questions related to the workplace were asked again to ascertain the graduates' current employment situations.

Categories of employment
At present:

• 0 are unemployed and not looking for work.
• 4 are unemployed and looking for work.
• 5 are working part-time or as a casual, by choice.
• 1 is working part-time because full-time work is not available.
• 3 are working part-time and looking for full-time work.
• 21 are working full-time.
• 3 are studying full-time.

In summary, thirty-three of the thirty-seven are employed and the other four are seeking employment.

Tabulation of job titles
Current job titles for the group:

• 5 are librarians.
• 7 are library technicians.
• 5 are library assistants.
• 3 are library clerks, while one web developer works casually as a clerk or technician as required.
• 4 are library and/or information officers.
• 2 are administrative assistants.
• 1 is an information technology trainer in a large academic library.
• 1 is an office services co-ordinator for the new south wales roads and traffic authority.
• 1 works as an examinations supervisor.
• 1 works as a teacher aide.
• 1 is a self-employed farmer.
• 1 works part-time at various roles - research assistant, project manager, tutor and unit co-ordinator, within thr school of computer and information science, the school in which she did the bachelor as her second degree. She is the student who put her initial occupation down as house cleaner.

Changes in job titles
Twenty-three of the thirty-seven respondents reported changed job titles. The originally unemployed students are not necessarily the people who are now unemployed. Only two who were previously employed are now unemployed and one of those two is endeavouring to establish his own business. Of the remainder, most job titles indicate an improvement in the graduate's employment situation. Some improvements appear to be spectacular. Examples include changes from casual library assistant to librarian, from branch library officer to office services co-ordinator, from law library officer to information technology trainer and from unskilled work to library technician.

Five graduates now have job titles which use the word librarian. Two of the libraries in which these five work are single person libraries, the others require supervision of a varying number of staff.

It is necessary at this point to remind the reader that the degree was not designed to be a qualification for librarians. ECU has certainly never marketed the course in those terms, although there has been some confusion and there may be assumptions which the University has not known it should challenge. Potential new students have said "but degrees are for librarians". My stock answer is 'My podiatrist has a Masters, but I don't see the doctors getting too upset!' In fact, I agree with Ross Harvey that librarians in Australia have 'done ourselves another major disservice by not actively and energetically promoting ourselves as a graduate (professional masters) profession' (Harvey, 2001, p17). My view of the ideal would see at least the senior technicians with undergraduate degrees and librarians with postgraduate qualifications.

Contribution of degree to change of employment status?
The survey asked whether graduates thought the completion of the Bachelor had contributed to their success in gaining their current employment.

• 5 described the Bachelor as Essential to their gaining their current position.
• 13 said it was Not essential but helped.
• 2 found that Any degree was essential.
• 2 thought it Helped marginally.
• 9 thought it was Irrelevant to their current position.

The survey also asked graduates whether they felt they would have had the same employment opportunities if they had completed the the Associate Degree of Science (Library Technology).

• 10 felt they would have had the same employment opportunities.
• 11 felt they would not have had the same employment opportunities.
• 12 were unsure if they would have had the same employment opportunities.

Some graduates remain in the same positions they occupied before they began their studies. Others felt that the Associate Degree of Science (Library Technology) was sufficient. Some of the additional comments included:

The minor study in Computing also helped.

I don't think it made any difference as I had the tech qualification already, although the extra cataloguing units may have assisted.

One graduate, who had previously worked in a family business, gained a position through her first practicum, rather than through completing the course:

Actually all my pracs have resulted in possible job opportunities. When I was at the University doing a prac, I was asked to submit my resume and when I was in a school library the teacher librarian suggested he could submit my name on a local listserv that is used by teacher librarians, saying I was available for casual work.

Others were sure that their degree had made the difference in getting their current job. One graduate whose previous employers forced her resignation, from a position where she had been job-sharing as a campus librarian, when she asked to be paid as a technician, reports a very happy change of circumstances.

Since February I have been working in a High School library ... I am certain that the BSc was instrumental in securing this position for me - other applicants also held Tech quals, but not BSc. My own experiences (comparing attitudes of my previous and present employers) suggest that a Tech with a degree is better accepted by non-library professionals than by traditional library ones. It is also worth noting that I was commenced at salary Level 3 (as opposed to Level 1) in my present job, in recognition of the higher qualification, a move instigated by the co-principals who appointed me. It is also gratifying to report that my colleagues have been very welcoming and accepting of me and my degree!

Increased job satisfaction
For some of the respondents, who did not report a change of job title, workplace duties and satisfaction have changed a great deal. One respondent is still a branch library officer, but her position will soon be retitled as branch librarian to reflect her work and her achievement. The job has evolved and grown to reflect her qualification. She is not sure that this would have happened if she wasn't already an employee and, correctly in my view, speculates that her personal abilities and attitudes have played an important role in her progress.

Other comments included the two following:

The BSc is still a library technician qualification, but with it being a full degree employers will look at it differently from the Associate Degree and positions can be filled at a more professional level and the people involved will be treated at that higher level of knowledge and professionalism, which can only be a good thing. With the BSc letters after your name, people treat you with respect and acknowledge your input.

Having worked in libraries for many years after previous library studies which were not completed, I feel that the course gave me confidence rather than skills. It also kept me up-to-date with current library practices and professional concerns.

Another graduate has not changed jobs as she lives in a locality where jobs are scarce.

The BSc has helped me to see my work as a profession and not just a job. My greater understanding of library systems has benefited not only me, but my employers as well.

Increased personal satisfaction
Although the survey did not specifically ask for comments about personal satisfaction, it has been very encouraging to read the comments that some of the graduates have added to their surveys or have written in separate letters and e-mail after completing the survey. One graduate, who had mentioned personal satisfaction as a primary motivation for doing the course said:

... nobody can tell you of the journey you will take whilst doing this course. I had serious illness during my time at ECU but did not inform the University at the time. Retrospectively I delight in what I have achieved and can apply to my life skills. My minor study in Religion, especially a unit in Islamic studies, opened my eyes to my fellow Australians. This has given me a very quiet confidence that I have achieved this degree and a Lotto Win could not do the same.

Other comments include the two following:

It has given me more self confidence in my work and I feel that in the eyes of others in the field I have credibility.

I would like to see this course continue with a pathway to the next level of study at ECU. It isn't just about library studies, it is about learning how to think, not only theoretically but constructively as well, to better manage personal career goals and development. Best thing I have ever done!!

The glow of graduate satisfaction is not something for which course co-ordinators can claim any credit, even though such comments are always welcome. It should always be remembered that successes come from the graduates' own hard work. People with a positive attitude always succeed.

Graduates undertaking further studies
One consequence of the introduction of the Bachelor of Science (Library Technology) has been that it provides a pathway for its graduates to proceed to further and higher university education. The survey also identified three graduates who are currently studying full-time. Two are undertaking a Masters and a third is enrolled in a Graduate Diploma of Education.

Conclusion
This paper has outlined some of the responses to a survey of graduates of the Bachelor of Science (Library Technology) offered by Edith Cowan University since 1997. It reports a high level of satisfaction with the course. However as the group of graduates is still a small one, I believe it is too early to make any valid generalisations about the place of the Bachelor within the library and information sector in Australia. Improved employment for some of its graduates, coupled with the derivation of a sense of significant personal achievement for many, are encouraging signals. Further follow-up surveys are planned for the future as the group of graduates increases.

At the Fremantle Conference in 1999, Philippa Barlow voiced her perception that the roles of librarians and library technicians are converging. I'm still not sure that is the case, although the roles of library technicians have certainly become more sophisticated over the years. This survey has certainly confirmed that there are workplaces in which some of the rigid definitions of the past are not stringently enforced. Harvey (2001, p.17) sees this lack of division between the roles of the technician and the librarian as a source of uncertainty in the library and information marketplace. I applaud Ross' willingness to pose some of the difficult questions in the hope of improving the sector in which we are all employed. I'm not sure with I agree Ross' conclusions, as I detect a whiff of blaming the symptoms rather than the cause. A lack of leadership within the sector and the effects of years of 'slash and burn' economic rationalism in the wider community have had more deleterious effects and, in my opinion, have caused many of the problems now faced.

A word from my sponsor...
ALIA's 1997 course recognition report questioned the omission of an Honours stream to accompany the Bachelor of Science (Library Technology). This omission has now been rectified and Honours will be available to suitably qualified graduates from the beginning of 2002.

Although ECU has long supported library technicians, we have recently moved to the situation where we are now also offering an undergraduate course for librarians. This is a double degree combination of the Bachelor of Science (Library Technology) and the Bachelor of Science (Communication and Information Technology). In the hope of gaining ALIA recognition, the third year Library Technology units have been changed to give a clear differentiation between course content for librarians and technicians. The best path at ECU for someone who wanted to begin as a technician and then go on to become a librarian would be to complete the Associate Degree and then do the double degree. The double degree course is only available at Mt Lawley at this stage. Should there be sufficient expression of demand from distant students, it may become available for external study.

References
Barlow, P (1999). Convergence in the roles of library technician and librarian: an exploration of the marketplace. In Projections/Reflections: Our Heritage and Our Future, 2000 and Beyond: Proceedings of the 10th ALIA National Library Technicians Conference, Fremantle, 8-10 September 1999, pp93-108.

Harvey, R (2001). Losing the quality battle in Australian education for librarianship. Australian Library Journal, v50, no1, February 2001, p15-22.

Nicholson, J (1997). Library associations of the future: what's the fit for library technicians?, In Interaction: The Client, The Profession, The Technology: Proceedings of the 9th National Library Technicians Conference, Canberra, 24-26 September 1997. p143-150

Richardson, W D (1979). The future for librarians, In, Alternative Futures: Proceedings, Library Association of Australia 20th Biennial Conference, Canberra, 1979. Sydney: Library Association of Australia, p367-383.

Trask, M (1991). Interconnections: Library Education Planning and Practice 1975-1989. Sydney: Centre for Information Studies Publications, University of Technology, Sydney, Kuring-Gai Campus.

Williamson, K (2000). Research Methods for Students and Professionals: Information Management and Systems. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Appendix 1
Edith Cowan University, School of Computer and Information Science

Dear Graduate of the Bachelor of Science (Library Technology)

As you are probably aware, the Bachelor of Science (Library Technology) was introduced in 1997 and is the first degree available in Australia for library technicians. This questionnaire is designed to gain some impressions about how Bachelor of Science (Library Technology) graduates feel about the course and to seek some information about how it is accepted in the workplace.

Most questions require only one response, a tick in the appropriate cell of the right-hand column. Please include any additional comments which you feel are desirable or necessary.

Results of the survey will be described at the 11th ALIA National Library Technicians Conference in Hobart in mid-August 2001 as part of a paper I will be presenting. My paper is entitled: Out in the wide world with a new 'piece of paper'. Although your comments may be quoted in the paper, your identity will remain confidential at all times. Nothing will be included in the paper which will indicate who you are. I will be the only person with access to the listing which relates the identifying number at the beginning of the survey to your name.

Please direct any questions about the survey to me at the

School of Computer and Information Science
Mount Lawley Campus
Edith Cowan University
2 Bradford Street
Mt Lawley WA 6050
Australia
Phone: 0418 488 169
j.clayden@cowan.edu.au

Please respond, if possible, before 20 July 2001. I enclose a stamped envelope addressed so that only I will see your response.

With thanks for your participation and with my best wishes

Judy Clayden
School of Computer and Information Science
5 July 2001

Bachelor of Science (Library Technology)
Survey questions for graduates

Response number...

1. Your age
   • School Leaver (17-19)
   • Mature Age (20-30)
   • Mature Age (31-45)
   • Mature Age (46+)
   
   
2. Your sex
   • Female
   • Male
   
   
3. Previous educational achievements
   What was the highest level of education you achieved before completing the Bachelor of Science (Library Technology)?
   • Completed some years at high school. [Please specify how many]
   • Completed high school and qualified for university study
   • TAFE or Undergraduate Diploma or Certificate. [Please specify level attained.]
   • Undergraduate University Degree
   • Undergraduate University Degree with Honours
   • Post Graduate Certificate or Diploma
   • Masters or PhD
   • Other - please specify
   
   
4. Course enrolment history
   At the time you decided to enrol in the Bachelor of Science (Library Technology), what was your educational status?
   • Not previously a student until you enrolled in the Bachelor of Science (Library Technology) at ECU
   • Enrolled in the Associate Degree of Science (Library Technology) at ECU; then changed to the Bachelor of Science (Library Technology) at ECU
   • Enrolled in another course at ECU and then changed to the Bachelor of Science (Library Technology)Which course were you enrolled in?
   • Enrolled at another institution, then changed to the Bachelor of Science (Library Technology) at ECUWhich course were you enrolled in?
   • Other - please specify
   
   
5. Previous employment status
   What was your employment status prior to starting your Bachelor of Science (Library Technology) course?
   • Unemployed and not looking for work
   • Unemployed and looking for work
   • Working part-time or as a casual, by choice
   • Working part-time and looking for full-time work
   • Working full-time
   • Studying Fulltime
   • Other - please specify
   
   
6. Previous employment
   Which phrase best describes the type of job you were employed in, immediately prior to completing the Bachelor of Science (Library Technology)?
   • Not employed
   • Unskilled work
   • Semi-skilled work
   • Para-professional / skilled work
   • Professional / highly skilled work
   • What was your Job title:
   • Please give a brief description of your duties in your job:
   
   
7. Enrolment motivation
   Which response best sums up your motivation to enrol in, and complete, the Bachelor of Science (Library Technology) course?
   • It was a requirement of my employment at that stage
   • It was a requirement for promotion to my current job
   • It is a requirement for future promotion prospects within my current job
   • It would give me an advantage for future job prospects
   • I wanted to change careers
   • I wanted better qualifications
   • I wanted to learn more library skills for personal interest
   • Other - please specify
   
   
8. Current employment status
   What is your current employment status?
   • Unemployed and not looking for work
   • Unemployed and looking for work
   • Working part-time or as a casual, by choice
   • Working part-time and looking for fulltime work
   • Working full-time
   • Studying full-time - please specify which course
   • Other - please specify
   
   
9. Current employment
   If your answer from Question 8 did not involve the first two choices, what is your job?
   • Job title:
   • Please give a [very] brief description of your duties in this job
   
   
10. Contribution of qualification to gaining employment
    How did completing the Bachelor of Science (Library Technology) assist in obtaining this employment?
    • Essential
    • Not essential but helped
    • Any degree was essential
    • Helped marginally
    • Irrelevant
    • Don't know
    • Other - please specify
    
    
11. Associate Degree and employment opportunities
    Do you think you would have had the same employment opportunities if you had completed the two year Associate Degree of Science (Library Technology) instead?
    • Yes
    • No
    • Unsure
    • Please comment if you wish
    
    
12. Usefulness of skills
    How would you rate the usefulness of the skills you acquired by completing the Bachelor of Science (Library Technology)?
    • Very useful
    • Moderately useful
    • Useful
    • Occasionally useful
    • Not relevant
    • Please comment if you wish
    
    
13. Feelings about completing the course
    Which response best sums up your feelings about completing the Bachelor of Science (Library Technology)?
    • Very happy that I did the course
    • Quite satisfied that I did the course
    • Satisfied that I did the course
    • Only partly satisfied that I did the course
    • Wish I had not done the course
    • Please add any comments you would like to make
    
    
14. Comparison of Associate Degree of Science (Library Technology) and the Bachelor of Science (Library Technology)
    Please indicate the importance of each of the following responses in reflecting your feelings about completing the Bachelor of Science (Library Technology) instead of the Associate Degree of Science (Library Technology)?
    (1 = very important; 2 = quite important; 3 important 4 = not very important; 5 = not at all important)
    • The BSc gave me better qualifications for the job market
    • I was able to acquire more practical library skills
    • I gained a better theoretical understanding of library science
    • The BSc provided the basis for future postgraduate studies
    • Please add any extra comments if you wish

Thank you for completing this survey. Please use the enclosed envelope to send your response to the School of Computer and Information Science.