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UNIVERSITY OF GHANA 
DEPARTMENT OF INFORMATION STUDIES 
CHANGE AND CHALLENGES IN LIBRARY SERVICE 
PROVISION: A CASE STUDY OF CENTRAL UNIVERSITY 
COLLEGE LIBRARY IN ACCRA GHANA 
BY 
DOREEN HINSON 
A DISSERTATION PRESENTED TO THE DEPARTMENT OF 
INFORMATION STUDIES, UNIVERSITY OF GHANA, LEGON 
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR' 
THE AWARD OF 
MASTER OF ARTS DEGREE IN LIBRARY STUDIES 
NOV, 2010 
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DECLARATION 
I, Doreen ffinson, hereby declare that except for references made to other scholars' 
works which have been duly acknowledged, the totality of this Dissertation is the 
upshot of my own research carried out in the Department of Information Studies, 
University of Ghana, Legon, under the vigilant supervision of Prof. A. A. Alemna. 
S"'dent'SSi_:~ ...... ., s. lf/:-l? . . ..r\ Au'lJSu pervlsor sIgnature: i'\ ~ ...  
Doreen Hinson Prof. A. A. Alemna 
Date:. J.J..,(. !,J .. I. .: J.A.lO ........ .. Date· ...r....l.....-....'....l....-....~....l.....a....  . 
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DEDICATION 
This dissertation is dedicated to God Almighty for giving me the strength to go 
through this course successfully. I also dedicate it to my husband Anthony Fearon and 
my two lovely son's Kristodea and Aseda Fearon and Petra Hinson my sister who 
took care of my children at home in order for me to pursue this course. 
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ACKNOWLEDGEMENTS 
Many people deserve my gratitude for the assistance they offered me in the pursuit of 
this course. I wish to express my sincere gratitude to my supervisor, Professor 
Alemna who despite his busy schedule was able to patiently and critically supervise 
my dissertation to a successful end. My profound thanks goes to the Librarian of 
Central University College Mr. Samuel Agyenkwa for his cooperation during data 
collection for this dissertation. I give special thanks to my mother Ms. Matilda 
Acheampong for holding the fort for me in taking care of my children, the entire 
household and supporting me financially. May God bless you richly. To my friend 
and course mate, Samuel Tuhufu Quagrine for helping me to put together this great 
work, I am grateful. To the entire library staff of Central University College for their 
pieces of advice and help they gave to me. Thank you all and God bless you all. 
Last but certainly not the least, to Professor A.A Alemna for his encouragement and 
advice during my pregnancy while in school. 
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TABLE OF CONTENT 
DECLARATION 
DEDICATION ii 
ACKNOWLEDGEMENT iii 
TABLE OF CONTENT iv 
LIST OF TABLES viii 
LIST FIGURES ix 
LIST OF ACRONYMS x 
ABSTRACT ix 
iv 
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TABLE OF CONTENT 
DECLARATION 
DEDICATION ii 
ACKNOWLEDGEMENT iii 
TABLE OF CONTENT iv 
LIST OF TABLES viii 
LIST FIGURES ix 
LIST OF ACRONYMS x 
ABSTRACT ix 
iv 
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CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
1.2 Background Information of Central University College 
2 
1.3 Problem Statement 
4 
1.4 Purpose of the Study 
1.5 Objectives of the Study 
4 
1.6 Research Questions 5 
1.7 Significance of the Study 5 
1.8 Scope of the Study 5 
1.9 Organization ofthe Study 6 
References 7 
CHAPTER TWO 
THEORETICAL FRAMEWORKILITERATURE REVIEW 
2.0 Theoretical Framework 8 
2.1 Literature Review 19 
2.1 Overview of Service and Service Rendering 19 
2.1.1 Service and its Attributes 19 
2.1.2 Service and Services within the Service Sector 20 
2.1.3 Service Provision within Academic Libraries 21 
2.2 Understanding Change Management within Organisations 23 
2.2.1 Change Management Model 25 
2.3 The Nature of Change in Academic Library Systems 27 
2.3.1 The Changing Needs of Academic Library Users 27 
v 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
1.2 Background Information of Central University College 
2 
1.3 Problem Statement 
4 
1.4 Purpose of the Study 
1.5 Objectives ofthe Study 
4 
1.6 Research Questions 5 
1.7 Significance ofthe Study 
1.8 Scope of the Study 
1.9 Organization of the Study 6 
References 7 
CHAPTER TWO 
THEORETICAL FRAMEWORKILITERAT URE REVIEW 
2.0 Theoretical Framework 8 
2.1 Literature Review 19 
2.1 Overview of Service and Service Rendering 19 
2.1.1 Service and its Attributes 19 
2.1.2 Service and Services within the Service Sector 20 
2.1.3 Service Provision within Academic Libraries 21 
2.2 Understanding Change Management within Organisations 23 
2.2.1 Change Management Model 25 
2.3 The Nature of Change in Academic Library Systems 27 
2.3.1 The Changing Needs of Academic Library Users 27 
v 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
1.2 Background Information of Central University College 
2 
1.3 Problem Statement 
4 
1.4 Purpose ofthe Study 
4 
1.5 Objectives of the Study 
1.6 Research Questions 5 
1.7 Significance of the Study 
1.8 Scope of the Study 5 
1.9 Organization of the Study 6 
References 7 
CHAPTER TWO 
THEORETICAL FRAMEWORKILITERATURE REVIEW 
2.0 Theoretical Framework 8 
2.l Literature Review 19 
2.l Overview of Service and Service Rendering 19 
2.1.1 Service and its Attributes 19 
2.1.2 Service and Services within the Service Sector 20 
2.1.3 Service Provision within Academic Libraries 21 
2.2 Understanding Change Management within Organisations 23 
2.2.1 Change Management Model 25 
2.3 The Nature of Change in Academic Library Systems 27 
2.3.l The Changing Needs of Academic Library Users 27 
v 
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2.3.1.1 Research and Teaching Methods and Paradigms 28 
2.3.1.2 Electronic Library Services Provision 29 
2.3.2 Changes in study programmes, curriculum and user needs 32 
2.3.3 The African Library System Perspective 32 
2.4 Challenges Facing Academic Libraries 36 
2.4.1 Services and Access 36 
2.4.2 Instructions and Research Needs 36 
2.4.3 Resources and Collection Development 37 
2.4.4 Administration and Cooperation 38 
2.4.5 Staff and Training 38 
References 40 
CHAPTER THREE 
METHODOLOGY 
3.0 Introduction 46 
3.1 Research Design 46 
3.2 Population of the Study Setting 49 
3.2.1 Sample and Sampling Technique 49 
3.3 Research Instruments 50 
3.4 Method of Data Analysis and Presentation of ResuIts 51 
References 
52 
CHAPTER FOUR 
RESULTS AND DISCUSSION 
4.0 Introduction 
53 
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4.1 Background of Respondents 53 
4.1.1 Gender 53 
4.1.2 Age 54 
4.1.3 Positions of Staffs 54 
4.1.4 Educational Level of Staffs 55 
4.1.5 Department of Staffs 56 
4.1.6 Programmes and Levels of Patrons 57 
4.2 Overview of Current Library and Information Services 57 
4.3 Challenges Faced By the Library in Its Service Provision 60 
4.4 Changes Expected to Ensure Customer Satisfaction 65 
CHAPTER FIVE 
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 
5.0 Summary of Findings 69 
5.1 Conclusions 70 
5.2 Recommendations 71 
References 73 
BIBLIOGRAPHY 74 
APPENDICES 80 
Appendix A: Sample Questionnaire for Patrons 
Appendix B: Sample Questionnaire for Library Staffs 
vii 
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4.1 Background of Respondents 53 
4.1.1 Gender 53 
4.1.2 Age 54 
4.1.3 Positions of Staffs 54 
4.1.4 Educational Level of Staffs 55 
4.1.5 Department of Staffs 56 
4.1.6 Programmes and Levels of Patrons 57 
4.2 Overview of Current Library and Information Services 57 
4.3 Challenges Faced By the Library in Its Service Provision 60 
4.4 Changes Expected to Ensure Customer Satisfaction 65 
CHAPTER FIVE 
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 
5.0 Summary of Findings 69 
5.1 Conclusions 70 
5.2 Recommendations 71 
References 73 
BIBLIOGRAPHY 74 
APPENDICES 80 
Appendix A: Sample Questionnaire for Patrons 
Appendix B: Sample Questionnaire for Library Staffs 
vii 
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LIST OF TABLES 
Table 4.1.1 Gender of Respondents 53 
Table 4.1.2 Age of Respondents 54 
Table 4.1.5 Department of Staffs 56 
Table 4.1.6 Programme of Patrons 57 
Table 4.3 Guide for Information Retrieval 62 
viii 
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LIST OF TABLES 
Table4.1.1 Gender of Respondents 53 
Table 4.1.2 Age of Respondents 54 
Table 4.1.5 Department of Staffs 56 
Table 4.1.6 Programme of Patrons 57 
Table 4.3 Guide for Information Retrieval 62 
viii 
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LIST OF TABLES 
Table 4.1.1 Gender of Respondents 53 
Table 4.1.2 Age of Respondents 54 
Table 4.1.5 Department of Staffs 56 
Table 4.1.6 Programme of Patrons 57 
Table 4.3 Guide for Information Retrieval 62 
viii 
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LIST OF FIGURES 
Figure 4.1.3 Distribution of Staffs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Information and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability oflnternet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of Staffs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Form for Staffs 67 
Figure 4.4.2 Relocation of the Library 68 
ix 
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LIST OF FIGURES 
Figure 4.1.3 Distribution of Staffs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Information and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability of Internet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of Staffs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Form for Staffs 67 
Figure 4.4.2 Relocation of the Library 68 
University of Ghana  http://ugspace.ug.edu.gh
LIST OF FIGURES 
Figure 4.1.3 Distribution of Staffs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Information and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability ofInternet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of Staffs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Form for Staffs 67 
Figure 4.4.2 Relocation of the Library 68 
ix 
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LIST OF FIGURES 
Figure 4.1.3 Distribution of Staffs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Information and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability of Internet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of Staffs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Form for Staffs 67 
Figure 4.4.2 Relocation ofthe Library 68 
ix 
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LIST OF F1GURES 
Figure 4.1.3 Distribution of Staffs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Infonnation and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability of Internet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of Staffs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Form for Staffs 67 
Figure 4.4.2 Relocation of the Library 68 
ix 
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LIST OF FIGURES 
Figure 4.1.3 Distribution of StatTs' Position 55 
Figure 4.1.4 Distributions of Educational Level of Staffs 56 
Figure 4.2 Distribution of Service Quality of the Library 58 
Figure 4.2.1 Infonnation and Communication Technology Service Provision 59 
Figure 4.3 Availability of Computers in the Library 60 
Figure 4.3.1 Availability ofInternet Bandwidth Facility in the Library 61 
Figure 4.3.2 Patrons Evaluation of StatTs Attitude toward Them 63 
Figure 4.3.3 Conducive Library Environment 63 
Figure 4.3.4 General Satisfaction of Staffs and Patrons 64 
Figure 4.4 Need for Change in the Products and Services of the Library 66 
Figure 4.4.1 Distribution of Training Fonn for Staffs 67 
Figure 4.4.2 Relocation of the Library 68 
ix 
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LIST OF ACRONYMS 
IT Information Technology 
CUC Central University College 
BPR Business Process Re-engineering 
SBMA School of Business Management & Administration 
FASS Faculty of Arts and Social Sciences 
STM School of Theology and Missions 
CCI Comprehensive Community Initiative 
x 
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LIST OF ACRONYMS 
IT Information Technology 
CUC Central University College 
BPR Business Process Re-engineering 
SBMA School of Business Management & Administration 
FASS Faculty of Arts and Social Sciences 
STM School of Theology and Missions 
CCI Comprehensive Community Initiative 
x 
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ABSTRACT 
The study examines user changes and challenges of academic libraries with emphasis 
on Central University College Library, Ghana. The study used multiple data sources 
from both the staff and patrons of the library, semi-structured questionnaire and 
analysed, using exploratory and descriptive statistics. 
The study found that the library provides traditional services in the area of circulating 
of materials, reservation of materials, provision of seating accommodation and 
information literature services. However, the provision of information and 
communication technology services, electronic database system and books are 
presently absent. Further, the library is challenged with inadequate computer 
facilities, absence of electronic library facilities and inadequate user instructions 
which consequently tend to limit patrons' access to varied information sources and 
thus affect their acquisition of knowledge from across the world. The study found that 
there is general desire by patrons for change in the provision of current library 
services, such as the provision of current reading materials that include books and 
journals, CD ROM and database. Also demanded are provision of computers, internet 
services to provide electronic library services as well as creating more seating 
capacity of the library. 
These challenges facing the library are the major reasons for change in the provision 
of services within the library system of the university. It was recommended that 
management provides adequate number of computers and more electronic library 
services to its patrons so that the information search and research needs can be 
facilitated. The need for the relocation of the library to a more spacious facility to 
enhance service provision is also advocated. 
xi 
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ABSTRACT 
The study examines user changes and challenges of academic libraries with emphasis 
on Central University College Library, Ghana. The study used multiple data sources 
from both the staff and patrons of the library, semi-structured questionnaire and 
analysed, using exploratory and descriptive statistics. 
The study found that the library provides traditional services in the area of circulating 
of materials, reservation of materials, provision of seating accommodation and 
information literature services. However, the provision of information and 
communication technology services, electronic database system and books are 
presently absent. Further, the library is challenged with inadequate computer 
facilities, absence of electronic library facilities and inadequate user instructions 
which consequently tend to limit patrons' access to varied information sources and 
thus affect their acquisition of knowledge from across the world. The study found that 
there is general desire by patrons for change in the provision of current library 
services, such as the provision of current reading materials that include books and 
journals, CD ROM and database. Also demanded are provision of computers, internet 
services to provide electronic library services as well as creating more seating 
capacity of the library. 
These challenges facing the library are the major reasons for change in the provision 
of services within the library system of the university. It was recommended that 
management provides adequate number of computers and more electronic library 
services to its patrons so that the information search and research needs can be 
facilitated. The need for the relocation of the library to a more spacious facility to 
enhance service provision is also advocated. 
xi 
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CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
Bailey-Hainer and Forsman (2005) assert that change is endemic, rapid and often has 
significant implications which comes with it challenges. The impact of change on 
staff in academic libraries is profound and therefore management have a role in 
making sure that staff are able to understand, participate in, as weIl as manage the 
change themselves. Academic libraries are dealing with a multitude of change agents 
such as increasing use of library stock and rapid change in information technology. 
Change in scholarly publication and the implementation of new services for the 
sophisticated and demanding user population is on the increase. Many academic 
libraries are dealing with converging organizational and service structures since they 
are now heavily employing Information Technology (IT) for service delivery as well 
as supporting teaching and curriculum activities. Libraries have therefore, focused 
their attention on the internal aspects of managing change using the Business Process 
Reengineering (BPR). One academic library which has braced itself for this change 
and employing IT in providing modern services to its clients is the Central University 
College (CUC) Library, Accra, Ghana. 
1.2 Background Information of Central University College 
The Central University College in Accra, Ghana was established by the International 
Central Gospel Church in October 1998 with the School of Business Management and 
Administration. The College has two schools, namely School of Theology and 
Missions and the School of Business Management and Administration. But currently 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
Bailey-Hainer and Forsman (2005) assert that change is endemic, rapid and often has 
significant implications which comes with it challenges. The impact of change on 
staff in academic libraries is profound and therefore management have a role in 
making sure that staff are able to understand, participate in, as well as manage the 
change themselves. Academic libraries are dealing with a multitude of change agents 
such as increasing use of library stock and rapid change in information technology. 
Change in scholarly publication and the implementation of new services for the 
sophisticated and demanding user population is on the increase. Many academic 
libraries are dealing with converging organizational and service structures since they 
are now heavily employing Information Technology (IT) for service delivery as well 
as supporting teaching and curriculum activities. Libraries have therefore, focused 
their attention on the internal aspects of managing change using the Business Process 
Reengineering (BPR). One academic library which has braced itself for this change 
and employing IT in providing modem services to its clients is the Central University 
College (CUC) Library, Accra, Ghana. 
1.2 Background Information of Central University College 
The Central University College in Accra, Ghana was established by the International 
Central Gospel Church in October 1998 with the School of Business Management and 
Administration. The College has two schools, namely School of Theology and 
Missions and the School of Business Management and Administration. But currently 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER ONE 
INTRODUCTION 
1.1 Background to the Study 
Bailey-Hainer and Forsman (2005) assert that change is endemic, rapid and often has 
significant implications which comes with it challenges. The impact of change on 
staff in academic libraries is profound and therefore management have a role in 
making sure that staff are able to understand, participate in, as well as manage the 
change themselves. Academic libraries are dealing with a multitude of change agents 
such as increasing use of library stock and rapid change in information technology. 
Change in scholarly publication and the implementation of new services for the 
sophisticated and demanding user population is on the increase. Many academic 
libraries are dealing with converging organizational and service structures since they 
are now heavily employing Information Technology (IT) for service delivery as well 
as supporting teaching and curriculum activities. Libraries have therefore, focused 
their attention on the internal aspects of managing change using the Business Process 
Reengineering (BPR). One academic library which has braced itself for this change 
and employing IT in providing modem services to its clients is the Central University 
College (CUC) Library, Accra, Ghana. 
1.2 Background Information of Central University College 
The Central University College in Accra, Ghana was established by the International 
Central Gospel Church in October 1998 with the School of Business Management and 
Administration. The College has two schools, namely School of Theology and 
Missions and the School of Business Management and Administration. But currently 
University of Ghana  http://ugspace.ug.edu.gh
the Umversny \,..ulu;;g" ,i, " •• ana has four (4) campuses, comprising Mataheko 
Campus, Miotso Campus, Dansoman Campus and MBA Campus. The named 
campuses each have library and reading room that provide for the academic needs of 
the students. With a total population of 10,000 and a yearly student intake of three 
thousand (3000), the university has four (4) Faculties, made up of School of Business 
Management and Administration SBMA, Faculty of Arts and Social Sciences F ASS, 
School of Theology and Missions STM, and the School of Applied Sciences SAS. It 
offers awards from undergraduate degree to research degree. Students attend lectures 
on campus. 
Central University College is guided by three tenets that form the basis of their 
activities. These are Faith, Integrity and Excellence. With these tenets the School has 
its vision to develop men and women to become transformational leaders of society. 
The University has five (5) libraries with the total seating capacity of five thousand 
(5000) and a workforce of thirty-five (35) personnel made up of six (6) professionals, 
twelve (12) Para Professionals and fifteen (15) library clerks. The various libraries 
provide traditional library services such as collection development, reference and 
information services, shelving, and inter library loans to the students (CUC 
Undergraduate Catalogue 2005-2007). 
1.3 Problem Statement 
Libraries play an important role in the teaching and learning process of the university 
community of which Central University College is no exception. The Central 
University College Library was established in 1998, just when the school begun. It is 
2 
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th~ u~iversitY College in Ufiana has four (4) campuses, comprising Mataheko 
Campus, Miotso Campus, Dansoman Campus and MBA Campus. The named 
campuses each have library and reading room that provide for the academic needs of 
the students. With a total population of 10,000 and a yearly student intake of three 
thousand (3000), the university has four (4) Faculties, made up of School of Business 
Management and Administration SBMA, Faculty of Arts and Social Sciences FA SS, 
School of Theology and Missions STM, and the School of Applied Sciences SAS. It 
offers awards from undergraduate degree to research degree. Students attend lectures 
on campus. 
Central University College is guided by three tenets that form the basis of their 
activities. These are Faith, Integrity and Excellence. With these tenets the School has 
its vision to develop men and women to become transformational leaders of society. 
The University has five (5) libraries with the total seating capacity of five thousand 
(5000) and a workforce of thirty-five (35) personnel made up of six (6) professionals, 
twelve (12) Para Professionals and fifteen (15) library clerks. The various libraries 
provide traditional library services such as collection development, reference and 
information services, shelving, and inter library loans to the students (CUC 
Undergraduate Catalogue 2005-2007). 
1.3 Problem Statement 
Libraries play an important role in the teaching and learning process of the university 
community of which Central University College is no exception. The Central 
University College Library was established in 1998, just when the school begun. It is 
2 
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University of Ghana  http://ugspace.ug.edu.gh
devo_te.d  to - .... -. I' f I'b the proVi:siuII culu u\! Ivery 0 1 rary servl' ces to both the university staff 
and the students as a whole. 
However, based on observation, the library is underutilized, mainly due to the fact 
that the library lacks the latest infrastructure to provide modern library services to its 
users. An initial survey conducted by the researcher showed that only users who want 
to be served with the traditional library services come to the library. The staff are 
lacking the new experience in human relation as well as current marketing skills to 
serve library clients effectively and efficiently. In addition, lack of IT infrastructure as 
well as the technical know-how required by both staff and students, to better harness 
the resource was identified. 
A study undertaken by members of the 68th IFLA Council and General Conference in 
August 18-29, 2002 states that for a library to be able to satisfy its clients in terms of 
effective management and marketing, it must embrace the change and challenge of 
merging traditional library service with academic and professional development. It is 
in this light that this research is being undertaken to suggest ways of improving 
library services in the university's libraries in all the campuses. 
Since many universities are springing up, there is the need for change. Also, due to 
the increasing "massification" of tertiary education, the increasing globalization of 
higher education, together with rapid changes in information technologies and 
increasing expectations of users, there is the need for change to ensure customer 
satisfaction. Staff employed in academic libraries must cope with constant changes 
not only in the work process but also in the way they think of students and other staff 
members. There is also the need for change due to pressure to be able to win more 
patrons. 
3 
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devoted to ti,l e , ", ,. -'''1' PfOvi:'lvli ,uiu u;., Ivery f II'b  rary se rvices to both the university staff 0 
and the students as a whole. 
However, based on observation, the library is underutilized, mainly due to the fact 
that the library lacks the latest infrastructure to provide modern library services to its 
users. An initial survey conducted by the researcher showed that only users who want 
to be served with the traditional library services come to the library. The staff are 
lacking the new experience in human relation as well as current marketing skills to 
serve library clients effectively and efficiently. In addition, lack ofIT infrastructure as 
well as the technical know-how required by both staff and students, to better harness 
the resource was identified. 
A study undertaken by members of the 68th IFLA Council and General Conference in 
August 18-29, 2002 states that for a library to be able to satisfy its clients in terms of 
effective management and marketing, it must embrace the change and challenge of 
merging traditional library service with academic and professional development. It is 
in this light that this research is being undertaken to suggest ways of improving 
library services in the university's libraries in all the campuses. 
Since many universities are springing up, there is the need for change. Also, due to 
the increasing "massification" of tertiary education, the increasing globalization of 
higher education, together with rapid changes in information technologies and 
increasing expectations of users, there is the need for change to ensure customer 
satisfaction. Staff employed in academic libraries must cope with constant changes 
not only in the work process but also in the way they think of students and other staff 
members. There is also the need for change due to pressure to be able to win more 
patrons. 
3 
University of Ghana  http://ugspace.ug.edu.gh
o]"e vn o~,t>e~~d,  t",o,",  1m<:"e'~  >pcr,>o.'"v" '"I sI"o n a,,n;u'~ .u' e I'I ve ry of l'lbrary services to both the university staff 
and the students as a whole. 
However, based on observation, the library is underutilized, mainly due to the fact 
that the library lacks the latest infrastructure to provide modem library services to its 
users. An initial survey conducted by the researcher showed that only users who want 
to be served with the traditional library services come to the library. The staff are 
lacking the new experience in human relation as well as current marketing skills to 
serve library clients effectively and efficiently. In addition, lack ofIT infrastructure as 
well as the technical know-how required by both staff and students, to better harness 
the resource was identified. 
A study undertaken by members of the 68th IFLA Council and General Conference in 
August 18-29, 2002 states that for a library to be able to satisfy its clients in terms of 
effective management and marketing, it must embrace the change and challenge of 
merging traditional library service with academic and professional development. It is 
in this light that this research is being undertaken to suggest ways of improving 
library services in the university's libraries in all the campuses. 
Since many universities are springing up, there is the need for change. Also, due to 
the increasing "massification" of tertiary education, the increasing globalization of 
higher education, together with rapid changes in information technologies and 
increasing expectations of users, there is the need for change to ensure customer 
satisfaction. Staff employed in academic libraries must cope with constant changes 
not only in the work process but also in the way they think of students and other staff 
members. There is also the need for change due to pressure to be able to win more 
patrons, 
3 
University of Ghana  http://ugspace.ug.edu.gh
Rapid changes in IT infrastructure are also leading to the convergence in the systems 
that deliver information to students. Due to the increasing number of online services, 
there is the need to implement change. Library staff must be equipped with new skills, 
develop new understanding of emerging customer needs and form new teams within 
the organization, while at the same time working with other libraries both within and 
outside the university's environment, to ensure that patrons' expectations are met. 
1.4 Purpose of the Study 
This study sought to look at the services currently provided by the institution under 
study (Central University College Library) as well as the challenges that the Library 
faced which have inhibited provision of services that are in line with current trends in 
the profession. How those challenges could be addressed to promote service 
satisfaction among patrons and funding institution(s) was also an issue. 
1.5 Objectives of the Study 
The study aimed at investigating the following; 
To present an overview of the current library and information services 
provided by Central University College Library. 
To identify the challenges faced by the library in its service provision. 
To examine some of the best changes associated to library and information 
services to that could lead to improved services and facilitate service 
satisfaction. 
To recommend the development of information service policy and strategy for 
institution. 
4 
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Rapid changes in IT infrastructure are also leading to the convergence in the systems 
that deliver information to students. Due to the increasing number of online services, 
there is the need to implement change. Library staff must be equipped with new skills, 
develop new understanding of emerging customer needs and form new teams within 
the organization, while at the same time working with other libraries both within and 
outside the university's environment, to ensure that patrons' expectations are met. 
1.4 Purpose of the Study 
This study sought to look at the services currently provided by the institution under 
study (Central University College Library) as well as the chalIenges that the Library 
faced which have inhibited provision of services that are in line with current trends in 
the profession. How those challenges could be addressed to promote service 
satisfaction among patrons and funding institution(s) was also an issue. 
1.5 Objectives of the Study 
The study aimed at investigating the folIowing: 
To present an overview of the current library and information services 
provided by Central University ColIege Library. 
To identifY the chal\enges faced by the library in its service provision. 
To examine some of the best changes associated to library and information 
services to that could lead to improved services and facilitate service 
satisfaction. 
To recommend the development of information service policy and strategy for 
institution. 
4 
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1:6 .ReSearCH Que1>llOn~ 
1. What is the overview of the current library and information services within 
the Central University library system? 
2. How is the library challenged in its quest to provide effective library 
services? 
3. What is the nature of changes expected within the library system to ensure 
customer satisfaction and delight? 
1.7 Significance of the Study 
The study will be of great significance to other researchers and policy makers 
among others due to the following reasons: 
The outcome of the study will be of value to those who will desire to research 
on the same topic or other related topics in the near future. 
The study will inform management about the challenges library staff 
encounter and how to address them. 
It will also inform library staff about the needs of users or services that users 
want to be provided with as well as how to satisfy these users. 
Finally, the outcome of the study will enable the library to achieve user 
satisfaction, which is an important aspect of any service provision. 
1.8 Scope of the Study 
The study will cover only Central University College library with the aim of 
examining the challenges the library staff face in service provision and the 
means to addressing those challenges to bring effective changes in the services 
provided to users. The research is limited to the Central University College for 
the following reasons: 
It is among the first private universities that came up in the country. 
5 
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1.9 ORGANIZATION OF THE STUDY 
Chapter one focuses on the background of the study, including statement of the 
problem, objectives of the study, research questions, and significance of the study, 
scope of the study and the organization of the chapters. 
Chapter two deals with the literature review. 
Chapter three consists of the methodology of the study, 
Chapter four presents the analysis, findings and discussions. 
Chapter five focuses on the summary, conclusion and recommendations. 
6 
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1.9 ORGANIZATION OF THE STUDY 
Chapter one focuses on the background of the study, including statement of the 
problem, objectives of the study, research questions, and significance of the study, 
scope of the study and the organization of the chapters. 
Chapter two deals with the literature review. 
Chapter three consists of the methodology ofthe study, 
Chapter four presents the analysis, findings and discussions. 
Chapter five focuses on the summary, conclusion and recommendations. 
6 
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1.9 ORGANIZATION OF THE STUDY 
Chapter one focuses on the background of the study, including statement of the 
problem, objectives of the study, research questions, and significance of the study, 
scope of the study and the organization of the chapters. 
Chapter two deals with the literature review. 
Chapter three consists of the methodology ofthe study, 
Chapter four presents the analysis, findings and discussions. 
Chapter five focuses on the summary, conclusion and recommendations. 
6 
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1.9 ORGANIZATION OF THE STUDY 
Chapter one focuses on the background of the study, including statement of the 
problem, objectives of the study, research questions, and significance of the study, 
scope of the study and the organization of the chapters. 
Chapter two deals with the literature review. 
Chapter three consists of the methodology ofthe study, 
Chapter four presents the analysis, findings and discussions. 
Chapter five focuses on the summary, conclusion and recommendations. 
6 
University of Ghana  http://ugspace.ug.edu.gh
Aina, L. O. (2002) Research in Information Sciences: An African Perspective. 
Ibadan: Stirling-Horden. 
Gabbottlied, M. (1997) Contemporary Service Marketing Management, The Dryden 
Press. 
Helmstad, J. (1979) Social Research. New York: Baywood. p. 16 
Lovelock, C. (2004) Service Marketing; People Technology and Strategy Pearson 
Prentice Hall. 
Lubans, J. (2006), You Can't Build A Fire In The Rain: Sparkina Change In 
Libraries, Library Administration and management, vol.20, no.4 p. 201. 
Manfred, B. (2006) Service Marketing: Managing the Service Value Chain Pearson 
Education Limited. 
Oldman, C. (1981) Scientism and Academic Librarianship: Information in Society A 
collection of papers edited by M. Barnes etal, pp.15-29. 
Sykes, J. (2001), Information Needs Assessment, in scammell, A (ed), Handbook of 
information management, 8th ed, aslils -IMI, London. 
Tennant, R (2006) Academic Library futures Library journal, December, p.34 
Weiss, C. H. (1997) How Can Theory-Based Evaluation Make Greater Headway? 
Evaluation Review 21, No.4. piS. 
Yin, R. K. (1992) The Role of Theory in Doing Case Study Research and Evaluations." 
In Using Theory to Improve Program and Policy Evaluations, ed. Huey-tsyh Chen and 
Peter H. Rossi. New York: Greenwood Press 
7 
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iU;i<J!;tffif'i ~r;;3 
Aina, L. O. (2002) Research in Information Sciences: An African Perspective. 
Ibadan: Stirling-Horden. 
Gabbottlied, M. (1997) Contemporary Service Marketing Management, The Dryden 
Press. 
Helmstad, J. (1979) Social Research. New York: Baywood. p. 16 
Lovelock, C. (2004) Service Marketing- People. Technology and Strategy Pearson 
Prentice Hall. 
Lubans, J. (2006), You Can't Build A Fire In The Rain: Sparkina Change In 
Libraries, Library Administration and management, vol.20, no.4 p. 201. 
Manfred, B. (2006) Service Marketing: Managing the Service Value Chain Pearson 
Education Limited. 
Oldman, C. (1981) Scientism and Academic Librarianship: Information in Society A 
collection of papers edited by M. Barnes etal, pp.15-29. 
Sykes, J. (2001), Information Needs Assessment, in scammell, A (ed), Handbook of 
information management, 8th ed, aslils -IMI, London. 
Tennant, R (2006) Academic Library futures Library journal, December, p.34 
Weiss, C. H. (1997) How Can Theory-Based Evaluation Make Greater Headway? 
Evaluation Review 21, No.4. pIS. 
Yin, R. K. (1992) The Role of Theory in Doing Case Study Research and Evaluations." 
In Using Theory to Improve Program and Policy Evaluations, ed. Huey-tsyh Chen and 
Peter H. Rossi. New York: Greenwood Press 
7 
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CHAPTER TWO 
THEORETICAL FRAMEWORKILITERATURE REVIEW 
2.0 Theoretical Framework 
The theory selected for the study is the paradoxical theory of change which states that 
change occurs when one becomes what he is, not when he tries to become what he is 
not Change does not take place through a coercive attempt by the individual or by 
another person to change him, but it does take place if one takes the time and effort to 
be what he is and to be fully invested in his current positions. By rejecting the role of 
change agent, we make meaningful and orderly change possible. 
The Gestalt therapist rejects the role of "changer," for his strategy is to encourage, 
even insist, that the patient be where and what he is. He believes change does not take 
place by "trying," coercion, or persuasion, or by insight, interpretation, or any other 
such means. Rather, change can occur when the patient abandons, at least for the 
moment, what he would like to become and attempts to be what he is. The premise is 
that one must stand in one place in order to have firm footing to move and that it is 
difficult or impossible to move without that footing. 
The person seeking change by coming to therapy is in conflict with at least two 
warring intrapsychic factions. He is constantly moving between what he "should be" 
and what he thinks he "is," never fully identitying with either. The Gestalt therapist 
asks the person to invest himself fully in his roles, one at a time. Whichever role he 
begins with, the patient soon shifts to another. The Gestalt therapist asks simply that 
he be what he is at the moment. 
8 
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CHAPTER TWO 
THEORETICAL FRAMEWORK/LITERATURE REVIEW 
2.0 Theoretical Framework 
The theory selected for the study is the paradoxical theory of change which states that 
change occurs when one becomes what he is, not when he tries to become what he is 
not Change does not take place through a coercive attempt by the individual or by 
another person to change him, but it does take place if one takes the time and effort to 
be what he is and to be fully invested in his current positions. By rejecting the role of 
change agent, we make meaningful and orderly change possible. 
The Gestalt therapist rejects the role of "changer," for his strategy is to encourage, 
even insist, that the patient be where and what he is. He believes change does not take 
place by "trying," coercion, or persuasion, or by insight, interpretation, or any other 
such means. Rather, change can occur when the patient abandons, at least for the 
moment, what he would like to become and attempts to be what he is. The premise is 
that one must stand in one place in order to have firm footing to move and that it is 
difficult or impossible to move without that footing. 
The person seeking change by coming to therapy is in conflict with at least two 
warring intrapsychic factions. He is constantly moving between what he "should be" 
and what he thinks he "is," never fully identifying with either. The Gestalt therapist 
asks the person to invest himself fully in his roles, one at a time. Whichever role he 
begins with, the patient soon shifts to another. The Gestalt therapist asks simply that 
he be what he is at the moment. 
8 
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r he patient comes LV LII<;; ",. ..,  ...., st because he wishes to be changed. Many therapies 
accept this as a legitimate objective and set out through various means to try to 
change him, establishing what Perls calls the "top-dog I under-dog" dichotomy. A 
therapist who seeks to help a patient has left the egalitarian position and become the 
knowing expert, with the patient playing the helpless person, yet his goal is that he 
and the patient should become equals. The Gestalt therapist believes that the top-dog I 
under-dog dichotomy already exists within the patient, with one part trying to change 
the other, and that the therapist must avoid becoming locked into one of these roles. 
He tries to avoid this trap by encouraging the patient to accept both of them, one at a 
time, as his own. The analytic therapist, by contrast, uses devices such as dreams, free 
associations, transference, and interpretation to achieve insight that, in turn, may lead 
to change. The behaviorist therapist rewards or punishes behavior in order to modify 
it. The Gestalt therapist believes in encouraging the patient to enter and become 
whatever he is experiencing at the moment. He believes with Proust, "To heal a 
suffering one must experience it to the full." 
The Gestalt therapist further believes that the natural state of man is as a single, whole 
being, and not fragmented into two or more opposing parts. In the natural state, there 
is constant change based on the dynamic transaction between the self and the 
environment. 
In applying the theory of change Connell and Kubisch quoted Weiss (1995) defining a 
theory of change simply and elegantly as a theory of how and why an initiative works. 
Building on her work, they defined a theory of change approach to Comprehensive 
Community Initiatives (Cel) evaluation as a systematic and cumulative study of the links 
between activities, outcomes, and contexts of the initiative. 
9 
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1 filS oennmon liUgg"~,,, mo.. ...' " first step toward evaluating a eel is to determine its 
intended outcomes, the activities it expects to implement to achieve those outcomes, and 
the contextual factors that may have an effect on implementation of activities and their 
potential to bring about desired outcomes. For example, the goal of many eels is to 
improve the well-being of children and families in the neighborhood. In this case, one of 
an initiative's primary activities might be to replace categorical and centralized services 
with integrated neighborhood-based family resource centers. An important contextual 
factor might be the policy environment, including the presence or absence of legislation 
allowing for pooled funding of state resources for innovative community-based 
initiatives. Another central activity might be to build social networks among families with 
young children, which in tum could be affected by local contextual factors such as the 
racial make-up of the neighborhood and its history of intergroup relations. 
A theory of change approach can sharpen the planning and implementation of an 
initiative. The initiative, in relation to this study is the need for innovation as evidenced in 
the problem statement. In order to realize this innovation drive, planning and 
implementation must be ensured. The theory, most often used during the design phase, it 
increases the likelihood that stakeholders will have clearly specified the initiative's 
intended outcomes, the activities that need to be implemented in order to achieve those 
outcomes, and the contextual factors that are likely to influence them. These are the 
building blocks of any good evaluation. But they are especially useful for mid-course 
feedback to managers and for developing a knowledge base about how and why eels 
work. 
With a theory of change in hand, the measurement and data collection elements of the 
evaluation process will be facilitated. For example, a theory of change asks that 
participants be as clear as possible about not only the ultimate outcomes and impacts they 
10 
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--~~ ~~ ... ... .~_ _ .- d aluating a eel is to determine its 
I his oenmuoll ~uggc.)I." u". ....v  .1rst step towar ev 
intended outcomes, the activities it expects to implement to achieve those outcomes, and 
the contextual factors that may have an effect on implementation of activities and their 
potential to bring about desired outcomes. For example, the goal of many eels is to 
improve the well-being of children and families in the neighborhood. In this case, one of 
an initiative's primary activities might be to replace categorical and centralized services 
with integrated neighborhood-based family resource centers. An important contextual 
factor might be the policy environment, including the presence or absence of legislation 
allowing for pooled funding of state resources for innovative community-based 
initiatives. Another central activity might be to build social networks among families with 
young children, which in turn could be affected by local contextual factors such as the 
racial make-up of the neighborhood and its history of intergroup relations. 
A theory of change approach can sharpen the planning and implementation of an 
initiative. The initiative, in relation to this study is the need for innovation as evidenced in 
the problem statement. In order to realize this innovation drive, planning and 
implementation must be ensured. The theory, most often used during the design phase, it 
increases the likelihood that stakeholders will have clearly specified the initiative's 
intended outcomes, the activities that need to be implemented in order to achieve those 
outcomes, and the contextual factors that are likely to influence them. These are the 
building blocks of any good evaluation. But they are especially useful for mid-course 
feedback to managers and for developing a knowledge base about how and why eels 
work. 
With a theory of change in hand, the measurement and data collection elements of the 
evaluation process will be facilitated. For example, a theory of change asks that 
participants be as clear as possible about not only the ultimate outcomes and impacts they 
10 
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nopCc e -- ·----:1ues through which they expect to achieve them. An l.U cu..;lllt;:V~ UU&. U,loJlV ... 10 ..... -.--
evaluation based on a theory of change, therefore, identifies what to measure-ultimate and 
interim outcomes, and the implementation of activities intended to achieve these 
outcomes-and helps to guide choices about when and how to measure those elements. By 
providing guidelines for deciding among the various tools in the evaluation toolbox, the 
approach helps avoid the risk that evaluations will be driven by the tools themselves. 
Articulating a theory of change at the outset and gaining agreement on it by all 
stakeholders reduces, but does not eliminate, problems associated with causal attribution 
of impact. A theory of change specifies, up front, how activities will lead to interim and 
longer-term outcomes and identifies the contextual conditions that may affect them. This 
helps strengthen the scientific case for attributing subsequent change in these outcomes 
(from initial levels) to the activities included in the initiative. A theory of change 
approach would seek agreement from all stakeholders. Therefore for any change in the 
service renderings at the library under study to occur there would be the need for 
stakeholders to reach a consensus in order to carry on with the expected change. 
It should be noted at this point that we are advocating a theory of change approach to 
evaluation; it is not an evaluation method that stands on its own. Indeed, the approach 
relies upon and uses many methodologies that have been developed and refined over the 
years - quantitative and qualitative, impact and process oriented, traditional and non-
traditional, and so on - for information collection, measurement, and analysis. But, if we 
are right about its promise to generate credible evidence of eel impact, along with 
insight into the reasons for that impact, results from evaluations using a theory of change 
approach should respond to current needs in the field for information about whether eels 
are "working" and generate useful new scientific knowledge to enrich the design of future 
eels. 
11 
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For the approach to achieve its potential, the theory of change guiding the CCI and its 
evaluation needs to be a good one. Three attributes of a good theory of change that 
stakeholders should confirm are present before committing to an evaluation and, indeed, 
should revisit throughout the implementation and evaluation ofthe initiative: 
It should be plausible. Do evidence and common sense suggest that the 
activities, ifimplemented, will lead to desired outcomes? 
It should be doable. Will the economic, technical, political, institutional, and 
human resources be available to carry out the initiative? 
It should be testable. Is the theory of change specific and complete enough for an 
evaluator to track its progress in credible and useful ways? 
To develop plausible, doable, and testable theories of change, CCls need to draw upon 
various sources of information - program experience, scientifically generated knowledge, 
and community residents' insights, to name some of the most important. This is, in part, 
because neither social science nor experience - to - date nor participants insights alone 
yet offers a complete picture of the processes of change that CCls are seeking. 
O'Connor (1995) has emphasized that one element that must also be incorporated into the 
theory of change is the external environment. Careful consideration of context helps the 
designer and evaluator gain clarity about factors that may have a significant bearing on a 
CCl's chances for achieving its intended outcomes but that the initiative itself is not 
initially able to influence. This should help ensure that activities are strategically 
implemented and that the evaluation yields sharp and compelling tests of its hypotheses. 
Having attempted to describe a theory of change, we now turn to the task of describing 
how an evaluation based on a theory of change might proceed. On this front, we have 
12 
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For the approach to achieve its potential, the theory of change guiding the CCI and its 
evaluation needs to be a good one. Three attributes of a good theory of change that 
stakeholders should confirm are present before committing to an evaluation and, indeed, 
should revisit throughout the implementation and evaluation of the initiative: 
It should be plausible. Do evidence and common sense suggest that the 
activities, if implemented, will lead to desired outcomes? 
It should be doable. Will the economic, technical, political, institutional, and 
human resources be available to carry out the initiative? 
It should be testable. Is the theory of change specific and complete enough for an 
evaluator to track its progress in credible and useful ways? 
To develop plausible, doable, and testable theories of change, CCls need to draw upon 
various sources of information - program experience, scientifically generated knowledge, 
and community residents' insights, to name some of the most important. This is, in part, 
because neither social science nor experience - to - date nor participants insights alone 
yet offers a complete picture of the processes of change that CCls are seeking. 
O'Connor (1995) has emphasized that one element that must also be incorporated into the 
theory of change is the external environment. Careful consideration of context helps the 
designer and evaluator gain clarity about factors that may have a significant bearing on a 
CCl's chances for achieving its intended outcomes but that the initiative itself is not 
initially able to influence. This should help ensure that activities are strategically 
implemented and that the evaluation yields sharp and compelling tests of its hypotheses. 
Having attempted to describe a theory of change, we now turn to the task of describing 
how an evaluation based on a theory of change might proceed. On this front, we have 
12 
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For the approach to achieve its potential, the theory of change guiding the CCI and its 
evaluation needs to be a good one. Three attributes of a good theory of change that 
stakeholders should confirm are present before committing to an evaluation and, indeed, 
should revisit throughout the implementation and evaluation of the initiative: 
It should be plausible. Do evidence and common sense suggest that the 
activities, if implemented, will lead to desired outcomes? 
It should be doable. Will the economic, technical, political, institutional, and 
human resources be available to carry out the initiative? 
It should be testable. Is the theory of change specific and complete enough for an 
evaluator to track its progress in credible and useful ways? 
To develop plausible, doable, and testable theories of change, CCls need to draw upon 
various sources of information - program experience, scientifically generated knowledge, 
and community residents' insights, to name some of the most important. This is, in part, 
because neither social science nor experience - to - date nor participants insights alone 
yet offers a complete picture of the processes of change that CCls are seeking. 
O'Connor (1995) has emphasized that one element that must also be incorporated into the 
theory of change is the external environment. Careful consideration of context helps the 
designer and evaluator gain clarity about factors that may have a significant bearing on a 
CCl's chances for achieving its intended outcomes but that the initiative itself is not 
initially able to influence. This should help ensure that activities are strategically 
implemented and that the evaluation yields sharp and compelling tests of its hypotheses. 
Having attempted to describe a theory of change, we now turn to the task of describing 
how an evaluation based on a theory of change might proceed. On this front, we have 
12 
University of Ghana  http://ugspace.ug.edu.gh
For the approach to achieve its potential, the theory of change guiding the CCI and its 
evaluation needs to be a good one. Three attributes of a good theory of change that 
stakeholders should confirm are present before committing to an evaluation and, indeed, 
should revisit throughout the implementation and evaluation ofthe initiative: 
It should be plausible. Do evidence and common sense suggest that the 
activities, if implemented, will lead to desired outcomes? 
It should be doable. Will the economic, technical, political, institutional, and 
human resources be available to carry out the initiative? 
It should be testable. Is the theory of change specific and complete enough for an 
evaluator to track its progress in credible and useful ways? 
To develop plausible, doable, and testable theories of change, CCls need to draw upon 
various sources of information - program experience, scientifically generated knowledge, 
and community residents' insights, to name some of the most important. This is, in part, 
because neither social science nor experience - to - date nor participants insights alone 
yet offers a complete picture of the processes of change that CCls are seeking. 
O'Connor (1995) has emphasized that one element that must also be incorporated into the 
theory of change is the external environment. Careful consideration of context helps the 
designer and evaluator gain clarity about factors that may have a significant bearing on a 
eCl's chances for achieving its intended outcomes but that the initiative itself is not 
initially able to influence. This should help ensure that activities are strategically 
implemented and that the evaluation yields sharp and compelling tests of its hypotheses. 
Having attempted to describe a theory of change, we now tum to the task of describing 
how an evaluation based on a theory of change might proceed. On this front, we have 
12 
University of Ghana  http://ugspace.ug.edu.gh
For the approach to achieve its potential, the theory of change guiding the CCI and its 
evaluation needs to be a good one. Three attributes of a good theory of change that 
stakeholders should confirm are present before committing to an evaluation and, indeed, 
should revisit throughout the implementation and evaluation ofthe initiative: 
It should be plausible. Do evidence and common sense suggest that the 
activities, if implemented, will lead to desired outcomes? 
It should be doable. Will the economic, technical, political, institutional, and 
human resources be available to carry out the initiative? 
It should be testable. Is the theory of change specific and complete enough for an 
evaluator to track its progress in credible and useful ways? 
To develop plausible, doable, and testable theories of change, CCls need to draw upon 
various sources of information - program experience, scientifically generated knowledge, 
and community residents' insights, to name some of the most important. This is, in part, 
because neither social science nor experience - to - date nor participants insights alone 
yet offers a complete picture of the processes of change that CCls are seeking. 
O'Connor (1995) has emphasized that one element that must also be incorporated into the 
theory of change is the external environment. Careful consideration of context helps the 
designer and evaluator gain clarity about factors that may have a significant bearing on a 
CCl's chances for achieving its intended outcomes but that the initiative itself is not 
initially able to influence. This should help ensure that activities are strategically 
implemented and that the evaluation yields sharp and compelling tests of its hypotheses. 
Having attempted to describe a theory of change, we now tum to the task of describing 
how an evaluation based on a theory of change might proceed. On this front, we have 
12 
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maoe SOITl!:; PIUg.""" CUIU lll. ."  ~~ ••• __i fficult challenges, and, in the next three sections, we 
share both. The first step is to map out a process that should produce a plausible, doable, 
and testable theory of change. This is where we have the most experience, and we discuss 
how to go about getting the theories surfaced, articulated, and aligned. 
We then turn to the questions of how and when to measure activities and outcomes 
included in the theories. And finally, we examine whether the information being 
generated is credible enough to make judgments about how well the initiative is working. 
In the introduction to New Approaches to Evaluating Community Initiatives (1995), 
Kubisch, Weiss, Schorr and Connell conclude that CCIs are difficult to evaluate in part 
because their designs are underspecified at the outset of an initiative. As a consequence, 
one of the first things evaluators are commonly asked to do is help specify the theory 
underlying the intervention and thereby "unpack" the intervention itself. 
Chen (1990) and Patton (1986) describe a process in which stakeholders and evaluators 
"co-construct" the initiative's theory so as to maximize its utility for all, as a planning and 
management tool, as a vehicle for participant empowerment, as a guide to resource 
allocation, and as a way of communicating with the field as a whole. This approach 
resonates with the CCI field's limited experience in this area. 
The goal of the participatory planning process is to generate a theory of change that is 
viewed by its stakeholders as plausible, doable, and testable. With these three criteria in 
mind, it is recommended that the following questions be considered as part of the 
planning process: 
What longer-term outcomes does the CCI seek to accomplish? 
13 
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made some progress and met some difficult challenges, and, in the next three sections, we 
share both. The first step is to map out a process that should produce a plausible, doable, 
and testable theory of change. This is where we have the most experience, and we discuss 
how to go about getting the theories surfaced, articulated, and aligned. 
We then turn to the questions of how and when to measure activities and outcomes 
included in the theories. And finally, we examine whether the information being 
generated is credible enough to make judgments about how well the initiative is working. 
In the introduction to New Approaches to Evaluating Community Initiatives (1995), 
Kubisch, Weiss, Schorr and Connell conclude that CCIs are difficult to evaluate in part 
because their designs are underspecified at the outset of an initiative. As a consequence, 
one of the first things evaluators are commonly asked to do is help specify the theory 
underlying the intervention and thereby "unpack" the intervention itself. 
Chen (1990) and Patton (1986) describe a process in which stakeholders and evaluators 
"co-construct" the initiative's theory so as to maximize its utility for all, as a planning and 
management tool, as a vehicle for participant empowerment, as a guide to resource 
allocation, and as a way of communicating with the field as a whole. This approach 
resonates with the CCI field's limited experience in this area. 
The goal of the participatory planning process is to generate a theory of change that is 
viewed by its stakeholders as plausible, doable, and testable. With these three criteria in 
mind, it is recommended that the following questions be considered as part of the 
planning process: 
What longer-term outcomes does the CCI seek to accomplish? 
13 
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'Iv ilal illiel im OtilCOille~ Wi. . ::ontextual conditions are necessary and sufficient to 
produce those longer-term outcomes, beginning with penultimate outcomes and 
moving through intermediate to early outcomes? 
What activities should be initiated and what contextual supports are necessary to 
achieve the early and intermediate outcomes? 
What resources are required to implement the activities and maintain the 
contextual supports necessary for the activities to be effective, and how does the 
initiative gain the commitment of those resources? 
If there is a gap between existing or projected resources available to the initiative and 
those deemed necessary to implement activities that will produce outcomes, the initiative 
will have to raise the resources necessary to close the gap. If the gap cannot be closed, 
first outcomes and then activities will have to be adjusted in order for the theory of 
change to remain "doable." 
It is believed that the sequence of steps shown in the planning process above is important 
to maintain: start with long-term outcomes, work backward toward initial activities, and 
then map required resources against existing resources. Beyond the general frame, 
however, much has to be determined locally. Who participates in the conversations? 
How, when, and where should these conversations take place? These questions must be 
resolved within the community setting. 
Experience from a wide range of programs and eels shows that identifying and agreeing 
upon long-term outcomes is relatively easy, in part because, long-term outcomes are 
generally as broad as to be uncontroversial. For example, improved high school 
graduation rates, greater "sense of community," or increased income levels. Likewise, 
identifying early activities is relatively straightforward. Intermediate and early outcomes 
14 
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Wlla:! hitenm outcomes ana contextual conditions are necessary and sufficient to 
produce those longer-term outcomes, beginning with penultimate outcomes and 
moving through intermediate to early outcomes? 
What activities should be initiated and what contextual supports are necessary to 
achieve the early and intermediate outcomes? 
What resources are required to implement the activities and maintain the 
contextual supports necessary for the activities to be effective, and how does the 
initiative gain the commitment of those resources? 
If there is a gap between existing or projected resources available to the initiative and 
those deemed necessary to implement activities that will produce outcomes, the initiative 
will have to raise the resources necessary to close the gap. If the gap cannot be closed, 
first outcomes and then activities will have to be adjusted in order for the theory of 
change to remain "doable." 
It is believed that the sequence of steps shown in the planning process above is important 
to maintain: start with long-term outcomes, work backward toward initial activities, and 
then map required resources against existing resources. Beyond the general frame, 
however, much has to be determined locally. Who participates in the conversations? 
How, when, and where should these conversations take place? These questions must be 
resolved within the community setting. 
Experience from a wide range of programs and CCIs shows that identifying and agreeing 
upon long-term outcomes is relatively easy, in part because, long-term outcomes are 
generally as broad as to be uncontroversial. For example, improved high school 
graduation rates, greater "sense of community," or increased income levels. Likewise, 
identifying early activities is relatively straightforward. Intermediate and early outcomes 
14 
University of Ghana  http://ugspace.ug.edu.gh
wllIn 111110'"11 vuwv. ..w  _._ contextual conditions are necessary and sufficient to 
produce those longer-term outcomes, beginning with penultimate outcomes and 
moving through intermediate to early outcomes? 
What activities should be initiated and what contextual supports are necessary to 
achieve the early and intermediate outcomes? 
What resources are required to implement the activities and maintain the 
contextual supports necessary for the activities to be effective, and how does the 
initiative gain the commitment of those resources? 
If there is a gap between existing or projected resources available to the initiative and 
those deemed necessary to implement activities that will produce outcomes, the initiative 
will have to raise the resources necessary to close the gap. If the gap cannot be closed, 
first outcomes and then activities will have to be adjusted in order for the theory of 
change to remain "doable." 
It is believed that the sequence of steps shown in the planning process above is important 
to maintain: start with long-term outcomes, work backward toward initial activities, and 
then map required resources against existing resources. Beyond the general frame, 
however, much has to be determined locally. Who participates in the conversations? 
How, when, and where should these conversations take place? These questions must be 
resolved within the community setting. 
Experience from a wide range of programs and CCls shows that identifying and agreeing 
upon long-term outcomes is relatively easy, in part because, long-term outcomes are 
generally as broad as to be uncontroversial. For example, improved high school 
graduation rates, greater "sense of community," or increased income levels. Likewise, 
identifying early activities is relatively straightforward. Intermediate and early outcomes 
14 
University of Ghana  http://ugspace.ug.edu.gh
I" ~1~W"O'OI'OtCC o~ ,,1',. :0", • t'fic and experiential knowledge about links 
are more dlfficu t to specily lltcause scten 1 1 
between early, interim, and long-term outcomes is not well developed in many of the key 
areas in which eels operate. Defining interim activities and interim outcomes, and then 
linking those to longer-term outcomes, appears to be the hardest part of the theory 
articulation process. 
In addition, specifying intermediate outcomes and how they may lead to long-term 
change can be a politically charged process, especially if those outcomes might imply 
major resource reallocation or power shifts. These changes may require different uses of 
funds, new job descriptions, and perhaps even laying people off. Gaining consensus 
among all stakeholders, especially the education professionals, on those changes and how 
they will be made is more difficult than simply pronouncing that all children will show 
meaningful improvement in their educational performance. 
With regard to a eel's activities, early activities proposed by the eel are often fairly 
wel1 specified, while later activities and their links to later outcomes tend to remain 
underspecified. This lack of detail reflects the fact that few eels have realized much 
beyond early outcomes in any of their operational areas. Moreover, eels are meant to be 
dynamic enterprises, and the initial theory of change serves as a map of mostly uncharted 
territory, a map that the eel itself will have to revise as it makes its voyage. Thus, our 
experience suggests that a common answer to the question, "What do you expect to be 
doing in the fifth year of the initiative?" is "Ask us in the fourth year, and we'll tell you." 
The inability of many stakeholders to make linkages between early activities and longer-
term outcomes raises significant problems for evaluation design. Perhaps the greatest 
factor in determining the feasibility of the theory of change approach is the capacity of a 
eel's stakeholders and evaluators to identify, prioritize, and then measure the key 
15 
University of Ghana  http://ugspace.ug.edu.gh
are more OIUJl,;uiL LV "fi~\;;~i uv-,"_.;e scientific and experiential knowledge about links 
between early, interim, and long-term outcomes is not well developed in many of the key 
areas in which eels operate. Defining interim activities and interim outcomes, and then 
linking those to longer-term outcomes, appears to be the hardest part of the theory 
articulation process. 
In addition, specifying intermediate outcomes and how they may lead to long-term 
change can be a politically charged process, especially if those outcomes might imply 
major resource reallocation or power shifts. These changes may require different uses of 
funds, new job descriptions, and perhaps even laying people off. Gaining consensus 
among all stakeholders, especially the education professionals, on those changes and how 
they will be made is more difficult than simply pronouncing that all children will show 
meaningful improvement in their educational performance. 
With regard to a eel's activities, early activities proposed by the eel are often fairly 
well specified, while later activities and their links to later outcomes tend to remain 
underspecified. This lack of detail reflects the fact that few eels have realized much 
beyond early outcomes in any of their operational areas. Moreover, eels are meant to be 
dynamic enterprises, and the initial theory of change serves as a map of mostly uncharted 
territory, a map that the eel itself will have to revise as it makes its voyage. Thus, our 
experience suggests that a common answer to the question, "What do you expect to be 
doing in the fifth year of the initiative?" is "Ask us in the fourth year, and we'll tell you." 
The inability of many stakeholders to make linkages between early activities and longer-
term outcomes raises significant problems for evaluation design. Perhaps the greatest 
factor in determining the feasibility of the theory of change approach is the capacity of a 
eel's stakeholders and evaluators to identify, prioritize, and then measure the key 
15 
University of Ghana  http://ugspace.ug.edu.gh
are,  m.....o ~.r..e  a'mcu. p . '\," ~~--""~q scientific and experiential knowledge about links 1 It W :i ,""U, U,,"'"~ 
between early, interim, and long-term outcomes is not weIl developed in many of the key 
areas in which eels operate. Defining interim activities and interim outcomes, and then 
linking those to longer-term outcomes, appears to be the hardest part of the theory 
articulation process. 
In addition, specifying intermediate outcomes and how they may lead to long-term 
change can be a politicaIly charged process, especiaIly if those outcomes might imply 
major resource reaIlocation or power shifts. These changes may require different uses of 
funds, new job descriptions, and perhaps even laying people off. Gaining consensus 
among all stakeholders, especially the education professionals, on those changes and how 
they will be made is more difficult than simply pronouncing that all children will show 
meaningful improvement in their educational performance. 
With regard to a eel's activities, early activities proposed by the eel are often fairly 
well specified, while later activities and their links to later outcomes tend to remain 
underspecified. This lack of detail reflects the fact that few eels have realized much 
beyond early outcomes in any of their operational areas. Moreover, eels are meant to be 
dynamic enterprises, and the initial theory of change serves as a map of mostly uncharted 
territory, a map that the eel itself will have to revise as it makes its voyage. Thus, our 
experience suggests that a common answer to the question, "What do you expect to be 
doing in the fifth year of the initiative?" is "Ask us in the fourth year, and we'll tell you." 
The inability of many stakeholders to make linkages between early activities and longer-
term outcomes raises significant problems for evaluation design. Perhaps the greatest 
factor in determining the feasibility of the theory of change approach is the capacity of a 
eel's stakeholders and evaluators to identify, prioritize, and then measure the key 
15 
University of Ghana  http://ugspace.ug.edu.gh
are more dffiicu!t to specliy (;"""u.>~ scientific and experiential knowledge about links 
between early, interim, and long-term outcomes is not well developed in many of the key 
areas in which eels operate. Defining interim activities and interim outcomes, and then 
linking those to longer-term outcomes, appears to be the hardest part of the theory 
articulation process. 
In addition, specifying intermediate outcomes and how they may lead to long-term 
change can be a politically charged process, especially if those outcomes might imply 
major resource reallocation or power shifts. These changes may require different uses of 
funds, new job descriptions, and perhaps even laying people off. Gaining consensus 
among all stakeholders, especially the education professionals, on those changes and how 
they will be made is more difficult than simply pronouncing that all children will show 
meaningful improvement in their educational performance. 
With regard to a eel's activities, early activities proposed by the eel are often fairly 
well specified, while later activities and their links to later outcomes tend to remain 
underspecified. This lack of detail reflects the fact that few eels have realized much 
beyond early outcomes in any of their operational areas. Moreover, eels are meant to be 
dynamic enterprises, and the initial theory of change serves as a map of mostly uncharted 
territory, a map that the eel itself will have to revise as it makes its voyage. Thus, our 
experience suggests that a common answer to the question, "What do you expect to be 
doing in the fifth year ofthe initiative?" is "Ask us in the fourth year, and we'll tell you." 
The inability of many stakeholders to make linkages between early activities and longer-
term outcomes raises significant problems for evaluation design. Perhaps the greatest 
factor in determining the feasibility of the theory of change approach is the capacity of a 
eel's stakeholders and evaluators to identify, prioritize, and then measure the key 
15 
University of Ghana  http://ugspace.ug.edu.gh
are more m.;&m:C/ U I-t t-o Spe--c:h..);;'  becau se SC.l en tt·fic and experiential knowledge about links 
between early, interim, and long-term outcomes is not well developed in many of the key 
areas in which CCls operate. Defining interim activities and interim outcomes, and then 
linking those to longer-term outcomes, appears to be the hardest part of the theory 
articulation process. 
In addition, specifying intermediate outcomes and how they may lead to long-term 
change can be a politically charged process, especially if those outcomes might imply 
major resource reallocation or power shifts. These changes may require different uses of 
funds, new job descriptions, and perhaps even laying people off. Gaining consensus 
among all stakeholders, especially the education professionals, on those changes and how 
they will be made is more difficult than simply pronouncing that all children will show 
meaningful improvement in their educational performance. 
With regard to a CCl's activities, early activities proposed by the CCI are often fairly 
well specified, while later activities and their links to later outcomes tend to remain 
underspecified. This lack of detail reflects the fact that few CCls have realized much 
beyond early outcomes in any of their operational areas. Moreover, CCls are meant to be 
dynamic enterprises, and the initial theory of change serves as a map of mostly uncharted 
territory, a map that the CCI itself will have to revise as it makes its voyage. Thus, our 
experience suggests that a common answer to the question, "What do you expect to be 
doing in the fifth year of the initiative?" is "Ask us in the fourth year, and we'll tell you." 
The inability of many stakeholders to make linkages between early activities and longer-
term outcomes raises significant problems for evaluation design. Perhaps the greatest 
factor in determining the feasibility of the theory of change approach is the capacity of a 
ccrs stakeholders and evaluators to identify, prioritize, and then measure the key 
15 
University of Ghana  http://ugspace.ug.edu.gh
activities and contextuaJ factors, not in retrospect but in advance. Evaluators and 
stakeholders alike are quite good at looking back on interventions and constructing 
compelling tales of why a particular result did or did not occur. The challenge posed by 
the theory of change approach is to theorize prospectively about these issues. This 
requires balancing the need for the theory of change to remain responsive to emerging 
opportunities and challenges with the need for investors in eels (including funders, 
implementers, and participants) to have some basis upon which to judge the likelihood of 
reaching the intended long-term outcomes. Once the theory specification process begins, 
it quickly becomes apparent that various stakeholders in the initiative can, and often do, 
hold different views about what it will take to produce the long-term outcomes of the 
initiative. Indeed, one of the important contributions of this approach is that it points out 
that multiple theories of change may be operating simultaneously within a single eel and 
that various eel stakeholders may be working under different, and possibly even 
competing, theories of change. 
It is not uncommon for eels to be launched without the various theories of change being 
articulated, much less reconciled. Some experts have noted that one of the great strengths 
of the eel phenomenon might well be that it can accommodate multiple theories of 
change and move forward without their reconciliation. But eels that remain inclusive 
enough to accommodate these multiple theories cannot avoid integrating the theories at 
two points: the allocation of resources and the evaluation. It is, after all, in the decisions 
about which activities to invest in that priorities must be developed about which of the 
various hypotheses that link activities to outcomes are most promising. And it is in the 
process of designing an evaluation that specific decisions must be taken regarding what is 
meant by key terms such as "collaboration", the type and degree of change being sought, 
and the measures that would indicate whether change is occurring. 
16 
University of Ghana  http://ugspace.ug.edu.gh
i nil UlIlen:;u,,~uw."""";'.w funder's and director's views of the importance of agency 
collaboration would emerge as they decide upon early and interim outcomes that each 
believes will lead to long-tenn change. In the funder's eyes, credible evidence of 
collaboration might involve building structural institutional links, such as joint staifmg of 
a new family service program and pooled resources. The lead agency director, on the 
other hand, might view collaboration so differently that her marker of progress might 
simply be increased evidence of referrals among agencies. 
Resolving the challenges that these multiple theories pose is a political as well as 
scientific process. Patton (1996) and Usher (1996) warn that imposing strict standards of 
theory articulation too early in the process can undermine participation and stifle the 
dynamic nature of the eel enterprise. At the same time, as suggested above, leaving the 
eel's theory of change ambiguous pennits, and indeed encourages, various stakeholders 
to project their own preferences about activities and outcomes onto the initiative. This 
Rorschach-test model for eel theories of change can set up false and unrealizable 
expectations among stakeholders that could become problematic during resource 
allocation and evaluation planning. The political question that confronts the eel manager 
becomes: When is the eel robust enough to have the true diversity of its stakeholders' 
theories surfaced and integrated into its overall theory? Or, when can it no longer operate 
without doing so? Will these different theories of change be included as parallel, 
integrated, or competing strands in the overall theory, or will some be selected for 
inclusion in the implementation and evaluation of the initiative and others not? The task 
of addressing these issues should not fall solely, or even primarily, to the evaluator, but 
the evaluation discussion may serve as the context within which they are played out. 
The requirements that theories be articulated and that they be specific enough for 
stakeholders to make judgments about whether or not they are plausible, doable, and 
17 
University of Ghana  http://ugspace.ug.edu.gh
iestaf)le 00 nm prc;"Juu," "'Vo>~ theories from incorporating multiple perspectives on what 
long-tenn outcomes are important, what the interim steps are to getting to those long-tenn 
outcomes, and what activities should be implemented. Our two hypothetical theories of 
change are complex and include multiple strategies for achieving long-tenn outcomes. 
Plausible theories of change will no doubt be complex and pluralistic, but if they are to be 
implemented (doable) they cannot be contradictory and if they are to be evaluated 
(testable) they cannot be unarticulated. 
The choice of this theory to the study stems from the fact that to ensure change will 
require an evaluation of the existing order and detennine their relevance or otherwise to 
the user community. This the theory explains very well in its submission. 
In conclusion one of an initiative's primary activities might be to replace categorical and 
centralized services with integrated neighborhood-based family resource centers. An 
important contextual factor might be the policy environment, including the presence or 
absence of legislation allowing for pooled funding of state resources for innovative 
community-based initiatives. Another central activity might be to build social networks 
among families with young children, which in turn could be affected by local contextual 
factors such as the racial make-up of the neighborhood and its history of intergroup 
relations. 
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2.1 OVERVIEW OF SERVICE AND SERVICE RENDERING 
2.1.1 Service and its Attributes 
The service concept has gained much attention from scholars and practitioners since 
the first three service marketing articles were published by Regan (1963). The 
significant interest generated by the subject has resulted in varied definitions by many 
authors. Lovelock and Wirtz (2007, p.l5) defined services as an "economic activities 
offered by one party to another, most commonly employing time-based performances 
to bring about desired results in recipients themselves or in objects or other assets for 
which purchasers have responsibility". Another definition provided by Hill as cited in 
Edvardsson et aI., 2005 defined services as changes in the condition of a person or 
something in the possession of the customer. Also, Lovelock (1991) defined services 
as a process or performance rather than a thing. Vargo and Lusch (2004a, p. 2) further 
defined service as "the application of specialized competences (knowledge and skills) 
through deeds, processes, and performances for the benefit of another entity or the 
entity itself'. These definitions indicate that the provision of service in any institution 
and within academic libraries in particular is a kind of transformation or change in the 
delivery of tangibles to the customer or user resulting in the satisfaction of the users. 
The rendering of services within any institution is evidently expressed in certain 
characteristic attributes which have been well recognised by several scholars 
including Gronroos (2000), and, Lovelock and Wirtz (2007). These scholars have 
agreed on four attributes that characterise services as inseparability, heterogeneity, 
intangibility, and perishability. Additionally, Lovelock and Wirtz (2007) identified 
benefit without ownership as a significant characteristic. They posit that while 
customers expect to obtain value from their services purchased in exchange for their 
money, time, and efforts, this value comes from access to a variety of value-creating 
19 
University of Ghana  http://ugspace.ug.edu.gh
elements -" ,,- "" ~~ r. f taU1C!" Ulilll UVlll ....; Isler 0 ownersh l'p . They further maintain that services 
involve a form of renta~ and that service customers obtain benefits by renting the 
right to use a physical object, to hire the labour and expertise of personnel, or to pay 
for access to facilities and networks. In this way customers benefit without owning the 
property. 
However, Edvardsson et al. (2005) maintains that the description of the attributes of a 
service is not useful because "they do not portray the essence of value creation 
through service in a meaningful way, and therefore they should be avoided; they do 
not capture the process and interactive nature of services. These characteristics, 
however, may be useful in some special situations. The service concept may be 
replaced by the service perspective on value creation, focusing on value-in-use for the 
customer". This implies that service attributes are specific to the particular nature of 
service that a particular customer expects and thus is relative. While there seems to be 
a controversy over service attributes, it is generally accepted that the provision of 
services should lead to the maximisation ofthe utility ofthe customer. 
2.1.2 Service and Services within the Service Sector 
Vargo and Lusch, 2004) use the term 'services' variously to refer to performance, 
deeds, and process, activities, experiences and value to customers. They identified 
that scholars' definitions of services and service have different meanings in that, 
"service" involves the whole organization's performance in providing the customer 
with a good experience, while "services" implies that services are something that can 
be offered to the customer. 
These definitions lead to two significant deductions. Firstly, "services" definitions are 
outcome-related or directed at the value-created since it is something of value 
delivered to or a performance to meet customers' needs. These services definitions are 
20 
~"'«."".»U-<n iversity of Ghana  http://ugspace.ug.edu.gh
SUpPorted in the work 01 LOvelock (1991) and Gronroos (2000). Secondarily, 
"service" definitions are process-related or value creation process in that service is 
perceived as a set of activities performed by an organisation that aim at creating 
value, which includes specific services or economic activities, acts or performance to 
customers as well as other organisational activities that are part of the value creation 
process such as leadership and management styles, structure of operations, customer 
relationship initiatives, etc and not services as market offerings only. This service 
perspective implies that service involves the whole process of interacting with and 
involving customers before, during, and after production, distribution and 
consumption of an organisation's offering. This view is supported in the work of 
Edvardsson et aI., (2005) and Kauppinen-Raisanen et al. (2007). Edvardsson et al. 
(2005) in their critical review of definitions of service and services concluded that 
"services are as different from each other and from products as products are different 
from each other, and that it has to be determined at a specific time, in a specific 
company, for a specific service, from a specific perspective". 
2.1.3 Service Provision within Academic Libraries 
The library as an important and integral component of a higher institution has offered 
opportunity for students and staff to explore and expand their minds (Blau, 2004). It 
could be argued that the library has become a focal place for enrichment, 
entertainment, education, and empowerment through knowledge. In striving to serve 
its campus, there is need for a library to clearly understand the continually changing 
needs of its constituency, from undergraduates, graduates, doctoral candidates, 
academic staff and even school age children and local citizens (Blau, 2004). The 
library must be seen to be much more than a collection of books and the people who 
21 
University of Ghana  http://ugspace.ug.edu.gh
help find them; it is in i~': "Lile heart of any academI·c  I. Dst.l tu f Ion (WI'l rIa ms- Osula,  
1999). 
The provision of quality library services to those who learn is undoubtedly one of the 
most exciting and challenging developments that have occurred in contemporary 
Iibrarianship. Academic libraries are set up to provide services to meet the 
information and curricula needs of the staff and students in the organization. This they 
do by acquiring books and journals, and presenting the organized collection to users 
through the catalogue, loans and reference services. Traditionally, libraries execute 
these services in their mandate to fulfil their organizational role. For the library to 
advance knowledge, it must not only provide resources but ensure their effective use 
(Williams-Osula, 1999). 
Song (2009) provided a general classification for these library services into three 
areas as facility-based, collection-based, and expertise-based. Although all service 
areas were dependent on one another, many service programmes could be grouped 
into three separate categories. He noted that providing space for study and group 
meetings for library users as well as hosing materials on site represent the primary 
facility-based service and that facility-based service is seen as the most critical service 
for business students. He further explained that collection-based services are aligned 
with traditional library perceptions while expertise-based services imply diversely 
different library services e.g. reference services. The provision of mUltiple service 
points as a common feature of modem academic libraries enable librarians to work 
with students and faculty in support of their scholarly pursuits. Also, integrating 
multiple service points into a large library helps make library patrons feel more secure 
with their physical environment, and makes the library and its staff appear available 
and accessible (Blau, 2004). 
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University of Ghana  http://ugspace.ug.edu.gh
Library servi-ce .... evaiUiUlOIi il' a common p henomenon especially from users' 
perspective. Literature in this regard is replete with evaluation models though limited 
to reference desk and catalogues. Gross and Saxton (2002) gave an explicit overview 
of prior works on reference service evaluation. Kloss and Zhang (2003) found that 
"regardless of the setting, print resources still had an important role to play in the 
provision of reference service". The Catalogue as a service point has enjoyed several 
user surveys in libraries. 
Many libraries, particularly academic, have provided access to quality information 
sources only to find that many of their customers display conservative tendencies and 
tend to shun new channels and to cling to the familiar, preferring to use hard copies of 
sources they know, even when the online version offers far more powerful searching 
capacity: it is clear that, for these customers, the ready availability of a technology 
does not guarantee its immediate take-up and exploitation (Morrow, 1999) and that 
the usefulness ofa piece of technology is strongly tempered by the user's perceptions 
of its usefulness (Barry and Squires, 1995). 
2.2 UNDERSTANDING CHANGE MANAGEMENT 
WITHIN ORGANISATIONS 
Change, the process of moving to a new and different state of things is a constant for 
organisations. Managing organisational change is, in very large part, about managing 
the "people" aspects of that process. This was admitted by Smith (2005) when he 
considered the inherent conundrum of organisational change that people, the human 
resources of organisations, are both an essential factor in organisational change and, at 
times, the biggest obstacles to achieving change. To achieve change therefore, Lewin 
(1951) advocated bringing about a deliberate "emotional stir up" in order to "break 
23 
University of Ghana  http://ugspace.ug.edu.gh
open the sheil ot"complacency and self righteousness" in organisations. Lewin's view 
was supported by a similar argument by Kotter (1995) that the vital first step towards 
achieving successful organisational change is the creation of a sense of urgency and a 
need for change. 
The thought of change management has been considered as a kind of progressive 
process for attaining determined transition within an organization or individuals at 
times. This attainment according to Nelson and Aaron (2005) is preferred through 
managerial skills and administrative persuasion. In the management of academic 
libraries, change management can be used to address user preferences with the kind of 
services that the library provides. The concept of change management has been no 
more considered as a rigid domain under management and administration. It is a 
fragment and partial of both management and technological persuasions. 
Pettigrew and Whipp (1991) emphasise the importance of adopting the right strategic 
changes. These need to be scrutinized as per the context-dependent issues. Change 
management is a means that is structured for leading developed strategies for any kind 
of outcome. Pettigrew, et al. (1992) further established the fact that change may not 
be necessarily dynamic or very emergent in nature. There are possibilities for fail and 
thus a mental preparedness is always suggested. On the contrary, scholars like Carter 
and Goldsmith (2001) discussed the addition of change management for the 
attainment of success from a stereotype organizational structure. An upgrade in 
technology is an additional structure added to change management in an organization. 
24 
University of Ghana  http://ugspace.ug.edu.gh
2.2.1 Cbange MaDlIIgcnu::n~ lAodel 
In order to consider the change management model, it is important to make an 
assessment of the whole environment in which the change will take position. 
According to Kotler (1996) the perspective of change is achievable by means attained 
in collaboration with the employees' responsibility for designing and implementing 
the current process under the formulation of requirements demanded by change 
management. There are some theoretical aspects that need to be considered before 
implementing any change in the current structure of academic libraries within the 
university system. 
There is a vast and growing literature on the management of organisational change 
and a plethora of either specialised or wide-ranging prescriptions for success. Kotler 
(1996) offers a useful distillation of what he sees, based on a wide ranging review of 
attempts at organisational transformation, as eight key steps in the process of 
successful change. Done well, Kotler (1996) these eight steps provide the path to 
success. Done badly they are the root cause of failure. In outline Kotler's prescription 
for successful change is this: 
• Establish a sense of urgency about the need to achieve change - people will 
not change if they cannot see the need to do so; 
• Create a guiding coalition - assemble a group with power energy and 
influence in the organisation to lead the change; 
• Develop a vision and strategy - create a vision of what the change is about, 
tell people why the change is needed and how it will be achieved; 
• Communicate the change vision - tell people, in every possible way and at 
every opportunity, about the why, what and how of the changes; 
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University of Ghana  http://ugspace.ug.edu.gh
• EMpower OfOC:W-U"""'" ..ction - involve people in the change effort, get people 
to think about the changes and how to achieve them rather than thinking about 
why they do not like the changes and how to stop them; 
• Generate short term wins - seeing the changes happening and working and 
recognising the work being done by people towards achieving the change is 
critical; 
• Consolidate gains and produce more change - create momentum for change 
by building on successes in the change, invigorate people through the changes, 
develop people as change agents; 
• Anchor new approaches in the corporate culture - this is critical to long term 
success and institutionalising the changes. Failure to do so may mean that 
changes achieved through hard work and effort slip away with people's 
tendency to revert to the old and comfortable ways of doing things. 
The role of people in achieving change is central to Kotter's framework. This again 
raises the conundrum that people are both an essential factor in achieving successful 
organisational change and, at times, may be the biggest obstacles to change. The way 
through that conundrum is simple. Managers must see and act on the imperative to 
effectively manage the people side of organisational change. Futurist Handy (1993) 
said that achieving change in organisations is not really about "managing", as that is a 
process which assumes that managers know where to go and how to get there, and 
that they can persuade others to come along. Rather, he argues, achieving change is 
more about guiding and steering. Whatever the nature of the process - managing or 
guiding, or a combination of the two - this short series will attempt to provide some 
pointers to effective management ofthe "people" aspect of organisational change. 
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1:3 iiie NaNte 01 ,,-Uilug. . in Academic Library Systems 
According to Bennis (1969), the need for change in the face of a "dizzying rate of 
change" is to achieve a paradigm shift beliefs values and structures of organisations 
so that they can better adapt to new technologies, markets, and challenges. That 
prediction has increasingly rung true for the academic library institutions which has 
seen a marked change in both the scale and pace of change over the past decade. 
During the past two decades, dramatic changes in the academic libraries have been in 
the collection, acquisition and management, bibliographic control, as well as 
reference and information services which, along with lending services, represent the 
core of library functions. These changes have been the effect of technological 
advances characterised as "disruptive change" (Lewis, 2004) which have forced into 
libraries a rapid shift away from an incremental and gradual approach to change to a 
way of thinking and working that can accommodate ongoing, radical and 
discontinuous change. As Farley et al. (1998) observe, such a shift away from the 
traditional conservative mindset of libraries and librarians requires not just minor 
alterations in attitudes and ways of working, but an acceptance and adoption of 
wholly new perspectives and mindsets. 
2.3.1 The Changing Needs of Academic Library Users 
Trends in technological advancements and globalisation have led to changing needs 
of most academic library users in this age of information technology. These needs 
revolve around the changing methods ofteaching, learning and research as well as the 
growing information technologies and the library users' active engagement and 
participation in the information chain. Indeed, considerable changes in the provision 
of library services to users have been brought about as a result of the accessibility and 
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availaBilitY of internet :oem. ...... " across the world. This consequently is a challenge to 
librarians as they try to provide services to its users. The role of the traditional library 
services, therefore, has had to change accordingly. Changes in the user-needs of 
academic library users are mainly due to research and teaching methodologies as weIl 
as online service needs. 
2.3.1.1 Research and Teaching Methods 
Generally, research has recently increased in most Sub-Saharan African Universities 
mainly through funding, which has led to increased demands for library and 
information resources. Internationally, methods of conducting research keep changing 
and new ones keep emerging. Research is an indicator of the complexity of the human 
phenomena and the challenges of meeting the information needs of human beings 
conducting research (Musoke, 2007). Significant changes in user preference due to 
teaching instructions are also seen in the current trends in distance education often in 
the form of online instructions. Wright (2004) asserts that librarians have a significant 
responsibility for information literacy instruction, specifically for the selection, use, 
and evaluation of multiple information resources, including internet resources. 
Distance education has led to the development of specialised library and information 
services that can appropriately be called distance Iibrarianship. 
Library services have always been important support services for teaching and 
learning. An important service that academic librarians have always offered is 
instruction in information seeking, gathering and usage. The needs of distance 
learners have changed the quality of this role in several important ways. The work of 
Snyder, Logue, and Preece (1997) provides some important insights into the teaching 
role of librarians - a paradigm which has been expanded and enhanced by distance 
education. Their report indicates that many of the respondent libraries provided 
"assistance with the development of distance learning courses, especially in 
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instructional design, multimedia development, and instructional evaluation". They 
further found that librarians have become important members of the instructional 
team; librarians have become integral to the process of developing distance teaching 
materials - print and non-print - and most importantly they discovered that librarians 
have a role in instructional evaluation process. Consequently, librarians have moved 
from being custodians of information to become contributors to the process of 
producing information for distance education. Many of these activities represent new 
skills for librarians and changed models of library services. 
In addition, librarians have themselves become distance educators as they have had to 
become proficient in the use of distance education strategies to develop materials for 
distance learners on all aspects of library services for these students. McAlpine (1995) 
reports on the development of a library related video and computer aided instruction 
package designed to assist distance learners in Australia. These materials were 
developed by librarians, an instructional designer, and programmers to teach generic 
library skills. They represent another facet in the role of librarians becoming involved 
in the teaching aspect of distance education. Workbooks, use of electronic teaching 
methods, online courses and other asynchronous forms of teaching are also used to 
deliver instruction on library and information services topics. 
2.3.1.2 Electronic Library Services Provision 
Helping patrons use library resources more effectively through directed and structured 
instructional activities are one of the core services that libraries have traditionally 
offered users. The emerging changes posed by the contemporary academic library 
environment includes the need for the application of ICT, manifested in many forms 
like digital repository, open access, user centric services (e-Iearning, e-teaching, 
information literacy, orientation programmes), web-based library services, application 
of social networking, library cooperation including consortia, and legal issues. The 
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need for an electronu,; nul ... ,)' ..e rvice provision cannot be overemphasised. Wurnman 
(1989) stated that "several studies have found that somewhere between 60 and 80 
percent of people searching for information on the web failed to find what they were 
looking for". Also, Covi and Cragin (2004) asserts that students and faculty 
increasingly demand and prefer access to electronic sources delivery system, and to 
networked information. This is a clear indication that to meet the information needs of 
the academic community, academic libraries must provide online information 
services. 
On their part, Jane and McMillan (2003) noted that there is evidence, both anecdotal 
and recorded, that increasing numbers of people are turning to the internet as their 
preferred source of information, and this is being reflected in library reference desk 
statistics. Consequently, Dahl, Banerjee, and Spalti (2006), asserts that libraries that 
cling to traditional service models in an era of new information technology, rising 
costs and flat budget cannot thrive. Transporting library services to the online 
environment will involve designing and maintaining a library website as a platform 
for delivering online services. 
According to Poll (2005), introducing new services in libraries actually means 
implementing electronic services. This is not restricted to the electronic collection but 
covers online access and delivery and all reference, support, and training options that 
help users in the electronic information world. Such services are often not entirely 
new but replace or complement traditional services, e.g. offering web based and 
remote access instead of only physical access. ISO CD 2789 provides a list of such 
new electronic services as including 
• Regional or national catalogue databases, 
• Online ordering and delivery from local and remote resources, 
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• Portals (of one library or groups of libraries, subject portals), 
• Personalized services ("my library", profile and alerting services), 
• Online reference, 
• Collections digitized by the library, 
• Electronic publishing services, 
• Online self-paced training facilities, and 
• Internet access via the library's workstations or network. 
Electronic library resources and networking creates new opportunities for the 
organization of library services that broke through the time and place limitation of 
print materials. Kaufman (2001) acknowledged that digital resources have brought 
about some radical changes within the library's organizational structure and in the 
ways libraries provide information and services. She concluded those libraries as a 
place will continue and their central role in the 21 st century will not be diminished 
because of digital resources. Instead, she expects the 21st century library users will 
have more information available to them and will be better served. She also stated that 
the web would not produce the totality of information that the users need and will not 
provide access to what it does not have easily and will be unable to separate the 
virtual wheat from the chaff. 
Coffman (2004) notes that by the late 1990s, it had become apparent to many that if 
librarians were ever to successfully move their reference service to the web, they will 
need online and interactive services. Something that allowed reference librarian to 
work with patrons to help them find the information they wanted right when they 
sought it and not days later in an e-mail. Dewald (1999) noted that libraries often 
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cannot llITOnl LV 1111<> ,"va;:; ;;;>rarians, yet the need for information instruction is 
greater than ever. Academic libraries are beginning to meet these challenges by 
repackaging and customizing bibliographic and other relevant library instructions into 
on line tutorials that provides students with options of time and place for instruction. 
However, Dewald (1999) concluded that web-based library tutorials are best used to 
supplement and complement classroom instructions rather than in isolation. 
2.3.2 Changes in study programmes, curriculum and user needs 
Globalizations have lead to the introduction of new and/or revised study programmes, 
new paradigms, and curriculum at the Universities. Accompanying these changes is 
the increased staff recruitment at these institutions necessitating the demand for the 
development and use of digital, multimedia materials and applications by library users 
to improve information provision to support study, teaching, and research. There have 
also been the paradigm shifts in the individual approach to the use of libraries to the 
group approach. There is thus an increase in the demand for space where library users 
can meet and hold discussions in group. 
2.3.3 The African Library System Perspective 
The African academic library system is a relative newcomer to the African 
information-provision scene. It was not introduced until the middle of the twentieth 
century, at the end of the colonial era. The desire for a library system at the time was 
due to the perception persisting that they would serve as a remedy to severe existing 
educational problems and as a tool in the process of national development (Abdullah, 
1998). Consequently, these institutions were made to fulfill three main functions: to 
provide information to development agents and agencies, to support formal and 
informal rural education programs through the provision of materials to both students 
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~d teac~ers: and to serve as centers for community education and cultural activities 
(Kagan, 1982). 
Since then, the library systems of African countries have undergone drastic 
transformation. The natures of these transformations have been in the areas of 
managerial, technical, infrastructural and user changes. Literature has it that, prior to 
the introduction of library services to the African people, neither proper analysis of 
information needs nor investigation into the composition of the potential clientele was 
made (Sturges & Neill, 1998). As a result, most African libraries have been 
established without prior examination of the information needs of those who were to 
use the services. In this regard, some of the materials in those libraries were 
considered as non-relevant to the realities of the African context especially so when 
most of the academic libraries had and still offer courses that have little or no 
information of materials in them. According to Rosenberg, libraries in Africa in 
general are at the moment not sustainable and the decline of African libraries has been 
most acute over the last decade (Rosenberg, 1994). 
The essence of academic libraries in Africa cannot be underestimated especially in its 
role as an integral component of a nation's national information system aimed at 
meeting the nation's information needs in the academia, governance and in the 
industry. This role imposes the need for continuous acquisition information materials. 
Unfortunately, in the last couple of years, libraries in Africa have been dependent on 
external assistance as the knowledge industry (academia, publishing and printing 
sector, and libraries) at the level of most of the nations seems to be crumbling or 
moribund (Zeleza, 2003). 
In most academic libraries in the universities and other academic institutions, the 
situation seems to be more pathetic as libraries in this category according to Oladele 
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(2004) "exist In meol); u .... lU reality are no more than a mix grill of textbooks and 
donated soft reading materials" most of which are obsolete. This creates a gap 
between ideal library systems in Africa as compared to those in the developed world. 
These gaps exist in the area of automation of library services, the use of the internet 
and online library services, special accommodations for library users among others. 
Several scholars including Sturges and Neill (1998), and Tise (2000) observed that, in 
spite of lofty ideals, African libraries have failed in their designated mission and are 
currently not perceived as significant players in the process of national development. 
In most African countries, the levels of infrastructural development especially in 
information and communication technology tend to greatly affect the effective 
development and management of most library systems. Whiles governments in these 
countries continue to provide the need facilities that are needed to enhance effective 
library systems, attempts are being made by private bodies to help. 
Within individual African countries, attempts are being made to form a consortium 
and association among most academic institutions to promote library development. 
Notwithstanding, academic library operations remained manual in Africa until around 
1985 when ICTs were introduced. At that time, PCs and CD-ROMs were used for 
literature searches (Rosenberg, 1989). Later, local databases such as the African Index 
Medicus were developed using micro CDS-ISIS. Electronic mail started with the dial 
up system and has progressed to wireless connection. Library materials were accessed 
by searching the manual subject and author catalogues located in the main and branch 
Libraries. 
Indeed, the challenges confronting the African libraries are numerous. Mchombu 
(1991) recorded the findings of several surveys bearing testimony to this process. For 
instance, he noted that in Botswana, the overall percentage of users for all types of 
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librarY services (JUeS Jiv', "Aceed five percent. Likewise, in Tanzania, with a 
population of more that twenty-three million people, only one to two percent of the 
population uses libraries. Gradually, the use of the manual systems within African 
academic libraries is becoming the thing of the past. 
The concept of globalization has characterised the operations of academic libraries 
with most of these African library systems adopting the systems being used in the 
developed world. Interestingly, most academic libraries in Africa and Ghana in 
particular are using online library services and even linking up with the online 
services from across the world. These developments in the provision of library 
services have been enforced to a large extent by the changing needs of users. In this 
era of ICT, most library users prefer to use the internet to search for information as 
they consider it as very fast and more effective. 
By and large, some University libraries in Africa in recent times have acquired library 
systems. A number of these systems were demonstrated at a Sub-regional conference 
in 2005 (Musoke, 2007). Some of these systems being used by these universities are: 
The use of Virtua-Integrated Library System (ILS) including an Oracle server by 
Makerere University (South Africa), University of Jos, Obafemi Awolowo University, 
University of Ibadan, Ahmadu Bello University, University of Port Harcourt, and 
Bayero University all in Nigeria. Apart from this library system, some other 
Universities have adopted the use of such systems as ERUDITE system at the United 
States International University, Kenya, ADLIB at the University of Dares Salaam, 
Tanzania, INNOPAC at the University of Zimbabwe Library, VIBUSMART at the 
University of Nairobi, Kenya as well as ISIS and WEBLIS, at the Sokoine University 
of Agriculture, Tanzania; and Uganda Martyrs University. These developments 
indicate the upsurge in the modernisation of library service delivery and systems in 
Africa. 
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2.4 CHALLENGES FAC~G ACADEMIC LmRARIES 
2.4.1 Services and Access 
Access to library services in developing countries like Ghana is often not provided 
every time in the day as most of the services are merely the traditional manual 
services. Even within the traditional service provision system, patrons do not have a 
full access to all the services are needed by them. In those few libraries in such 
countries where electronic services are provided Chaudhry, Majid and Logan (2002) 
noted that one main challenge facing these libraries in the networked online 
environment is to exploit all forms of digital and telecommunication technologies and 
find new ways and means to provide feasible forms of collections, services, and 
access to library materials. Most academic libraries in the country are small to 
accommodate the ever increasing users' population within the given institution let 
alone to cater for outsiders. 
2.4.2 Instructions and Information search Needs 
Chaudhry et al. (2002) asserts that competency in information literacy (IL) skills and 
knowledge has been the hallmark of information professionals and has long been an 
important aspect in information education. The need for IL competency has been 
worsen by Web revolution. This has, in fact, caused a need for more and not less 
guidance in the selection, use, and evaluation of information. Thus, academic 
librarians proficient and knowledgeable in the identification, location, and evaluation 
of information, have an even greater role to guide faculty, students, and other users in 
the best use of both print and online resources in the library (Hardesty, 2000; Bainton, 
2001). On a whole, these factors significantly impact on student learning: making 
them aware of the potential for useless and inferior information available on the web; 
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" .', ." •. .~-_ • Co t' on from refereed scholarly journals, grey 
recogmsmg me (jtsLiU~iiuJi u"'ri~n mlonna 1 
literature, un-refereed digital infonnation, misinfonnation, and disinfonnation; and 
resisting total reliance upon convenient infonnation from the internet (Chaudhry et 
al.,2002). 
2.4.3 Resources and Collection Development 
The need for the development of resources has posed yet another challenge to 
academic libraries. The replacement of old materials and introduction of new ones as 
characterised by low budgetary allocations of academic libraries has further worsen 
the development needs of changing user preferences for library services. New 
initiatives to create digital libraries and infonnation portals according to Chaudhry et 
al. (2002) have surfaced in an attempt to build on the availability and production of 
digital infonnation by making it easily available online and then reaping the benefits 
of accessibility. 
The ability to create and adapt a collection development policy to satisfy patrons 
remains a huge challenge and calls for an understanding of the needs of a new 
generation of internet-savvy users as well as the availability and complexity of online 
and other fonns of digital resources. Such needs for the development of collection and 
resources gives birth to technologies that are more complex, cyclical, labour-
intensive, variable, and requires a team-based approach for selecting, acquiring, 
processing, and accessing online serials (Kaag, 1998). Licensing, copyright, and fair 
uses are all issues that need to be tackled and sorted out in this transformation to the 
acquisition and use of digital information. 
37 
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1:4:4 Administration aou .... uuperation 
As academic libraries become more involved with information infrastructure building, 
it is appropriate to iterate the four main components of information organisations in 
the information age: software, hardware, human resources, and data/information 
(Chaudhry et aI., 2002). The challenges posed by changing users' needs of academic 
libraries could be further hastened when there is no effective administration and 
cooperation both from the management and patrons of the library. Chaudhry et al. 
(2002) advocated for the need for new organisational structures that leads to the 
merger of the academic libraries and computer centres in the university to provide 
new and better products and services. Hardesty (2000) observed that in the current 
situation of increasing costs and budget constraints, academic libraries face the 
challenge of providing high levels of service to meet ever- increasing users' demands 
and expectations but at reduced costs. Therefore, effective administration of academic 
libraries will solely depend on the availability of financial supports to meet the 
changing needs of patrons. 
2.4.5 Staff and Training 
Internal to the library service, the value of staff development cannot be overstressed. 
Behind the implementation of change within the academic library system is the 
human resource. The training and development of library staffs has also been a 
challenge to current user trends. The need for staff training is being aggravated by the 
changing nature of technological advancements within the library system. The need 
for staff training in computerized library applications cannot be overemphasized. The 
success of automation in academic libraries depends largely on the ability of staff to 
facilitate and implement the process. Human expertise has always been, and will 
remain as one of a library's greatest assets. 
38 
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As vividly captured by ciillucmry et al. (2002), recognising that staff and their 
collective knowledge is key in academic libraries is an important first step in 
promoting opportunities for staff to reach their full potential through well designed 
human resource development plans and training. The training needs of staffs are 
evident in both the soft and hard skills development in line with changing information 
technology (IT) intensive environment to ensure proficiency in such an environment 
that is constantly faced with new technological breakthroughs and new ways of doing 
work. 
39 
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kEl<·.t:KI<:NCE:oo, 
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1:58-66 
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Bennis, W. G. (1969). Organization development: Its nature. origins, and prospects. 
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Blau, H. I. (2004). An enriching place: universities should design their libraries to 
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Carter, L., & Goldsmith, M. (2001). Best practices in organization development and 
change. San Francisco: Jossey Bass, p.45-48 
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',u.:a'u u.;jjujj;; ry",C , 
 A .S., ' ".O vft,  ;)., '11 S M & Logan E. (2002). Academic libraries in IVli:lJIU, • ., , 
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HardestY, L. (2000). Do we need academic libraries? Position paper of the 
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Hiatt, 1., & Creasey, T. (2003). Change Management, Prosci Research Kotter, JP 
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2. Lewin; K. (1 Y' I). r lelU meory in social science - selected theoretical papers, 
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CHAPTER THREE 
METHODOLOGY 
3.0 Introduction 
Adams and Schvanveveldt (1991) define research methodology as the application of 
scientific procedures toward acquiring answers to a wide variety of research 
questions. But according to Saunders et al (2005) methodology is a theory of how 
research should be undertaken, including the theoretical and philosophical 
assumptions upon which research is based and the implications of these for the 
method or methods adopted. 
Aina (2001) states that many of the research methods employed in research work have 
been borrowed from other disciplines. The prominent research methods used, 
according to him, in library and information studies research include social survey, 
historical, bibliometric study, citation analysis, case study and experimental research. 
3.1 Research Design 
This research will adopt the case study approach to research to deal with studying the 
changes and challenges in library service provision. According to Pickard (2000) case 
studies are not simple to define as many other research methods, because ofthe nature 
and form of the method. To him a case study can be both the process engaged in to 
investigate a phenomenon and the written output of that investigation. A research 
design has been elementarily defined as the logical sequence that connects the 
empirical data to a study's initial research questions and, ultimately, to its conclusions 
(Yin, 1989). Case study research to Pickard (2000) is a method designed to study the 
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particular wlOOri context ana nas a very specific purpose. Yin defines a research 
design as an action plan for getting from he re to th ere, w he  re "here" may be defined 
as the initial set of questions to be answered, and "there" is some set of conclusions 
(answers) about these questions. In paraphrasing Nachmias and Nachmias (1976) Yin 
(1989) states that a research design can also defined as a plan that guides the 
investigator in the process of collecting, analyzing, and interpreting observations. The 
two also see it as a logical model of proof that allows the researcher to draw 
inferences concerning causal relations among the variables under investigation. This 
sort of design also defines the domain of generalizability, that is, whether the obtained 
interpretations can be generalized to a larger population or to different situations. 
Such a research design is made up of components including the study's questions; its 
propositions; unit of analysis; the logic linking the data to the propositions; and the 
criteria for interpreting the findings (Yin, 1989). 
Pickard (2000) quoting Stake (1994) stated that a case study is made up of three types 
including intrinsic, instrumental and collective. He further explained that the intrinsic 
case study is carried out for no other purpose than to give a better understanding of 
the case, saying that the case is studied as much for its ordinariness as for any 
peculiarities. The second type, known as instrumental, is conducted for the purposes 
of investigating a particular phenomenon making the case itself less important other 
than a vehicle for the investigation. The collective is a type of case study that uses 
more than one case to investigate a particular phenomenon. 
Although other research purposes exist, this study adopts the use of the exploratory 
research for the purpose of this study. An exploratory research is a useful method to 
use when the researcher lacks knowledge of the problem to be studied and therefore 
acquires the necessary knowledge and explores the subject more deeply. Thus, it 
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perfectly fit into the fOcus ot this study to explore the changes and challenges that 
confront the library service provision within Central University College. The use of 
an exploratory research as pointed by Cooper et al. (2008) helps the researcher to 
develop concepts more clearly, establishes priorities, develops operational definitions, 
and improves the final research design as well as helps the researcher to saves time 
and money. Further, the benefit with an exploratory strategy is that it is flexible and 
adaptable to change, and, as Saunders et al. (2003) point out, the researcher has to be 
willing to change the direction of the study if new data and new insight occur when 
conducting an exploratory research. 
The second part of a research design focus on the research strategy. Three common 
research strategies exist for any research. These are experiments, surveys and a case 
study. However, this study employs the use of the case study research design for the 
purpose so that the phenomenon to be studied can be critically examined within the 
context of Central University College only. Yin (1994) advocates a case-study 
approach for research that is concerned with addressing 'how' and 'why' type 
questions. This approach involves empirical enquiry that investigates a contemporary 
phenomenon in its real life context (Rose, 1991). Case-study research is therefore an 
appropriate strategy, as it examines the change and challenges in library service 
provision within Central University College. Case studies are formed by collecting 
data which represents an interpretation of the research subjects' experiences, opinions 
and attitudes (McCormack Steinmetz, 1991). The case study design for this study is 
based on the responses to the semi-structured questionnaire administered to the 
patrons and staffs of Central University College Accra. 
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3.2 Population of Uie Sfildy ~etting 
There are two types of population, namely the study population and the target 
population. "The study population is the entire number of unit under study and the 
target population is the entire elements to which the researcher wishes to generalize 
his findings" (Helmstad, 1970). Busha and Harter (1980) also allude to that fact when 
they defined a population as any set of persons or objects that possesses at least one 
common characteristic. 
There are several academic libraries, but for the sake of this study Central University 
College Library, Accra was selected. The study population comprises all the staff and 
patrons of the selected library. The population of users of the library is estimated at 
ten thousand and thirty-five (10,035). 
The popUlation of library staff comprises professionals, paraprofessionals and 
nonprofessionals, making a total population of thirty-five (35). Their selection is 
because they are directly involved in the day-to-day administration of the library. That 
of the patrons is because they patronize the services provided by the library and can 
therefore help answer questions that will enable the stated objectives to be met. 
3.2.1 Sample and sampling technique 
According to Kumar (2005), sampling is the process of selecting a few (a sample) 
from a bigger group (the sampling population) to become the basis for estimating or 
predicting the prevalence of an unknown piece of information, situation or outcome 
regarding the bigger group. 
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Sample Technique 
To achieve the sample size stated above the study will employ systematic sampling 
approach with a random start to guarantee that every member of the target population 
has an equal probability of being selected. 
In this direction, the list of the custodians and patrons will be taken based on which 
the sample frame calculation will be done and after the random start, the sampling 
will consider the selection of every kth subject until the 200th patron is selected. 
Sample Size 
The sample size from the study population of the three public libraries would be one 
hundred (100) patrons and the thirty (35) library custodians from the library. This will 
bring the total of sampled population to one hundred and thirty-five (135) 
respondents. 
Population categorization Total Population Sample 
Students/users 10,000 100 
Library staff 35 35 
3.3 Research Instruments 
As indicated by Kumekpor (1999), the use of questionnaires as a choice of research 
instrument for data collection has a special advantage over other methods of data 
collection, especially in quantitative studies. But for the purposes of this study, the 
questionnaire and interview will be the instruments for soliciting for data. The 
questionnaire will be used for the student while Interviews will also be used for 
library staff. 
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3.4 METHOD OF DATA ANALYSIS AND PRESENTATION OF RESULTS 
Quantitative data obtained will be analysed using SPSS while data from interviews 
will be listened to, sorted, transcribed and edited to make meaning. Where necessary, 
tables, graphs and charts will be used to make explanations clearer. 
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REFERENCES 
Aina, L. O. (2002) Research in Information Sciences: An African Perspective. 
Ibadan: Stirling-Horden. 
Busha, C. H. and Harter, S.P. (1980) Research Methods in Librarianship Techniques 
and Intemretation, New York: Academic Press. pp. 53 - 89 
Frankel, J.R. and Wallen, N.E. (2000) How to Design and Evaluate Research in 
Education 4th ed. Boston: McGraw-Hill. pp. 435 - 436 
Helmstad, J. (1979) Social Research. New York: Baywood. p. 16 
Kumekpor, T, K. B. (2002). Research Methods and Techniques of Social Research 
Accra: Sonlife Printing Press and Service. p. 122 
Pickard, A. J. (2000) Research Methods in Information London: Facet Publishing 
Yin, R. K. (1989) Survey Research Methods London: Sage Publications. pp. 13 - 30 
Yin, R. K. (1992) The Role ofTheorv in Doing Case Study Research and Evaluations In 
Using Theory to Improve Program and Policy Evaluations, ed. Huey-Tsyh Chen and 
Peter H. Rossi. New York: Greenwood Press, 28,105 
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CHAPTER FOUR 
RESULTS AND DISCUSSION 
4.0 INTRODUCTION 
This chapter presents the results and discussions of the fmdings based on the semi-
structured questionnaire administered to the respondents (that is the patrons and the 
library staffs of Central University College). The data obtained from the respondents 
were analysed using the Statistical Package for the Social Sciences (SPSS) from 
which the descriptive statistics such as frequencies was obtained. The analyses of the 
data were done based on the biographic data of the respondents and the research 
questions. Frequency tables and figures were used to illustrate the findings. 
4.1 BACKGROUND OF RESPONDENTS 
4.1.1 Gender 
From the study, sixty-three (63) respondents (46.7%) were male while seventy-two 
(72) of them (53.3%) were female. This implied that the females dominated the study. 
Gender breakdown with respect to the library staffs and the patrons are shown in 
Table 4.1. 
Table 4.1.1: Gender of Respondents 
Library staffs Patrons 
Frequency Percentage (%) Frequency Percentage (%) 
Male 13 37.1 50 50.0 
Female 22 62.9 50 50.0 
Total 35 100.0 100 100.0 
Source. FJeld Survey (2010) 
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4.1.l Age 
From the study, six (6) respondents representing 4.4% of the sample were within the 
ages of 17 _ 20 years while eighteen (18) respondents (13.3%) were above the ages of 
33 years and above. Further, the study found that twenty-five (25) and twenty-four 
(24) respondents representing 18.5% and 17.8% of the sample were within the ages of 
25 - 28 years and 29 - 32 years respectively. The study also found that sixty-two (62) 
respondents (45.9%) were within the ages of 21 - 24 years. This implies that the 
majority of the respondents fall within the ages of 21 - 24 years. The break down for 
the library staffs and patrons is presented in Table 4.2. 
Table 4.2.2: Age of Respondents 
Library Staffs Patrons 
Years Frequency Percentage (%) Frequency Percentage (%) 
17 20 2 5.7 12 12.0 
21 24 6 17.1 18 18.0 
25-28 11 31.4 44 44.0 
29 32 8 22.9 12 12.0 
33 years and over 8 22.9 14 14.0 
Total 35 100.0 100 100.0 
Source: Field Survey (2010) 
4.1.3 Positions of Staffs 
The study as shown in Figure 4.1 found that one (1) respondent (2.9%) is the 
Librarian, eleven (11) respondents (31.4%) are Assistant Librarians and seven (7) 
respondents (20.0%) are Senior Library Assistants. Also, thirteen (13) respondents 
(37.1%) are Library Assistan t s w h'lle th  ree (3) respondents (8.6%) are Library Clerks. 
This implies that all the varied positions within the library department are fully 
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repreilenteiJ in the StIlc.ty anel thUs helps to provide a deep and multiple response on the 
subject based on their positions and experience. 
• • Frequency 
librarian A$$'$tant Snr. Library library 
Librarian Library Asst. Clerk 
AS$t. 
Figure 4.1: Distribution of Staffs' Position 
Source: Field Survey (2010) 
4.1.4 Educational Level ofStatT 
The study as illustrated in Figure 4.2 found that seven (7) respondents (20.0%) each 
were SSSCE and Bachelor of Arts graduates while twelve (12) respondents (34.3%) 
were diploma holders. Further, the study found that while eight (8) respondents 
(22.9%) had Master of Arts degree, only one respondent (2.9%) had Master of 
Philosophy degree. 
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MPhii ~ 
MAl_• ••- 
SA 
Diploma • Frequency 
SSSCE 
IL--------..--------.--------. 
o w IS 
Figure 4.2: Distributions of Educ,ltionnl Lenl of Staffs 
Source: Field Survey (2010) 
4.1.5 Department of Staff 
Table 4.3 shows the diverse departments within the University's library. The study 
shows that eight (8) respondents (22.9%) were in the cataloguing department, four (4) 
respondents (11.4%) were in the acquisition department while seventeen (17) 
respondents (48.6%) were in the circulation department. In addition, six (6) 
respondents (17.l %) were in the administration department. This implies that majority 
of the respondents were in the circulation department probably because it is the main 
department involved in doing most of the works in the library. 
Table 4.1.5: Department of Staff 
Department Frequency Percentage (%) 
Cataloguing 8 22.9 
Acquisition 4 11.4 
Circulation 17 48.6 
Administration 6 17.l 
Total 35 100 
Source: Field Survey (2010) 
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4.1.6 Programmes and Lenis of Patrons 
The study found from Table 4.4 that majority of the patrons (67.0%, N = 67) were 
pursum. g programmes m.  School 0 f Bus'm ess M ana gement and Administration 
(SBMA) while twenty-five (25) patrons (20.0%) were pursuing Faculty of Arts and 
Social Sciences (FASS) programmes. Also, eight (8) respondents (8.0%) were 
pursuing programmes in School of Theology and Missions (STM) and five (5) 
respondents (5.0%) were in the Faculty of Applied Sciences (FAS). 
Table 4.1.6: Programme of Patrons 
Programme Frequency Percentage (%) 
SBMA 67 67.0 
FASS 20 20.0 
STM 8 8.0 
FAS 5 5.0 
Total 35 100 
Source: Field Survey (20 I 0) 
4.2 OVERVIEW OF CURRENT LffiRARY AND INFORMATION 
SERVICES 
The study found that the library provides traditional services in the area of circulating 
of materials, reservation of materials, provision of seating accommodation and 
information literature services. From the study, while 82.9% of the staff claimed that 
the traditional services provided by the library met the standard for academic libraries, 
17.1 % of them disagreed. On the contrary, 56.0% and 44.0% of the patrons agreed 
and disagreed respectively with the same statement. This means that both respondents 
had a general feeling that the services provided by the library met academic standard. 
This shows that a total of 63.0% of the respondents agreed that the services provided 
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by the library met academic libraries' standards while 37.0% disagreed. These 
findings were in consonance with the findings of Curry and Copeman (2005) that 
quality reference service involves a relationship between the user and librarian within 
a "Cycle of Dimension of Service": willingness to assist user; knowledge (how to 
assist user); assessment (of user's need), and action (physically moving with the user) . 
.------------------------------
• Staffs 
.Patrom 
Meet standard Does not meet standard 
Figure 4.2: Distribution of Service Quality of the Library 
One of the biggest challenges faced by library staffs was to create a positive image as 
most patrons hold negative attitudes towards library staffs. The study found that all 
the staff claimed that they exhibit professionalism towards users in carrying out their 
duties. This was confirmed by 61.0% of the patrons but 39.0% of them disagreed that 
the staff of the library exhibit professionalism in the conduct of their duties towards 
patrons. Those who doubted their professionalism claimed they provide poor services 
and have poor human relations. One respondent summed it all when he said: 
"Most of them [staff] were hostile and rude. They don't open the library early 
enough. They must stop chatting at the library themselves". 
The need for good communication between the staff and the patrons was long 
envisaged by Rowley (1998) when he said that all professional librarians have got to 
communicate with users about their services because exchanges between the service 
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a8ent (librarians) and the customer (users) can elicit information about customer 
requm,ments, and also permit the services agent to explain the organization's products 
and how these can meet the customer needs. 
From the study, 68.6% of the staff claimed that the library provides information and 
communication technology services but 31.4% of them said otherwise. Such services 
include internet services and the provision of electronic journals and books. The 
response from the staff was refuted by 87.0% of the patrons who said the library did 
not provide such services. Also, 5.0% of the patrons supported the claims of the staff 
while 8.0% of them were uncertain. This means that while the staff claimed that the 
library provided information and communication technology services, that of the 
patrons disagreed. Their disagreement could probably be due to the fact that the 
information and communication technology services were being enjoyed by the staff 
only to the detriment of the patrons. This explained why none of the patrons could 
provide answers on the examples of the information and communication technology 
services of the library since they did not have any knowledge on the subject. 
Uncertain 
No • Poltrons 
8 Staffs 
Yes 
o 20 40 60 80 100 
Figure 4.2.1: Information and Communication Technology Service Provision 
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4.3 CHALLENGES tACED BY THE LIBRARY IN ITS SERVICE 
PROVISION 
Lack of COlDputer Facilities: The study found that 97.1 % of the library staff 
reported that the library did not have enough computers to accommodate an 
appreciable number of users but 2.9% of them said the library had. Also, 89.0% of the 
patrons supported the claims of the staff that the library did not have enough 
computers. While 3.0% of the patrons said it had, 8.0% of the patrons were not 
certain. This implied that majority of both the patrons and staff reported that the 
library did not have enough computers. Personal observations showed that there was 
one computer for the administrator in the library and might probably explain why one 
of the staff reported that there was a computer in the library. 
90 
80 
70 
60 
50 _Staffs 
40 • Patrons 
30 
20 
l~ ~~~~~~==~~~~==~~~~ 
Yes Uncertain No 
Figure 4.3: Availability of Computers in the Library 
Absence of Internet Connectivity: The provision of internet access within the 
library was a major factor in the provision of online services. This in turn was 
facilitated by the presence of computers in the library. It was surprising to note that 
even though only one staff of the library claimed that the library had enough 
computers, 40.0% of them reported that the library's internet bandwidth facilitated 
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&st aCCeSS and downloa.dS: A total of 60.0% of them however refuted that claim. The 
response was justified since there was only one computer in the library that was being 
used by only one staff. The study also showed that on the same issue, 91.0% of the 
patrons reported that the library's internet bandwidth facilitated fast access and 
downloads thereby agreeing with the views expressed by the 60.0% of the staff. The 
percentage of those patrons who supported the 40.0% staffs was 9.0%. In effect, 
83.0% of the respondents disagreed that the library's bandwidth facilitated fast access 
and downloads since the facility did not even exist. These findings support the earlier 
findings by Ngimwa (2006) that Africa is still struggling with fundamental 
technological challenges such as very limited bandwidth and inadequate IT 
infrastructure critical to successful exploitation of digital resources. 
100 
90 
80 
70 
60 
SO .. • slurr~ 40 • Patrons 30 20 10 
0 
Ye~ No 
Figure 4.3.1: Availability ofInternet Bandwidth Facility in the Library 
Inadequate User Instructions: A major weakness of the provision of library service 
was the failure to instruct users in the use of the library to the best advantage. The 
study showed that the library did not provide a guide for information retrieval to its 
users. The majority of both groups of respondents said such services did not exist. The 
study revealed that 44.4% of the respondents claimed that the library provided a guide 
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Cif)lITli'flr~K~lITI,n 
University of Ghana  http://ugspace.ug.edu.gh
:o t.ll-L +'-----------, ---------,----- --r---------y----,- • Frequency 
»e~ ,po't> ,_d''t> !4' ~ ~d''' 
~fP ~",'P '" ~e~ ~~q; 
~~o 
Figu.·e 4.7: P"trOIlS Evaluation of StllffsAttitude 
toward them 
Physical Library Environment: The study also revealed that both the patrons and 
the staff agreed that the library's environment was conducive for learning and 
research. For this, 94.3% and 70.0% ofthe staff and patrons respectively were in 
agreement. On the contrary, 5.7% and 22.0% of the staff and the patrons respectively 
both disagreed that the library's environment was conducive for learning and 
research. The study showed that for those who said the environment was conducive, 
majority of them attributed it to the noise free, excellent ventilation, good conduct of 
users and serene environmental conditions that existed in the library. Conversely, 
those who said the environment was not conducive attributed it to the absence of 
excellent ventilation, serene environmental conditions and noise-free library. 
80 -
70 ~ 
60 -
50 "; 
-SIMI, 
40 .; 
• Patrons 
30 ~ 
20 c 
10 - _/ 
o -r" 
Yes No 
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Figure 4.3.3: Conducive Library Environment 
With regard to the above challenges that existed in the library, the respondents were 
asked to indicate whether they were satisfied with the services provided by the library 
to its users. Interestingly, majority of both the staff and the patrons said they were 
satisfied. The study showed that 65.7% and 58.0% of the staff and the patrons 
respectively said they were satisfied but 34.3% and 42.0% of them said they were 
dissatisfied. It could be concluded that the majority of the respondents were generally 
satisfied with the nature of services provided by the library. The study found that 
those who were satisfied attributed their satisfaction to the nature of conditions that 
existed in the library as stated earlier. They also attributed it to the continuous attempt 
by management to update reading materials in the library. However, those who were 
dissatisfied with the services being provided attributed it to the nature of outdated 
reading materials, absence of computers in the library (electronic library facilities), 
and lack or limited copies of some current reading materials. 
r-------------------
60 
50 
40 
• Staffs 
30 
• Patrons 
20 
10 
0 
Salisfied Dissatisfied 
Figure 4.3.4: General Satisfaction of Staff and Patrons 
The study thus revealed that the main challenges facing the library were the lack of 
computer and internet services that allowed for electronic library services to be 
provided for patrons. As such , th ey were not able to access onh.n e materials for their 
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studies and their projeCt works. This tended to hinder their knowledge base 
acquisition from other reading materials abroad. 
4.4 CHANGES EXPECTED TO ENSURE CUSTOMER SATISFACTION 
With the rapid expansion in higher education in Ghana, most Universities and Central 
University College in particular were repositioning quickly to address the demands 
created by that rapid expansion. One prerequisite for meeting the changing 
information needs of the University was a vibrant library and information service. 
This objective highlighted the changing needs of the University library patrons and 
the knowledge and practical skills the staff needed to meet the changing needs. 
The study revealed that both the library staff and patrons expected some changes in 
the products and services that the library offered. From the study, 68.6% and 79.0% of 
the staff and the patrons respectively expected some changes in the service delivery of 
the library while 31.4% and 21.0% of them felt there was no need for any change in 
the service delivery of the library. This showed that a total of 76.3% of the 
respondents were in support for a change in the nature of service delivery of the 
library. It could be concluded that these respondents were not impressed with the 
nature of service delivery of the library as they might have used some other library 
facilities elsewhere which had better service delivery than what their institution 
provided. 
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79 
• Staffs 
• Patrons 
21 
-~ 
Change Nochange 
Figure 4.4: Need for Change in the Products and Services of the Library 
Most of the respondents who advocated for a change indicated the need for the 
provision of more current reading materials that cover books and journals, CD Rom 
database, computers and internet services for electronic library services as well as 
behavioural changes in the attitude of the staff and patrons. The need for the adoption 
of electronic library system by most of the respondents supported Jane and McMillan 
(2003) assertion that there was evidence, both anecdotal and recorded, that increasing 
numbers of people were turning to the Internet as their preferred source of 
information, and this was being reflected in library reference desk statistics. 
In addition, some called for the renovation of the library and the creation of more 
seating accommodation for the patrons. The need for good customer relations and 
support for patrons as well as printing of electronic information for patrons was also 
strongly advocated by some of the respondents. Helping patrons use library resources 
more effectively through directed and structured instructional activities was one of the 
core services that libraries have traditionally offered users. Therefore, it was not 
surprising that the respondents called for more emphasis on this service to be 
provided. This finding supported Wright's (2004) assertion that librarians had a 
significant responsibility for information literacy instruction, specifically for the 
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~Iedi;' use, and evatu8tion of multiple information resources, including Internet 
resources. 
A fundamental change in the delivery of good services in the library depended on the 
attitude of staff in the conduct of their services. The need for an attitudinal change 
could be achieved through training. In recommending training for the library staff, 
11.9% of the respondents (i.e. both staff and patrons) suggested the use of workshops 
while 9.6% suggested the use of seminars. Also, 5.2% of the respondents 
recommended the use of lectures while most of them (73.3%) suggested the use of 
workshops, seminars and lecturers. 
100 
90 
80 
70 
60 
SO 
40 
30 
20 
10 
o 
Workshops Seminars lectures All 
Figure 4.11: Dbl1'ibution of Training Form for Sr. . ffs 
The study further found that while the library staff supported the need for the 
relocation of the library, the patrons opposed such a need. The study revealed that 
51.4% of the staff said the library should be relocated but 60.0% of the patrons 
opposed. Also, while 48.6% of the staff opposed the need for relocation, 40.0% of the 
patrons supported such a need. This implied that the need for the relocation of the 
library brought two opinions among staff and the patrons and this could be due to 
convenience sake. While the patrons felt relocation could cause them to move to a far 
location to access materials and thereby consume their time, the staff felt it could give 
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them more space to operate. Also, some of the respondents who indicated the library 
should not be relocated claimed the library was already located in a conducive 
environment but those who opposed the relocation claimed the current location of the 
library was left to the mercy of the rains as rains destroyed some of the books due to 
poor roofing. 
60 
SO 
40 
_Staffs 
30 
• Patrons 
20 
10 
0 
Relocate Do not relocate 
Figure 4.4.2: Relocation of the Library 
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CHAPTER FIVE 
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 
5.0 SUMMARY OF FINDINGS 
The study was conducted to examine the user changes and challenges of academic 
libraries with emphasis on Central University College library. The study used multiple 
data sources from both the staffs and patrons of the library with the help of a semi-
structured questionnaire. The data were analysed using exploratory and descriptive 
statistics obtained from the Statistical Package for the Social Sciences. The data were 
analysed based on the specific research questions. 
The distribution of the demographic characteristics of the respondents indicates a 
diversity of the respondents to their age, gender and departmental composition. Most 
of the respondents are females; an indication that the University has more females 
than males. The age distribution of the respondents indicates that most of them have 
their ages between 21and 24 years. The selection of library staffs was fairly 
represented but most of them are in the circulation department. The various schools 
and faculties of the University were also fairly represented. 
The outcomes of this study reveal the following findings based on the research 
questions. 
Firstly, the study found that the Library provides traditional services in the area of 
circulating of materials, reservation of materials, provision of seating accommodation 
and information literature services. These services according to the respondents meet 
academic standard. The study also shows that the provision of information and 
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::==~~ i:~6ri~~;' services such as internet services, electronic database 
system and books are presently absent. 
Secondly, the study revealed that the library is challenged with inadequate computer 
facilities, absence of electronic library facilities and inadequate user instructions. As a 
result, these challenges tend to limit access of the patrons to varied information 
sources within the library and thus affect their acquisition of knowledge from across 
the world to enhance their lifelong learning and development. 
Thirdly, the study found that there is the general desire for change in the provision of 
services by the respondents. The need for change within the library service provision 
stems from the provision of more current reading materials that cover for books and 
journals, CD Room database, computers, internet services for electronic library 
services, creation of more seating accommodation as well as behavioural changes in 
the attitude ofthe staffs and patrons. 
5.1 CONCLUSIONS 
Achieving and sustaining effective change within academic libraries and renewal is an 
imperative. The delivery of academic library services to its patrons has introduced a 
number of new professional paradigms in the field of librarianship. The absence of 
internet facilities and thus electronic library services within the library system is due 
to the lack of fmancial and technical capacity of the University to provide those 
services. There are inadequate computers in the library because of the presence of a 
computer laboratory within the library environment, which is fully connected. The 
absence of current library service provision could be due to the challenges facing the 
library. These challenges that is, lack of electronic library services could lead to 
ineffective learning, teaching and research within the University environment. Finally, 
the desire for change among the respondents is an indication of the gap that exists in 
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the library service provIsion relative to those offered in other academic libraries in the 
country. The study thus concludes that the challenges facing the library are the major 
cause and desire for change in the provision of current library services within the 
CUC library system. Until these challenges are effectively addressed, the needed 
change within the library can never materialise. 
5.2 RECOMMENDATIONS 
In order to promote an effective and efficient academic library service provisions 
within the library of the CUC, in view of the changing needs of patrons, the following 
policy interventions have been outlined. 
• There should be continued encouragement at the highest level of management 
for co-operative approaches to comprehensive library provision suitable for 
supporting lifelong learners within the institution. Thus, there is the need for 
total commitment on the part of management to adjust to and support the 
changing needs of patrons so as to ensure quality service delivery to the users. 
• Attempts should be made by the management of the library to provide 
adequate computers and electronic library services to its patrons so that their 
information search and research can be enhanced. The University should gain 
access to online databases such as Emerald, science direct, sage, etc. as well as 
other university press online to broaden the patrons' access to information and 
research. 
• The need for the library to be relocated to a spacious accommodation facility 
to enhance its service provision is highly advocated. This will create more 
seating accommodation and the provision of other services within the library 
environment. 
71 
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." '~':.management or the library should give further consideration to the 
possibilities of developing service provision jointly with non-academic 
librarylIT services, such as public libraries, and other academic services, 
especially where students are based at a distance from the campus or would 
find access to such services beneficial for other reasons. In considering this 
recommendation, the librarians may wish to explore how such alliances could 
enhance the social dimension of the learning experience. 
• The library management should consider and debate with suppliers licensing 
arrangements for access to electronic resources which, while protecting 
suppliers' legitimate interests, do not disadvantage off-campus learners and 
ultimately provide access to varied amount of information elsewhere. 
• The library management should consider whether the professional 
development needs of library staff, including senior library managers, are 
being addressed adequately within present structures. Efforts should be made 
to train the staffs on the changing trends of library services such as 
information technology, customer service, among others. Consideration should 
be given to the skills which the staffs need to be effective in supporting 
lifelong learning. 
72 
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Co oper, D . R.  an c h
· dl er, P. S,  (2008) . Business Research Methods (10th Edition), d S In 
New York, USA. The McGraw-Hili Companies, Inc, p.115-116 
Jackaman, P. (1989). Basic reference and information work. 2nd ed. Cambs: ELM 
Publications. 
Ngimwa, P. (2006). An African Experience in Providing a Digital Library Service: 
the African Virtual University Example. The Fourth Pan Commonwealth forum on 
Open Learning, Jamaica. Accessed from 
http://pcf4.dec.uwi.edu/viewpaer.php?id=196 
Rose, H. (1991). 'Case Studies' In: Allan, G., Skinner (editors) Handbook for 
Research Students in the Social Sciences. 190-202. 
Rowley, J. (1998). Promotion and marketing communications in the information 
market place. Library ReView, 47 (8),383-387. 
Saunders, M., Lewis, P. and ThronhiII, A. (2003). Research Methods for Business 
Students. Third Edition. Harlow, Essex, England. Pearson Education Ltd. 
Wright, A. C. (2004). The academic library as a gateway to the internet: An analysis 
ofthe extent and nature of search engine. College Research Library Vol. 65(4), pA5. 
Yin, R. K. (2003). Case Study Research: Design and Methods. 3rd Edition, Sage 
Publications, Inc. 
73 
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Peter H. Rossi. New York: Greenwood Press, 28, 105 
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UNIVERSITY OF GHANA 
DEPARTMENT OF INFORMATION STUDIES 
QUESTIONNAIRE ON 
"CHANGE AND CHALLENGES IN LmRARY SERVICE PROVISION: A 
CASE STUDY OF CENTRAL UNIVERSITY COLLEGE LmRARY" 
Introduction 
I am Doreen Hinson, a postgraduate student of the University of Ghana, Department 
ofInformation Studies undertaking a Master of Art degree in Library Studies. 
This questionnaire is meant to aid in the research being undertaken to determine the 
need for changes in academic library serVice provision and the challenges that may be 
encountered in ensuring this change to bring the services of the library to current trend 
worldwide. 
PATRONS ONLY 
A. Background of Respondents 
I. Gender 
[ J Male [ J Female 
2. Level 
[ J 100 [ ] 200 [ ] 300 [ J 400 [ ] Postgraduate 
3. Age 
[ J 17 -20 [ 121-24 [ ] 25 -28 [ ] 29-32 [ J 33 and Above 
4. Programme 
[ JS BMA [J FA SS [J 8TM [] Applied Science 
B. Overview o~ curren! library and information services 
s. ]~::/lCk apphcable the traditional services provided by this academic 
] orientation for new patrons 
J readers' advisory service 
J circulation of materials 
J reservation of materials 
] bibliographic instruction 
] information literacy services 
] Selective Dissemination of I-I!". . . 
monnatlon services 
] Provision of seating 8CCOmm od a tl.o n 
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University of Ghana  http://ugspace.ug.edu.gh
[ ] 
. d ds set for academic libraries?[ ] Yes 
6. Do these servICes meet stan ar 
No 
. na r in the attitude of library staff 7. As a user do you experience professlO Ism 
towards users? [ ] Yes [] No 
8. If no, what other services are required ofthem but not provided? 
............................................. 
9. Does the library provide Information and Communication Technology 
services? 
[ ] Yes [ ]No 
10. If your answer in the above was yes, what examples exist in this library? 
] internet services 
] provision of electronic journals and books 
] CD-ROM Databases 
] if other, please state ........................................................ . 
11. Does this library provide information literacy education to its users? [ ] Yes 
[ ]No 
C. Challenges faced by the library in its service provision 
12. Does the library have enough computers to accommodate an appreciable 
number of users? 
[ ] Yes [ ] No 
13. Does the library's internet bandwidth facilitates fast access and downloads? 
[ ] Yes [ ] No 
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14. What do you mab oftbe librarY's staffS attitude towards service provision? 
] excellent [ ] very good [ ] good [] average [] below average 
[ ] poor 
15. Is the library's environment conducive for learning and research? [ ] Yes [ ] 
No 
16. (a) If you answer to question 13 'Yes' please tick as applicable the 
condition(s) that exist in the library. 
[ ] noise free 
[ ] excellent ventilation 
] good conduct of users 
] serene environment 
(b) If ~our answer was 'No' please tick applicable the conditions that are 
unavatlable. 
[ ] noise free . 
] excellent ventilation 
] good conduct of users 
] serene environment 
17. General[ly  '] aNreo  you saf  IS fiI e d W.i th  the services provided by this library? [ ] Yes 
18. Wreahseotnh(esr)  yfoour  yaonuswr aenresdw e'yr.e s' or 'no' to the questi.o n above, please state the 
82 
University of Ghana  http://ugspace.ug.edu.gh
· the ducts and services that this 
19. As a user do you expect some changes m pro 
library offers? [ ] Yes [ ] No 
............................................................ 
(b) What service( s) do expect the library to provide to ensure continuous 
patronage? 
............................................................................................. 
............................................................................................. 
21. Which form of further training would you recommend library staffs go 
through to ensure change in attitude to meet current trend the world over? 
] workshops 
] seminars 
] lectures 
[ ] All 
[ ] if other, please state 
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 11 ••••••••••••••••• 
22. Do you think the library requires relocation in order to meet these required 
changes you expect from them? [ ] Yes [] No 
23. What are the reasons for your answer? 
:::::: ...................................................................................... . 
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 
83 
University of Ghana  http://ugspace.ug.edu.gh
UNIVERSITY OF GHANA 
DEPARTMENT OF INFORMATION STUDmS 
QUESTIONNAIRE ON 
"CHANGE AND CHALLENGES IN LIBRARY SERVICE PROVISION: A 
CASE STUDY OF CENTRAL UNIVERSITY COLLEGE LffiRARY" 
Introduction 
I;:n Doreen Hinson, a postgraduate student of the University of Ghana, Department 
;.n fonnation Studies undertaking a Master of Art degree in Library Studies. 
l~ questionnaire is meant to aid in the research being undertaken to determine the 
nee for changes in academic library service provision and the challenges that may be 
Wenco'dun~red in ensuring this change to bring the services of the library to current trend or WIde. 
A B LIBRARY STAFF ONLY 
. ackground of Respondents 
I. Gender 
[ 1M ale [ J Female 
2. Position in this organisation 
[ . J Librarian [ 1A ssistant Librarian [ J Library Assistant [ J JunI'or 
LIbrary Assistant 
3. Educational Level 
[ JS .S.C.E. [ JD iploma [ JB .A [ 1M .A. [ ] M.PHIL 
4. Age 
[ J 17 - 20 (1 21 - 24 [J 25 - 28 
[ ] 29- 32 [ J3 3 and Above 
5. Department 
[ ] Cataloguing [ J Acquisition [ J Circulati . . 
B. Overview of. on [ ] AdminIstration 
6 current library and' C. . Please tick applicable th ~~ ormation services 
library? e tradItional services provided by thO d' 
IS aca emlc 
[ ] orientation for new patrons 
] readers' adVisory service 
] circulation of materials 
Jr eservation of materials 
84 
University of Ghana  http://ugspace.ug.edu.gh
[ ]brDi~~ 
[ ] information literaCY services 
. f ,_4: tion services 
] Selective Dissemination rma 0 llUO
[ ] Provision ofs eating accommodation 
[ ] 
. t tandards set for academic libraries?[ ] Yes 
7. Do these services mee s 
No 
8. (a) As a staff do you think you exhibit professionalism towards users in 
carrying out your duties? [ ] Yes [ ] No 
(b) if 'No' what is the reason(s) 
............................................................................................. 
............................................................................................. 
............................................................................................. 
•• f •••••••••••• •••••••••••••••••••••••••••••• 
9. Does the library provide Information and Communication Technology 
services? 
[ ]Yes [ ]No 
10. If your answer in the above was yes, what examples exist in this library? 
] intemet services 
] provision of electronic journals and books 
] CD-ROM Databases 
] if other, please state ........................................................ . 
11. Does this library provide Information Literacy education to its users? [ ] Yes 
[ ]No 
C. Challenges faced by the library in its service provision 
12. Dnuomesb tehre o lfib ursaerrys ?h ave enoug h computers to accommodate an appreciable 
[ ] Yes [ ]No 
85 
_•.  __U__n -i-v .... ~lt~: :qf~~~:f'<'< ll. Does ... e_ rsity.. o..f. .G..h ~a.n.a . h-ttfpi://ousgstp.a.ce-.uagn.de_dluoa.gdhs? 
( lYes [ 1No 
14. Is the library's enviroIllllent conducive for learning and research? [ ] Yes [ ] 
No 
15. (a) If you answer to question 13 was 'Yes' please tick as applicable the 
condition(s) that exist in the library. 
[ ] noise free 
[ ] excellent ventilation 
[ ] good conduct of users 
[ ] serene enviroIllllent 
~a~iI~~~e~swer was 'No' please tick applicable the conditions that are 
[ ] noise free 
[ ] excellent ventilation 
] good conduct of users 
] serene environment 
16. Guseenrse?ra lly, are yo[u  ]s aYtiessf ied w'tih] th ~o servl.C es provided by this library to its 
17. Wreahseotnh(esr)  yfoour  yaonuswr aenresdw e'yr.e s' or 'no' to the questi.o n above, please state the 
86 
UniversiDty.  Cohfa Gngh. aesnfeaCt e dh ttot pen:s//uureg csusptoamceer s.autigsf.aecdtioun. agnhd delight 
18. As a library staff do you expect some changes in the products and services that 
are offered by this library to users? [ JY es [ JN o 
19. (a) If 'Yes' please indicate the kinds of products you expect to be provided . 
............................................................................................. 
............................................................................................. 
............................................................................................. 
............................................................................................. 
............................................................ 
(b) What service(s) do expect the library to provide to ensure conti' 
patronage? nuous 
21. Which form of further tra' . 
through to ensure change li~I~~:U~~~ you recommend library staffs go 
0 meet current tre d th 
] workshops n e world over? 
[ 
] seminars 
] lectures 
[ ] All 
[ ] if other, please state 
....................... .. ....................... .. ........ 
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23. What are the reasons for your answer? 
.............................................. , ............... . 
88 
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