Chapter 3. Methodology
3.2 Research framework
3.2.1 Conceptual framework
Based on a review of literature, creating a collaborative culture for a successful collaboration in an organization can be influenced by various factors, such as personal
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factors (e.g. ethnic background, attitude towards collaboration, relationship to a team, individual knowledge and skills), and organizational factors (e.g. organizational culture, organizational structure, organizational size, organizational type, and leadership).
Accordingly, this study develops a research conceptual framework in connection with Research Questions 4 and 5, which is shown in Fig. 3. The hypotheses for this study are listed below:
˙Hypothesis 1
H1: Faculty members and librarians with different background characteristics can influence their values regarding the levels of faculty-librarian collaborative culture.
H0: Faculty members and librarians with different background characteristics cannot influence their values regarding the levels of faculty-librarian collaborative culture.
˙Hypothesis 2
H2: Faculty members and librarians with different background characteristics can influence their experiences/perceptions of the current development of faculty-librarian collaboration.
H0: Faculty members and librarians with different background characteristics cannot influence their experiences/perceptions of the current development of faculty-librarian collaboration.
˙Hypothesis 3
H3: The levels of faculty-librarian collaborative culture valued by faculty members
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and librarians have an impact on their experiences/perceptions toward the current development of faculty-librarian collaboration.
H0: The levels of faculty-librarian collaborative culture valued by faculty members and librarians do not have an impact on their experiences/perceptions toward the current development of faculty-librarian collaboration.
Figure 3. Research conceptual framework
3.2.2 Theoretical framework
Based on the viewpoint of Srivastave and Banaji (2011), Schein‘s three-level model of organizational culture is appropriate for describing the concept of collaborative culture.
Schein is an esteemed scholar and has made a substantial impact in the field of organizational culture. In addition, Schein‘s three-level model of organizational culture is a well-developed theory, which has been adopted by numerous researchers to define organizational culture for profit and nonprofit organizations globally.
Perceived values in faculty-librarian collaborative
culture by the respondents
Perceived experiences/perceptions in current development of faculty-librarian collaboration by
the respondents H1
H2 Background characteristics of
the respondents H3
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As a result, this study adopts Schein‘s three-level model of organizational culture as a theoretical framework to explore the dimensions and factors to depict the contents for structuring a culture of collaboration between faculty members and librarians in universities.
3.2.3 Conceptual structure of the faculty-librarian collaborative culture
Twenty-four significant factors that can lead to influence and shape the construct of the collaborative culture between librarians and faculty members are explored and extracted from a literature review, as well as interviews with librarians and faculty members who have strong experiences of faculty-librarian collaboration at Taiwan. This study conducted four one-on-one interviews during March, 2015. Interviewee A is a senior professional librarian from a small to medium-sized private university of science and technology in Northern Taiwan. Interviewee B is an assistant professor from the same university as Interviewee A. Interviewee C is a senior professional librarian from a large-sized private university in the central area of Taiwan. Interviewee D is an associate professor from the same university as Interviewee C. Since the faculty-librarian collaboration has been performed successfully in these two universities, the researcher decided to interview Interviewees A, B, C, and D who had strong experiences with promoting faculty-librarian collaborations.
As shown in Table 3, the names and annotations of each factor are given by the researcher in this study. In addition, the sources of each factor which is extracted from a review of literature or interviews are also listed in Table 3.
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Table 3
Names and annotations of the 24 factors to construct the faculty-librarian collaborative culture
No. Factor name Annotations Sources
1
Formal and informal communication
Having good communications between librarians and faculty members seems to be the most important factor for maintaining a long-term collaboration.
Raspa & Ward, 2000;
Gallegos & Wright, 2000;
Wattessich, Murry-Close,
& Money, 2001; Ivey, 2003; Beyerlein, et al, 2003; Manuel, Beck, &
Molloy, 2005;
Wijayasundara, 2008;
Interviewees A, B, C, and D
2 Common goals
Numerous scholars asserted that successful faculty-librarian collaboration is based on a common goal.
Wagner, 1998; Muronage
& Harada, 1999; Cook, 2000; Jeffries, 2000;
Wattessich, Murry-Close,
& Money, 2001; Ivey, 2003; Wijayasundara, collaborate with faculty members in order to enhance the usage and services of libraries.
Thus, if librarians and faculty members consider that the performance of library services is important to them, they may have a higher intention to collaborate with each other.
Jeffries, 2000; Ivey, 2003;
Ellison, 2004; Kraat, 2005; Badke, 2005;
Phelps & Campbell, 2011; Interviewees A and C
4
Mutual respect and trust
A climate of mutual trust and respect between librarians and faculty members can make them treat each other as colleagues to work together.
Major, 1993; Muronage
& Harada, 1999; Jeffries, 2000; Ivey, 2003;
Wattessich, Murry-Close,
& Money, 2001;
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No. Factor name Annotations Sources
Interviewees B and C
5
Mutual understanding
Librarians and faculty members should understand each other more to overcome any cultural and characteristic differences.
This should, in turn, enable them to work together more easily.
Biggs, 1981; Hardesty, 1991; Gallegos & Wright, 2000; Wattessich,
Murry-Close, & Money, 2001; Jenkins, 2005;
Interviewees A and C
6 Power distance
Unequal status between faculty members and librarians in the university can influence the implementation of collaboration.
Regular or irregular personal contact can increase the opportunity of faculty-librarian collaboration. This is why some libraries create liaison librarians or subject specialist librarians to strengthen the relationship with faculty members.
Jeffries, 2000;
Christianse, Stombler, &
Thaxton, 2004; Manuel, Beck, & Molloy, 2005;
Interviewees A, B, C and D
8 Mutual benefit
If librarians and faculty members can learn something valuable or obtain some benefits from the collaborations, they will show a higher motivation to work with each other.
Cook, 2000; Ivey, 2003;
Kozuch, 2009;
Interviewees A, B and C
9 Passion
Both librarians and faculty members must be enthusiastic about and interested in working together for implementing collaborative projects.
Raspa & Ward, 2000;
Gallegos & Wright, 2000;
Wattessich, Murry-Close,
& Money, 2001;
Interviewees B and C
10 Physical
Physical separation may influence the formation of collaboration. In other words, if a faculty‘s office is located next
Wattessich, Murry-Close,
& Money, 2001;
Doskastsch, 2003;
Christianse, Stombler, &
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No. Factor name Annotations Sources
environment to the library, he or she may contribute their ideas, energy, time, and skills to the innovative collaborations.
Cook, 2000; Raspa &
Ward, 2000; Gallegos &
Wright, 2000;
Interviewees A and C
12
Institutional commitment
Strong commitment and support from the university that can encourage faculty members and librarians to work together.
Wattessich, Murry-Close,
& Money, 2001;
Doskastsch, 2003;
Interviewees B and C
13
Collaborative climate in the community
A collaborative atmosphere exists in the university, which can offer better opportunities for librarians and faculty members to work together.
Wattessich, Murry-Close,
& Money, 2001;
Beyerlein, et al, 2003;
Interviewee B employees in the universities.
Therefore, if librarians and faculty members consider that collaboration is related to student learning achievement, they will probably attempt to collaborate with each other.
Jeffries, 2000; Bennett &
Gilbert, 2009;
Interviewees A, B, C and D
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Leadership beliefs and behaviors
Leaders‘ values, attitudes, and behaviors have a substantial impact on collaborations between librarians and faculty members.
Wattessich, Murry-Close,
& Money, 2001; Schill, 2014; Interviewees A, C and D
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No. Factor name Annotations Sources
16
Faculty research performance
If faculty members and librarians consider that collaboration is related to the performance of faculty research, they will probably attempt to collaborate with each other.
Jeffries, 2000;
Wijayasundara, 2008;
Interviewees A, C and D
17
Faculty teaching performance
If faculty members and librarians consider that collaboration is related to faculty teaching performance, they will probably attempt to collaborate with each other.
Raspa & Ward, 2000;
Mees, 2008; Interviewees A and C
18 Persistence
Faculty members and librarians will take advantage of every opportunity to promote collaboration.
Raspa & Ward, 2000;
Ivey, 2003; Interviewees A and C
19 Formalization
A university or library has clear rules and formal policy guidelines for collaboration that can support librarians and faculty members to work together effectively.
Wattessich, Murry-Close,
& Money, 2001;
Interviewees A, B and C
20
Organizational performance
If faculty members and librarians agree that collaboration is related to overall performance in an organization, they will attempt to collaborate with each other.
Rosen, 2007; Mees, 2008;
Collins, 2013
21
Shared responsibility
Faculty members and librarians can clarify duties and tasks for achieving a faculty-librarian collaborative project.
Cook, 2000; Interviewees A and C
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No. Factor name Annotations Sources
22 Listening
Listening is important because it prevents misunderstanding and is critical in building collaborative relationships between librarians and faculty members.
Raspa & Ward, 2000;
Interviewee A
23 Promotion
Librarians and faculty members are willing to encourage departments and individuals in their universities to undertake collaboration.
Raspa & Ward, 2000;
Interviewees B and D
24 Playfulness
This does not refer to not taking work seriously. Rather, it means that, librarians and faculty members enjoy expressing their desire to work with someone new.
Raspa & Ward, 2000;
Interviewees A and C
Through referring to the description of different cultural phenomena in the three levels by Schein (1992), the 24 factors in Table 3 are divided into three categories as shown in Table 4. The first level is ―artifacts‖, which include the visible products of the group/organization, such as the architecture of its physical environment, emotional displays, published lists of values, observable rituals, etc. Based on the concept, the factors of power distance, physical environment, institutional commitment, collaborative climate in the community, and formalization are classified into the category of Artifacts.
The second level is ―espoused values‖, which are usually influenced by leaders‘
strategies, goals, philosophies, etc. Based on the concept, the factor of leadership beliefs and behaviors is classified into the category of Espoused values.
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The third level is ―basic underlying assumptions.‖ If some basic assumptions are strongly held in a group/an organization, members will naturally accept the influence of those norms and values to influence their thoughts and behaviors. Based on the concept, the rest of the factors, including formal and informal communication, common goals, library service performance, mutual respect and trust, mutual understanding, interpersonal contact and interaction, mutual benefit, organizational performance, passion, project, student learning achievement, faculty research performance, faculty teaching performance, shared responsibility, persistence, listening, promotion, and playfulness, are suitable to be categorized into the category of Basic underlying assumptions.
Table 4
Matching analysis between Schein’s three levels of culture and factors of constructing the faculty-librarian collaborative culture
Categories Factors
Artifacts Power distance; Physical environment; Institutional commitment;
Collaborative climate in the community; Formalization
Espoused values Leadership beliefs and behaviors
Basic underlying assumptions
Formal and informal communication; Common goals; Library service performance; Mutual respect and trust; Mutual understanding; Interpersonal contact and interaction; Mutual benefit; Organizational performance; Passion; Project; Student learning achievement; Faculty research performance; Faculty teaching performance; Shared responsibility; Persistence; Listening;
Promotion; Playfulness
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Furthermore, the researcher grouped and matched these 24 factors into seven dimensions according to the features and meanings of them. The names of the seven dimensions were also temporarily given by the researcher. The seven dimensions and 24 factors are grouped as shown in Table 5.
Table 5
Grouping analysis between dimensions and factors for constructing faculty-librarian collaborative culture
Dimensions Factors
Organizational collaborative structure
Formalization; Power distance
Collaborative environment Physical environment; Institutional commitment;
Collaborative climate in the community
Collaborative leadership Leadership beliefs and behaviors
Communication Interpersonal contact and interaction; Listening; Formal and informal communication
Mutual relationship Mutual benefit; Mutual respect and trust; Mutual understanding
Collaborative performance Organizational performance; Faculty teaching performance; Faculty research performance; Student learning achievement; Library service performance
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Fundamental qualities of collaboration
Passion; Persistence; Playfulness; Project; Promotion;
Common goals; Shared responsibility
Finally, a conceptual structure for constructing the faculty-librarian collaborative culture is formed by the combination of Table 4 and Table 5, as shown in Fig. 4. As a result, the researcher designed and developed the question items for measuring the level of value in faculty-librarian collaborative culture according to the conceptual structure.
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Figure 4. Conceptual structure of the faculty-librarian collaborative culture Basic underlying
˙Collaborative climate in the community
˙Institutional commitment
˙Faculty teaching performance
˙Faculty research performance
˙Student learning achievement
˙mutual respect and trust
˙Passion
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