Chapter 4. Results and Discussion
4.7 Relationship between the values of faculty-librarian collaborative culture and the
faculty-librarian collaboration
The third hypothesis is ―The levels of faculty-librarian collaborative culture valued by faculty members and librarians have an impact on their experiences/perceptions toward the current development of faculty-librarian collaboration.‖ In order to test the hypothesis, the statistical technique of regression analysis was used in this study. A number of statistical results are described as follows.
4.7.1 The relationship between values of faculty-librarian collaborative culture and reasons for developing faculty-librarian collaboration
The resulting F-values are statistically significant at the p<0.001 level, according to Table 62. This finding proves the fitness of the models on the relationship between dependent variables (experiences and/or perceptions of the reasons for developing faculty-librarian collaboration) and independent variables (faculty-librarian collaborative culture).
Based on the statistical results as shown in Table 62, a number major findings are listed as follows. First, the two dimensions of ―Mutual benefit and responsibility in collaboration‖ and ―Mutual respect and trust‖ in faculty-librarian collaborative culture are significant predictors for faculty members and librarians to collaborate with each other for the reasons of promoting the use of library resources and services, and advancing information literacy education.
Second, the four dimensions of ―Organizational collaborative environment‖, ―Mutual
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benefit and responsibility in collaboration‖, ―Mutual understanding and communication‖, and ―Mutual respect and trust‖ in faculty-librarian collaborative culture are significant predictors for faculty members and librarians to collaborate with each other for the reasons of improving the teaching performance of faculty members, improving the research performance of faculty members, and improving the overall performance of the institution.
Third, regarding the reason of improving the learning achievement of students, the five dimensions ―Organizational collaborative environment‖, ―Mutual benefit and responsibility in collaboration‖, ―Collaborative leadership‖, ―Mutual understanding and communication‖, and ―Mutual respect and trust‖ in faculty-librarian collaborative culture are significant predictors for faculty members and librarians to collaborate with each other to improve the learning achievement of students.
It is proven that faculty members and librarians with a higher level of value in faculty-librarian collaborative culture can positively contribute to enhance the possibility of developing faculty-librarian collaborations for the reasons of promoting the use of library resources and services, promoting the information literacy education, improving the teaching performance of faculty members, improving the research performance of faculty members, augmenting the learning achievement of students, and enhancing the overall performance of the institution.
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Table 62
Regression analysis of the relationship between the levels of collaborative culture valued by faculty members and librarians, and their experiences/perceptions of the reasons for
developing faculty-librarian collaboration
collaborative culture β T-value R2 F-value To promote the
Mutual respect and trust 0.233 4.155**
To promote
Mutual respect and trust 0.110 2.087**
To improve the teaching performance of faculty members
Organizational collaborative
environment 0.136 2.583*
0.145 12.559
communication 0.209 3.435**
Mutual respect and trust 0.145 2.561*
To improve the research
performance of faculty members
Organizational collaborative
environment 0.152 3.025**
0.222 20.476***
communication 0.269 4.635**
To improve the learning
achievement of students
Organizational collaborative
environment 0.161 3.028**
0.219 20.238***
Mutual benefit and responsibility in collaboration
0.405 8.005**
Collaborative leadership -0.137 -2.600*
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Reasons for developing faculty-librarian
collaboration
Faculty-librarian
collaborative culture β T-value R2 F-value Mutual understanding and
communication 0.118 2.034*
Collaborative relationship and
interaction -0.076 -1.518*
To improve the overall
performance of the institution
Organizational collaborative
environment 0.156 3.024**
0.182 16.263***
Mutual benefit and responsibility in collaboration
0.182 3.512**
Mutual understanding and
communication 0.156 2.620**
Mutual respect and trust 0.165 2.989**
Note: 1. N=480；2. ***<0.001,**<0.01, *<0.05
4.7.2 The relationship between values of faculty-librarian collaborative culture and methods for building faculty-librarian collaborative relationships
The resulting F-values are statistically significant at the p<0.001 level, according to Table 63. This finding proves the fitness of the models on the relationship between dependent variables (experiences and/or perceptions of method for building faculty-librarian collaborative relationships) and independent variables (faculty-librarian collaborative culture).
Based on the statistical results, as shown in Table 63, a number of major findings are listed below:
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1. The dimension ―Organizational collaborative environment‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to build their collaborative relationship by the methods of ―The library establishes a subject-specialist librarian program‖ and“Librarians frequently actively take part in departmental faculty meetings or activities.‖
2. The dimension ―Mutual benefit and responsibility in collaboration‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to build their collaborative relationship by the methods of ―The library establishes liaison librarian program‖, ―The library establishes a subject-specialist librarian program‖, and ―Librarians have regular, active contact with faculty members to understand their opinions and needs.‖
3. The dimension ―Mutual respect and trust‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to build their collaborative relationship by the methods of ―The library establishes a liaison librarian program‖, ―The library establishes a subject-specialist librarian program‖,
―Librarians have regular, active contact with faculty members to understand their opinions and needs‖, ―Librarians frequently actively take part in departmental faculty meetings or activities‖, and ―Faculty members frequently take part in the library‘s seminars or promotion activities.‖
4. The dimension ―Collaborative relationship and interaction‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to build their collaborative relationship by the methods of ―The library establishes a liaison librarian program‖, ―The library establishes a subject-specialist librarian
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program‖, and ―Faculty members frequently take part in the library‘s seminars or promotion activities.‖
It is evident that faculty members and librarians with a higher level of value in faculty-librarian collaborative culture, especially in the dimension of mutual respect and trust, can positively contribute to enhance the possibility of building their collaborative relationship by the methods of“The library establishes a liaison librarian program‖, ―The library establishes a subject-specialist librarian program‖, ―Librarians have regular, active contact with faculty members to understand their opinions and needs‖, ―Librarians frequently actively take part in departmental faculty meetings or activities‖, and ―Faculty members frequently take part in the library‘s seminars or promotion activities.‖
Table 63
Regression analysis of the relationship between the levels of collaborative culture valued by faculty members and librarians, and their experiences/perceptions of methods for building faculty-librarian collaborative relationships
collaborative culture β T-value R2 F-value
The library
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Mutual respect and trust
0.238 4.347**
Mutual respect and trust
0.192 3.379**
Faculty members frequently take part in the library‘s
seminars or
Note: 1. N=480；2. ***<0.001,**<0.01, *<0.05
4.7.3 The relationship between values of faculty-librarian collaborative culture and collaborative models adopted by faculty members and librarians
The resulting F-values are statistically significant at the p<0.001 level, according to Table 64. This finding proves the fitness of the models on the relationship between dependent variables (experiences /perceptions of collaborative models adopted by faculty members and librarians) and independent variables (faculty-librarian collaborative culture).
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Based on the statistical results, as shown in Table 64, a number of major findings are listed below:
1. The dimension ―Organizational collaborative environment‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Co-teaching in a class‖, ―Preparing teaching materials for a class/course‖, ―Designing an assignment or homework for a class/course‖, ―Conducting a research project‖, ―Developing the library collection‖, ―Organizing a workshop or seminar‖, ―Organizing a book club‖, and
―Establishing a teaching website.‖
2. The dimension ―Mutual benefit and responsibility in collaboration‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Promoting library use and/or information literacy‖, ―Conducting a research project‖, ―Developing the library collection‖, ―Organizing a workshop or seminar‖, ―Organizing a book club‖, and ―Establishing a teaching website.‖
3. The dimension ―Collaborative leadership‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Promoting library use and/or information literacy‖
and ―Organizing a book club.‖
4. The dimension ―Mutual understanding and communication‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Conducting a research project‖,
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―Developing the library collection‖, ―Organizing a book club‖, and ―Establishing a teaching website.‖
5. The dimension ―Mutual respect and trust‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Promoting library use and/or information literacy‖, ―Co-teaching in a class‖, and ―Establishing a teaching website.‖
6. The dimension ―Collaborative relationship and interaction‖ in faculty-librarian collaborative culture is a significant predictor for faculty members and librarians to adopt the collaborative models, including ―Preparing teaching materials for a class/course‖, ―Conducting a research project‖, and ―Organizing a book club.‖
It is proven that faculty members and librarians with a higher level of value in faculty-librarian collaborative culture can positively contribute to enhance the possibility of adopting the following collaborative models: ―Promoting library use and/or information literacy‖, ‖Co-teaching in a class‖, ―Preparing teaching materials for a class/course‖,
―Designing an assignment or homework for a class/course‖, ―Conducting a research project‖, ―Developing the library collection‖, ―Organizing a workshop or seminar‖,
―Organizing a book club‖, and ―Establishing a teaching website.‖
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Table 64
Regression analysis of the relationship between the levels of collaborative culture valued by faculty members and librarians, and their experiences/perceptions of collaborative models adopted by faculty members and librarians
Collaborative
collaborative culture β T-value R2 F-value
Promoting library
Collaborative leadership -0.131 -2.550*
Mutual respect and trust 0.161 3.063**
Co-teaching in a class
Organizational collaborative
environment 0.151 2.865** 0.146 12.713***
Mutual respect and trust 0.206 3.633**
Preparing teaching materials for a class/course
Organizational collaborative
environment 0.313 5.889**
0.129 11.175***
Collaborative relationship
and interaction 0.164 3.127**
Designing an
communication 0.182 3.028**
Collaborative relationship
and interaction -0.119 -2.306*
Developing the library collection
Organizational collaborative
environment 0.226 4.405** 0.185 16.557***
Mutual benefit and 0.310 5.987**
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collaborative culture β T-value R2 F-value
responsibility in
Note: 1. N=480；2. ***<0.001,**<0.01, *<0.05
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4.7.4 The relationship between values of faculty-librarian collaborative culture and success factors for developing faculty-librarian collaborative projects
The resulting F-values are statistically significant at the p<0.001 level, according to Table 65. This finding proves the fitness of the models on the relationship between dependent variables (experiences/perceptions of success factors for developing faculty-librarian collaborative project) and independent variables (faculty-librarian collaborative culture).
The results in Table 65 show that the dimensions ―Mutual benefit and responsibility in Collaboration‖ and ―Mutual respect and trust‖ in faculty-librarian collaborative culture are the two most significant predictors of the experiences and/or perceptions of success factors for faculty members and librarians to work together to conduct collaborative projects.
It is proven that faculty members and librarians with a higher level of value in faculty-librarian collaborative culture can positively contribute to enhance the degree of agreement on those success factors for developing faculty-librarian collaborative projects, such as ―Having a shared, common goal‖, ―Mutual respect and trust‖, ―Effective communication and interaction‖, ―The collaboration can bring mutual benefits to both faculty members and librarians‖, ―Competence for accomplishing the project at hand by each partner‖, ―Sufficient resources, such as funds, staff, and time‖, ―Leader‘s support and institutional commitment‖, and ―Faculty themselves having strong knowledge and experience of library use.‖
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Table 65
Regression analysis of the relationship between the levels of collaborative culture valued by faculty members and librarians, and their experiences/perceptions of success factors for developing faculty-librarian collaborative projects
Success factors for
collaborative culture β T-value R2 F-value
Having a shared,
Mutual respect and trust
0.169 3.055**
Competence for accomplishing the project at hand by each partner
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and institutional commitment
responsibility in collaboration Faculty themselves
having strong knowledge and experience of library use
Mutual benefit and responsibility in collaboration
0.164 2.973**
0.076 6.639***
Mutual understanding and
communication 0.183 2.899**
Note: 1. N=480；2. ***<0.001,**<0.01, *<0.05
4.7.5 The relationship between values of faculty-librarian collaborative culture and difficulties for conducting faculty-librarian collaborative projects
The resulting F-values are statistically significant at the p<0.001 level, according to Table 66. This finding proves the fitness of the model on the relationship between dependent variables (experiences/perceptions of difficulties faced by faculty members and librarians for conducting faculty-librarian collaborative project) and independent variable (faculty-librarian collaborative culture).
The results in Table 66 show that the dimension ―Organizational collaborative environment‖ in faculty-librarian collaborative culture is the most significant predictor of the experiences and/or perceptions of difficulties faced by faculty members and librarians for conducting a collaborative project. It is proven that faculty members and librarians with a higher level of value in the dimension of ―Organizational collaborative environment‖ can positively contribute to reduce the difficulties that they faced in conducting collaborative projects, such as ―Unfamiliarity with each other‖, ―Differences in culture‖, ―Unequal organizational power and status‖, ―No interest on either side‖, ―No mutual benefits as an
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incentive to working together‖, and ―No support or encouragement from leaders or university administrators.‖
Table 66
Regression analysis of the relationship between the levels of collaborative culture valued by faculty members and librarians, and their experiences/perceptions of the difficulties faced by faculty members and librarians for conducting faculty-librarian collaborative projects
Difficulties for
collaborative culture β T-value R2 F-value
Unfamiliarity
Mutual respect and trust
0.121 1.987* 0.012 1.845***
No mutual benefits as an
Organizational collaborative
environment -0.231 -4.159** 0.046 4.327***
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incentive to working together
Mutual benefit and responsibility in collaboration
0.146 2.603*
No support or encouragement from leaders or university administrators
Organizational collaborative
environment -0.228 -4.129**
0.055 4.948***
Mutual benefit and responsibility in collaboration
0.116 2.079 *
Note: 1. N=480；2. ***<0.001,**<0.01, *<0.05
In conclusion, the regression analysis results between faculty-librarian collaborative culture and faculty-librarian collaborative development are examined as shown in Fig. 8. It is proven that the null hypothesis (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‖
is rejected, and the alternate hypothesis (H3) ―The levels of faculty-librarian collaborative culture valued by faculty members and librarians have an impact on their experiences/perceptions toward the current development of faculty-librarian collaboration‖
is accepted.
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Dimension 7 Dimension 1
0.400**
0.086*
0.112**
0.214**
0.242**
0.071 Collaborative
culture
Collaborative development Dimension 2
Dimension 3
Dimension 4
Dimension 5
Dimension 6 R=0.301
0.149**
Figure 8. Regression analysis results between faculty-librarian collaborative culture and collaborative development
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