Background to the Expansion of Services
Prior to the pandemic of 2019-23, access to digital Library resources and associated services for online, overseas and distance-based users at University of Liverpool was limited to core electronic access, mainly comprising E-Books and E-Journals. Indeed, online students based locally or in the UK were not registered on the Library Management System for services such as physical borrowing. Following the launch of online learning with a commercial provider, online students were largely defined within an external partnership and were therefore not automatically eligible for wider Library services. This approach also extended to software and other networked services.
From around 2019, in agreement with campus academic staff steering online learning provision, and in consultation with online committees and senior leaders, I began a process of service review and development, to ensure the fullest equity possible for online, overseas and digital-focused groups. My approach was informed by a principle that services, workflows and policy should be designed for all students, regardless of study location or status with university partnerships, ensuring the most holistic, accessible facilities for all ‘digital-focused’ users who primarily rely on digital services.
This ambition was strongly supported by senior leadership within the university, by institutional Equalities, Diversity and Inclusion policy and wider curriculum and student experience aims. These aims included commitments to inclusion, global citizenship, digital literacies and authentic learning to support employability.
Experience and Insights
The Covid-19 pandemic and development of institutional policy promoting the student experience supported and acted as a catalyst to expand services for diverse user groups at University of Liverpool. However, it was also necessary to engage in significant consultation and liaison with Library and university departments to review services and develop workflows to expand existing provision.
One long-standing aspect of my work at University of Liverpool had been the development of strong networks and cross-departmental liaison, particularly in negotiating systems changes to better accommodate online, overseas and distance-based learners. These groups were often not factored into core planning despite relying exclusively on the use of e-resources, making their studies more vulnerable to system changes and upgrades. These networks, including IT, Registration and Library Systems teams, alongside specialist Library teams, proved essential for engaging in discussions, explaining online users’ needs and designing service workflows, upgrades or improvements.
One significant development was achieving broad consensus with IT Services to establish standard network accounts for users for a new, major eLearning partnership (Liverpool Online) – also requiring liaison for a new network topography to allow integration and Single Sign On between university and commercial provider platforms.
Related developments included provision of standard access to networked computers, remote-desktop services and access to university software remotely.
A further significant development was the inclusion of online student groups (and other diverse user groups, such as honorary staff) within a new, generational Library Management System upgrade, offering an opportunity to include many user groups as standard Library users for the first time – with full access to a Library Record – allowing remote access to a range of Library services, such as document supply, scanning, accessible book services and wider services such as SCONUL (to access regional university libraries).
Throughout the above liaison and inter-departmental consultation, there was a requirement for effective collaboration, ensuring cooperative service development across departments, to ensure a unified, cohesive approach; this approach also required consistent reporting and consultation with senior fora, such as Library leadership and Online leadership groups.
Closing Reflections
In achieving organisational change and enhancement for the student experience, it is perhaps necessary to understand the wider and historical context in which change needs to occur. One essential requirement of this project was to understand legacies of culture, alongside operational systems and protocols.
In addition to seeking development of workflows, integrations and widening access, it was often necessary to explain cultural and ethical imperatives behind the work. This included principles of inclusion, equity and student success, alongside university strategy, advocacy of senior leadership and broader strategies (such as positioning the university globally and with international partners).
The above broad service improvement resulted in the establishment of an holistic infrastructure and student support ethos at University of Liverpool, across many university departments, positively impacting the digital-focused student experience. Notably, the above project contributed significantly to University of Liverpool’s 2024 CATE (Collaborative Award for Teaching Excellence) successful bid on behalf of Liverpool Online, with the E-Learning Librarian represented as a named recipient.
In achieving significant change, it is therefore often beneficial to combine a range of principles and approaches to ensure support and engagement across the organisation, including strategic and policy imperatives, ethical and equity-based perspectives and operational or technical imperatives.
