Interlibrary Loan Fill Rates: The Audiovisual Conundrum

To execute an effective marketing campaign, especially one featuring a complex process, the library must combine marketing ideas with technological improvements that lower barriers to entry. In conjunction with the University Libraries’ Communications and Marketing Department, Texas Tech's Document Delivery Department embarked on a project to raise user awareness of Document Delivery and the services it offers. This case study examines how Texas Tech's Document Delivery Department lowered its barriers to entry for services and branded the service in order to raise awareness.     

Bursaries and Student Success: a Study of Students from Low-Income Groups at Two Institutions in the South West

This article draws on quantitative and qualitative data from two institutions to compare the student experience of those with and without bursary awards. Using the student life cycle model, the article examines the ways in which bursaries impact on the student experience before they enter the institution, in the early weeks of their studies and as they progress through their programmes. At these two institutions, students with bursaries were more likely to be retained and to perform well during the first year than those without bursaries. The study found that bursaries can ease financial pressures during their transition to higher education (HE) and that institution‐specific bursaries can affect students’ perceptions of an institution and their commitment to succeed. After 2006, those institutions wishing to charge variable fees will be required to provide bursary support for low‐income students. The findings from this article suggest that HE providers should consider the timing of the bursary payments and the implicit message the bursary sends to applicants if they want to ensure that their bursaries have a positive impact on the student experience.     

The nature of counselling: An investigation of counselling activity inselected countries

The purpose of this study was to investigatecounselling as a process. It was conducted toexplore whether counselling is available invarious countries, even if it is known byanother name. This study examined the kinds ofhelp available to people with specificdifficulties. It sought to discern whether theways of helping include activities that mightbe thought of as counselling. As a way todiscover what forms of help might be availableto people in a given country, a series ofstressful incidents confronting one family ofaverage income living in a large town weredeveloped into a questionnaire format. Theseincidents were designed to stimulate thinkingand focus attention on possible help-givingsources. Data were collected from sources infifteen countries through interviews atinternational counselling conferences and withselected embassy officials in Washington, D.C.Interviews were also conducted in the UnitedKingdom, the United States, Costa Rica, andMalaysia. In addition, questionnaires were sentto experts knowledgeable about social welfareissues in a number of countries. The findingsfrom this investigation suggest thatcounselling as an activity or a process may betaking place under different names in differentcultures.     

Distinctiveness of curriculum provision at 14 to 16 for students with learning difficulties: opportunities and challenges

In this article, Hazel Lawson, principal lecturer in education at the University of Plymouth, Sue Waite, a researcher at the University of Plymouth, and Christopher Robertson, lecturer in special and inclusive education at the University of Birmingham, discuss the curriculum for students with severe and profound and multiple learning difficulties at ages 14 to 16. This phase of schooling, referred to as Key Stage 4 in the English system, is characterised, in mainstream settings, by examination processes. Drawing upon research work carried out for the Qualifications and Curriculum Authority, they argue that developing a distinctive curriculum offer for students with severe and profound and multiple learning difficulties in Key Stage 4 presents both opportunities and challenges. Setting their argument in the context of current proposals for the reform of education between the ages of 14 and 19 in England, they highlight issues including the desire to maintain breadth and balance while meeting individual needs and preferences; progression towards more facilitative pedagogies and a diversity of contexts for learning; and tensions between providing continuity and introducing change intended to promote increased student autonomy. This article will be of direct interest to policy makers and practitioners in mainstream and specialist settings.     

ALPSP Affairs

The ALPSP Electronic Developments Committee has now been in existence for two years; this article reviews its origins, its activities to date and possible future directions.