University Engineering Faculty Depend on Scholarly Journals, Web Resources, and Face-to-Face Consultations to Help Them with Research
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Notice bibliographique
Résumé
Objective – To study the information-seeking behaviour of engineering faculty.
 
 Design – Online survey; Purposive sample.
 
 Setting – Engineering departments of 20 large public universities in various regions of the United States.
 
 Subjects – 903 engineering faculty members (including 35% professors; 24% associate professors, 23% assistant professors, and 17% ranked as adjunct faculty, instructors, lecturers, professors emeriti and “other”).
 
 Methods – 4905 researchers were sent an email invitation to complete a 12-item survey with open and closed questions. Email addresses were gathered from university websites.
 
 Main Results – 96% of those surveyed find access to online scholarly journals (current and backfiles) as very important or important. 71% believe access to the physical book collection is very important or important. 56% feel that access to electronic book collections is very important or important. (Further analysis revealed a difference between newer and older faculty- 62% of newer faculty and 52% of faculty in field for 16 or more years think electronic book collections are important). Print subscriptions to journals are important to only 37% of respondents, and providing space to conduct research is important to only 36% of those surveyed. Besides attending conferences and scanning journals, face-to-face discussion with students and colleagues was a key resource for faculty for keeping current in the engineering field. 81% seek information at least weekly to prepare for lectures, about 74% at least monthly to conduct research or write publications, and 77% at least monthly to remain current in their field. 73% visited the physical library fewer than five times in the past year, but researchers were surprised that almost half (47%) rated assistance from library staff as important or very important. 70% see interlibrary loan services as important or very important.
 
 Conclusion – Engineering faculty rely on scholarly journals, Internet, and other electronic resources for their research. They depend on face-to-face consultations with students and colleagues. The physical space of the library is less important.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,003 | 0,301 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle