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Strategies for Improving Readers' Satisfaction in University Libraries from an Economic Perspective

Author(s)

Yan Junting

Affiliation(s)

Zhongyuan University of Technology, Zhengzhou, Henan, China

Abstract

In the context of increasingly rich information resources and continuous development of educational services, university libraries, as key platforms for knowledge dissemination and academic support, have their service levels directly affecting students' learning effects and thus the comprehensive education level of universities. In recent years, with the diversification of readers' demand structures and the increasing difficulty of resource allocation, readers' satisfaction has become an important factor in measuring the service level of university libraries. From an economic perspective, this paper discusses the influencing factors of readers' satisfaction in university libraries, explores how to improve resource utilization based on fine-grained management with efficiency as the guide, and achieve satisfaction improvement under the premise of cost control. Combined with the author's work experience, this paper provides practical optimization paths for university library managers, as well as theoretical support and strategic references for the high-quality allocation and sustainable development of university educational resources.

Keywords

Economic Perspective; University Library; Readers' Satisfaction

References

[1] Wang Shanshan. Investigation and Analysis of Readers' Satisfaction in University Libraries—Taking Manzhouli College as an Example [J]. Inner Mongolia Science Technology & Economy, 2021(21). [2] Li Xiaoyan. Investigation, Analysis, and Countermeasures of Readers' Satisfaction in the Electronic Reading Room of University Libraries—Taking Shangluo University as an Example [J]. Inner Mongolia Science Technology & Economy, 2022(11). [3] Ai Wenhui. Investigation and Analysis of Readers' Service Satisfaction in University Libraries—Taking the Library of Yulin University as an Example [J]. Value Engineering, 2022(12).