Behavior of Thesis and Dissertation Research Information Management: From the Perspective of Personal Information Management

• Main Authors: Yu-Chih Ko, 柯寓芝
• Other Authors: Shan-Ju Lin Chang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/94727089320275133751

碩士 === 國立臺灣大學 === 圖書資訊學研究所 === 96 === The purpose of this study is to investigate personal information management (PIM) behavior with electronic information in context of thesis and dissertation researches (TDR). Three research questions are proposed, (1) how does a graduate/doctoral student manage his/her electronic information of thesis? (2) how does the context of TDR influence a person’s PIM behavior? (3) what is the viewpoint of a graduate/doctoral student to PIM of TDR electronic information? Two stages were carried out. In first stage, we collected qualitative data by the method of interview and observed participants’ behaviors as well. The object was to understand participants’ PIM behaviors of TDR. 5 doctoral students and 7 graduate students in different disciplinary were recruited. In second stage, we collected quantitative data through an online questionnaire survey. The object was to verify the qualitative data and increase the credibility of the study. 214 questionnaires were valid. We proposed 22 types PIM activities of TDR electronic information, which could be induced into four facets, including Storage, Organizing, Known-item Searching, and Meta-Management. Moreover, a graduate/doctoral student had to invest more in management or re-build the management strategy to figure out the difficulties such as the problem of storage, organizing, known-item searching, and tool using he/she might encounter. 16 contextual elements was supposed to make influence on PIM activities of TDR, which could be induced into four facets, including Academic Environment, TDR Process, Facilities, and Information items. We also found that most students were aware of the importance of PIM in the process of TDR. They believed that they will take advantage of “Organized information” to refind the known-items quickly. But if they thought the cost of organizing information was too much, they just want to solve immediate problems. In general, students were proud of the ways of management. Moreover, they were often disappointed at the tools for PIM. We suggest users periodically monitor and organize their personal information. For college and academic libraries, it is suggested to establish courses of PIM skills, including conceptual skills of information management and computer softwares. For PIM researchers, “the best practice of PIM in different contexts” and “when to do meta-management” are valuable research issues. Finally, for PIM system designers and service providers, it is important to think of patterns of PIM behaviors in different contexts and help people with poor computer skills.