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Standards and Best Practices for Florida Academic Libraries: Management/Administration/Leadership


Management/Administration/Leadership Graphic

ACRL Principle and Performance Indicators

Management/Administration/Leadership: Library leaders engage in internal and campus decision-making to inform resource allocation to meet the library’s mission effectively and efficiently.

7.1 The library’s mission statement and goals align with and advance those developed by the institution.

7.2 Library personnel participate in campus decision-making needed for effective library management.

7.3 The library allocates human and financial resources effectively and efficiently to advance the library’s mission.

7.4 The library’s budget is sufficient to provide resources to meet the reasonable expectations of library users when balanced against other institutional needs.

7.5 The library partners with multiple institutions (e.g., via collections consortia) to increase cost-effectiveness and to expand access to collections.

7.6 The library plans based on data and outcomes assessment using a variety of methods both formal and informal.

7.7 The library communicates assessment results to library stakeholders.

7.8 Library personnel model a culture of continuous improvement.

7.9 The library has the IT infrastructure needed to collect, analyze, and use data and other assessments for continuous improvement.

ACRL Sample Outcomes

"The Standards include performance indicators, which are intentionally library-centric. Outcomes, however, should be user-centric, preferably focusing on a specific population and articulating specifically what the user is able to do as an outcome of the performance indicator. "
- ACRL Standards for Libraries in Higher Education

Performance Indicator 7.2 Library personnel participate in campus decision-making needed for effective library management.

Sample Outcome

  • Library administration participate on campus-wide decision-making committees.

Performance Indicator 7.7 The library communicates assessment result to library stakeholders.

Sample Outcome

  • Faculty include the library’s assessment results in the program review process.

ACRL Benchmarks

"Many academic institutions use benchmarks to identify their strengths and weaknesses in comparison to similar institutions. For example, benchmarking can be used to demonstrate whether an institution or its library is funded or staffed at levels comparable to similar institutions in a geographic area, with a similar enrollment, or with other related characteristics."
- ACRL Standards for Libraries in Higher Education

Principle 7: Management/Administration/Leadership

  • Cost per hour open.
  • Library expenditures percentages. E.g.: Salary and wages expenditures as percentage of total library expenditures. Materials expenditures as percentage of total library expenditures. Other operating expenditures as percentage of total library expenditures.
  • Total operating expenditures per student. E.g.: Per full-time undergraduate student. Per full-time graduate student.
  • Total expenditures per faculty. E.g.: Per full-time faculty. Per part-time faculty.


All ACRL information taken from:

Association of College and Research Libraries. (2018). Standards for libraries in higher education.

       Retrieved from


11.2 The institution ensures an adequate number of professional and other staff with appropriate education or experiences in library and/or other learning/ information resources to accomplish the mission of the institution. (Library and learning/information staff)

Rationale and Notes: A sufficient number of qualified staff is measured by the effectiveness of the delivery of services to students, faculty, and staff rather than simply the number of staff employed. Qualified faculty and staff members are essential to carrying out the mission of the library and to support various other learning/information services. Overall qualifications are based on academic credentials as the standard qualification for library and learning/information resource faculty and staff; however, other types of qualifications may prove to be appropriate, especially for noncritical tasks or for tasks associated with related academic support services.

Questions to Consider

  • How does the institution determine the qualifications of its library and/or other learning/ information resource staff?
  • How are library support services augmented with nonprofessional staff? 
  • How does the institution demonstrate that the staff is sufficient to accomplish the mission?
  • What professional opportunities are available to the library and learning/information resources staff?

Sample Documentation

  • Roster of library/learning resource staff with job duties, academic qualifications, and experience.
  • Position descriptions.
  • Details related to professional growth and training activities.
  • Information regarding the alignment of library/learning staff with the programs/services offered by the institution. 

Reference to SACSCOC Documents, If Applicable

None noted.

Cross-References to Other Related Standards/Requirements, If Applicable

  • Standard 6.2.a (Faculty qualifications), if library faculty members are also instructors of record for credit courses


All SACSCOC information taken from:

Southern Association of Colleges and Schools. (2018). Resource manual for the principles of accreditation: Foundations for quality enhancement. [3rd ed.].

       Retrieved from