E-Resources 1

ALOCHANA JOURNAL (ISSN NO:2231-6329) VOLUME 13 ISSUE 7 2024
E-RESOURCE UTILIZATION IN IIMS LIBRARIES:

INSIGHTS FROM FACULTIES AND STUDENTS’ SURVEYS
PRERNA PATHAK DR. ASHARAM PAL

Research Scholar Asst. Professor
Department of Library and Information Science Department of Library and Information Science
Oriental University, Indore Oriental University, Indore
Madhya Pradesh - 453555, India Madhya Pradesh - 453555 India
Abstracts
This innovative study dives deep into the usage patterns, and satisfaction levels, Navigating the
labyrinth of digital resources presents a unique set of challenges at a diverse array of IIM
libraries. The study samples “included 1st Generation IIMs: IIM Ahmedabad, IIM Bangalore,
IIM Lucknow, IIM Indore, IIM Kozhikode; 2nd Generation IIMs: IIM Tiruchirappalli, IIM
Kashipur, IIM Udaipur, IIM Rohtak, IIM Raipur; and 3rd Generation IIMs: IIM Amritsar, IIM
Bodh Gaya, IIM Nagpur, IIM Sirmaur, IIM Vishakhapatnam, IIM Jammu, IIM Mumbai”.
(Indian Institute of Management Act, 2017, 2017) by surveying faculty, researchers, and
students, the research illuminates their awareness, preferences, and usage habits concerning e-
resources. Key findings reveal that most users engage with e-resources daily, and strongly
prefer e-journals and online databases. The E-ShodhSindhu Consortium's awareness is notably
high, with IIM library websites considered the most reliable for e-resource searches. E-
resources are predominantly used for research, teaching, and guiding students. Despite high
satisfaction levels, users encounter challenges such as inadequate access and a lack of relevant
sources. Conducted from December 2023 to June 2024, this evaluative study provides crucial
insights into e-resource utilisation at IIM libraries, identifying areas for improvement to
enhance user experience and accessibility.
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Key Terms: e-ShodhSindhu, E-Journals, Online Databases, N-LIST, INDEST-AICTE

Consortium, IIM (Indian Institute of Management), E-Books, Online Material, UGC-
INFONET Digital Library Consortium.
1. Introduction: In modern academic settings, electronic resources act as a key player,

providing users approach to vast information and understanding. Their library utilization,
particularly in prestigious institutions like the Indian Institutes of Management (IIMs), is
essential for enhancing research, learning, and teaching experiences. Awareness, usage patterns,
and challenges experienced by teachers and learners in reaching online materials must be
understood to optimize library services and meet diverse information needs. With increasing
reliance on digital resources, exploring user preferences and perceptions regarding e-resources
is imperative for tailoring library services effectively.
This study aims to gain insights from surveys conducted among faculties and students in IIMs
to provide a comprehensive understanding of e-resource utilization trends, challenges, and
opportunities in these esteemed academic institutions. Electronic resources are valuable for
students seeking supplementary learning materials beyond regular classroom activities. Cloud
computing has enabled constant access to data for students and researchers. electronic assets,
containing web-based journals, e-books, and online data repositories, are widely accessible as
well as play a crucial role in academic research and learning.
Under the e-Shodh Sindhu, established in December 2015 through the merger of three consortia
(UGC-INFONET Digital Library Consortium, N-LIST, and INDEST-AICTE Consortium),
these resources are centrally subscribed for member IIMs’ libraries, providing IP-based access
to users. The continuation of access to these e-resources depends on their utilization, with
renewals determined annually. This study investigates making use of accessible e-resources
through the e-ShodhSindhu, focusing on their use by teachers and scholars in IIMs’ libraries.
1.1 Types of Electronic Resources
 Digital versions of academic and professional journals providing access to peer-

reviewed articles are known as e-journals.
 Digitized books accessible via gadgets, encompassing a wide range of subjects are
termed as e-books.
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 Electronic copies of theses and dissertations submitted by students are often accessible
through institutional repositories and are called e-theses and dissertations (ETD).
 Specialized databases providing extensive information and resources on particular
academic disciplines are recognized as online databases on specific subjects.
 Physical databases stored on CD-ROMs containing theses and dissertations for offline
access are known as CD-ROM databases/databases of theses and dissertations.
 Internal databases maintained by institutions containing collections of books, journals,
theses, dissertations, expert profiles, and reports are called in-house databases.
 Email communication, including attached documents, and facilitating academic and
research correspondence, is referred to as electronic mail (e-mail) and attachments.
 Archives housing the faculty research outcomes, researchers, along with learners titled
institutional/digital repositories, provide a straightforward method for depositing and
accessing research publications both within and outside the institution.
 Numerous scholarly and peer-reviewed sources hosted on the internet, including online
journals, electronic books, digital databases, patents, regulations, articles, forums, and
researcher indices, are recognized as scholarly web resources. These resources
complement the library's collections and fulfil diverse information needs that may not
be covered by standard acquisitions.
1.2 Shodh Sindhu:
 Access to electronic resources is provided to academic institutions nationally through

“e-Shodh Sindhu”, an initiative of the (MoE), Government of India.
 It strives to enable access to scholarly content and research databases for faculty,
researchers, and students across various disciplines.
 The portal provides the availability of a variety of array of e-materials, including digital
periodicals, e-publications, databases, or other digital materials, to assist academic as
well as research activities in institutions like IIMs.
 e-Shodh Sindhu is pivotal in enhancing the quality of education and study by providing
seamless access to a wealth of digital resources, thereby enriching the academic
environment in participating institutions.
 The initiative underscores the importance of electronic resources in fostering
innovation, knowledge dissemination, and academic excellence in higher education
institutions like IIMs.
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1.3 “Consolidation of UGC-INFONET Digital Library Consortium, N-LIST and

INDEST-AICTE, Program: Upon the advice from the Expert Committee, (MoE), formerly
called the Ministry of HRD, has launched e-Shodh Sindhu by consolidating three consortia
initiatives: UGC-INFONET Digital Library Consortium, N-LIST, and INDEST-AICTE
Consortium. This initiative continues its commitment to grant member institutions, including
centrally-funded technical institutions, universities, and colleges under Sections 12(B) and 2(f)
of the UGC Act, access to various resources. These encompass over 10,000 core and peer-
reviewed journals, alongside numerous bibliographic, citation, and factual databases, spanning
diverse disciplines from multiple publishers and aggregators”. (INFLIBNET Centre, 2024).
1.4 Electronic resources access for colleges: “Under the NME-ICT, funded by UGC as a
college component under the UGC-INFONET Digital Library Consortium, now part of e-
Shodh Sindhu, an initiative of the Ministry of HRD. Through N-LIST, access to e-resources
(6000+ e-journals, 1,64,300+ e-books through N-LIST and 6,00,000 e-books through NDL) is
provided to colleges.” (INFLIBNET Centre, 2024).
1.5 Users can access online resources provided by e-Shodh Sindhu remotely: “Seamless
access to e-resources provided by the e-Shodh Sindhu consortium is available on member
institutions' campuses through campus IPs. Off-campus access to resources is facilitated
through various mechanisms offered by publishers and member libraries. Users are advised to
inquire about their institution's specific off-campus access methods from their Librarian or
designated Library Contact persons. VPN and proxy server options are commonly used for off-
campus access, while Shibboleth Access mechanism through the INFED initiative of
INFLIBNET is also available. Further information about INFED can be found on the INFED
website at http://infed.inflibnet.ac.in/.The details of the access mechanism provided by e-Shodh
Sindhu subscribed publishers are listed below” (INFLIBNET Centre, 2024).
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Fig. 1 Image Source: (INFLIBNET Centre, 2024) E-ShodhSindhu: Consortium for

Higher Education Electronics. E-ShodhSindhu. https://ess.inflibnet.ac.in/publisherwiselist.php
1.6 “CFTIs (Centrally Funded Technical Institutions) Participants in the E-SodhSindhu

Consortium Table 1 presents the roster of E-SodhShindhu participants, encompassing
Centrally Funded Institutions, and other Technical Institutions.” (INFLIBNET Centre, 2024)
CFTIs (Centrally Funded Technical Institutions)

NITs, SLIET & NERIST (32)
IITs & IISc (24)
IIMs (21)
IIITs, IIEST, NIFFT and NITTTR (11)
IISERs (7)
SPAs (3)
Total 98
Fig.2 Image Source: (INFLIBNET Centre, 2024) E-ShodhSindhu: Consortium for

Higher Education Electronics. E-ShodhSindhu. Retrieved May 20, 2024,
from https://ess.inflibnet.ac.in/cfti.php
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1.7 IIM (Indian Institute of Management): “The group of 21 public, autonomous institutes
of management education and research in India is comprised of the IIMs. The establishment of
IIMs was initiated by Jawaharlal Nehru, the first Prime Minister of India, based on the
recommendation of the Planning Commission. Following the passage of the Indian Institutes
of Management Act, of 2017, IIMs were declared as institutions of national importance. All the
IIMs are listed on the Ministry of Education Government of India website
(https://www.education.gov.in/iims) and the 1st, 2nd, and 3rd generations of IIMs are shown in
table-1.” (Nic, 2024).
Table 1: Overview of the three generations of IIMs
S.N. Generation of IIMs IIMs Libraries of Est. year

IIMs’
1. 1st Generation IIMs IIM Calcutta B. C. Roy 1961
Memorial
Library
2. IIM Ahmedabad Vikram 1961
Sarabhai
Library
3. IIM Bangalore IIM 1973
Bangalore
Library
4. IIM Lucknow Gyanodaya 1984
Library
5. IIM Kozhikode Nalanda 1996
Library and
Information
Centre
6. IIM Indore Learning 1996
2. Centre
7. 2nd Generation IIMs IIM Shillong The 2007
Knowledge
Centre
8. IIM Rohtak Knowledge 2010
Resource
Centre
9. IIM Raipur IIM Raipur 2010
Library
Objectives:
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10. IIM Ranchi Learning 2010  To

Resource
Centre
11. IIM Tiruchirappalli Learning 2011
Resource
Centre
12. IIM Kashipur Learning 2011
Resource
Centre
13. IIM Udaipur Knowledge 2011
Resource
Centre
14. 3rd Generation IIMs IIM Amritsar IIM Amritsar 2015
library
15. IIM Bodh Gaya Learning 2015
Resource
Centre
16. IIM Vishakhapatnam Learning 2015
Resource
Centre
17. IIM Nagpur Learning 2015
Resource
Centre
18. IIM Sambalpur IIM 2015
Sambalpur
Library
19. IIM Sirmaur Learning 2015
Resource
Centre
20. IIM Jammu Nalanda 2016
Library
21. IIM Mumbai IIM Mumbai 2023
Library
examine the awareness level regarding web-based resources among academic
personnel, researchers, as well as students.
 To investigate the motivations behind the use of e-resources.
 To pinpoint ideal times and places for accessing electronic reading material access.
 To evaluate the impact of online digital resources on academic performance.
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 To determine the obstacles encountered by library participants' involvement in online

electronic digital reading material access.
 To obtain user feedback and suggestions for improving accessibility to electronic
resources
3. Significance of the Study
 Limited exploration of the utilization and impact of online digital materials on academic
scholarly growth and academic success outcomes in Indian Institutes of Management
(IIMs) libraries, obstructing a comprehensive understanding of the value of these
resources in the institutional environment is acknowledged.
 Insufficient investigation into the knowledge levels and guidance needs of faculty and
learners regarding electronic resources in IIM libraries, potentially leading to
underutilization of these valuable resources
 Scarcity of studies examining the effectiveness of electronic resource management
strategies in IIM libraries, such as subscription models, access protocols, and user
support systems, which could enhance the overall user experience and resource
accessibility
 Lack of research the challenges encountered by IIM libraries in integrating new as well
as diverse digital resources into their existing collections, potentially limiting the
diversity and research purposes
4. Literature Review: The utilization of e-resources in academic settings has been extensively
studied, highlighting various impacts on research productivity and accessibility. Chavan and
Keshava (2024) studied the impact of e-resources on research productivity in technical
institutes in India, reporting substantial improvements. Joy, Afebuameh, and Aiyebelehin
(2024) explored Information Proficiency skills as indicators of digital library utilization usage
among Scholars in Nigerian Institutions of higher learning. Mangurkar and Gaikwad (2024)
examined the use of print versus electronic journals by postgraduate engineering students.
Sood, Singh, Sumi, and Tewari (2024) Delved into the knowledge as well as utilization of online
digital books within the student body at Higher Learning of Panjab Institutions, Chandigarh.
Lakavath and Ramesh (2024) analyzed library networks and consortia in India. Abiero and
Amunga (2024) investigated the access to electronic information resources in Kenyan law
libraries during the COVID-19 pandemic, focusing on the Office of the Director of Public
Prosecutions Library, and highlighted the importance of digital resources and strategies for
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future resilience. Asha (2023) studied the awareness and use of e-resources among students in
academic and research work, revealing increased reliance on electronic resources. Faustino and
Kaur (2023) provided a balanced perspective on the benefits and challenges of e-resources in
higher education. Anam, Jamal, Ansari, and Ali (2023) emphasized the need for digital services
and disaster preparedness in IIM libraries during the pandemic. Sharma and Bhatt (2023)
studied user awareness about marketing library products and services in Delhi. Murphy et al.
(2022) documented the expansion of digital academic library services at the University of
Calgary during the COVID-19 pandemic, illustrating the crucial role of electronic resources in
maintaining academic continuity. Sanjeev, Kumar, and Babel (2022) focused on the utilization
of e-resources in IIM libraries, underscoring the significance of web-based services. Vrushali
(2022) explored the awareness and use of e-resources at SNDT Women's University. Jayasankar
(2022) highlighted patterns of e-resource utilization among faculty, students, and research
scholars at Shanmuga Industries Arts and Science College. Waghmode et al. (2022) assessed
the influences on e-resource utilization in engineering education. Verma et al. (2021) analyzed
electronic resources in first-generation IIM libraries, noting the role of library consortia. Chand
(2020) provided insights into information resource use at MNV University. Moikan Mollel and
Mwantimwa (2019) explored user acceptance of e-resources at the Institute of Finance
Management, Tanzania. Posner (2019) shared insights on library information and resource
sharing for the future of academic collections. Madaiah, Roopa, and Subhash (2018)
highlighted challenges in providing e-resources in engineering college libraries in India.
Yamson, Appiah, and Tsegah (2018) surveyed Central University undergraduates' perceptions
and usage of electronic versus print resources. Gautam, Singh, and Sinha (2017) In this research
the research scholars' and faculty's engagement with e-resources at Allahabad University was
surveyed., illustrating prevalent trends. Falloon (2016) addressed accessibility and inclusion
issues in library acquisitions, underscoring the need for equitable resource distribution.
Audunson and Shuva (2016) surveyed digital library education in Europe, revealing key trends
and obstacles. Ani, Ngulube, and Onyancha (2015) examined how reach and deployment of
electronic materials influence the performance metrics of academic staff in Universities of
Nigeria finding notable positive effects. Sinha and Chanda (2014) compared the usage of
electronic resources among the scientific community at Assam University, providing insights
into user behavior. Tyagi (2014) conducted an analytical study on the usage of electronic
information resources in pharmacopoeial libraries in India, emphasizing their importance in
research and academia. Arora, Trivedi, and Kembhavi (2013) assessed the impact of the UGC-
INFONET Digital Library Consortium on research output, showing significant benefits for
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member universities. Goria (2012) discussed the role of consortia in enhancing the use of
electronic resources in Indian higher education, proposing practical approaches for libraries.
Faizul and Naushad (2012) explored e-journal awareness and usage among IIT Delhi and Delhi
University library users, demonstrating the growing reliance on digital resources. Koehn and
Hawamdeh (2010) explored the cost-justification of acquiring and managing electronic
resources in libraries, highlighting financial considerations. Madhusudhan (2010) investigated
e-resource usage by research scholars at Kurukshetra University, highlighting usage patterns
and preferences. Kaur and Verma (2009) studied the impact of electronic journals at the Indian
Institute of Technology, Delhi, revealing significant user engagement. Lance (2005) provided
foundational insights into measuring e-resources, setting a benchmark for future studies.
5. Methodology: in this pioneering study, a novel survey approach was utilized to gain
invaluable insights into e-resource usage among IIM library users. A custom-designed
questionnaire served as the primary data collection tool, administered to a random selection of
respondents from various “Indian Institutes of Management” Libraries. the chosen sample size
for this study was 200, achieving an impressive return of 185 completed questionnaires.
Data analysis was conducted using MS Excel, ensuring precise calculations and presenting the
findings in clear tabular and graphical formats. Spanning from December 2023 to June 2024,
the study harnessed the power of a Simple Random Sampling approach to ensure a diverse and
representative data set. This approach not only highlights user experiences but also provides
actionable insights to enhance e-resource accessibility.
The study encompassed libraries from 1st Generation IIMs (IIM Ahmedabad, IIM Bangalore,
IIM Lucknow, IIM Indore, IIM Kozhikode), 2nd Generation IIMs (IIM Tiruchirappalli, IIM
Kashipur, IIM Udaipur, IIM Rohtak, IIM Raipur), and 3rd Generation IIMs (IIM Amritsar, IIM
Bodh Gaya, IIM Nagpur, IIM Sirmaur, IIM Vishakhapatnam, IIM Jammu, IIM Mumbai). This
comprehensive analysis offers a robust understanding of e-resource usage patterns and user
satisfaction, laying the groundwork for improving accessibility and user experience across IIM
libraries.
6. Data evaluation and explanation:
6.1 General Background/Personal Characteristics of the Participants: As depicted in Table

2, Approx 200 questionnaires in online Google Form as well as offline in print form were
circulated within the group of target participants. Remarkably, 185 of these were completed and
returned, yielding an impressive response rate of 92.5%. This high level of participation
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underscores the respondents' strong engagement and interest in the survey, providing a robust
foundation for the research findings.
Table 2: Study Participants
Questionnaire Responses Received Percentage (%)

Received 185 92.05%
Did not receive 15 07.05%
Total 200 100.00%
6.2 Proportion of Participants as gender group: As shown in Table 3, of 185 respondents,

110 are men, comprising 59.46% of the total, whereas 75 are women, representing 40.54%.
This distribution highlights a striking gender imbalance, with male respondents significantly
outnumbering their female counterparts.
Table 3: Gender Proportion of Participants
Gender Participants Percentage (%)

Women Individuals 75 40.54%
Male Individuals 110 59.46%
Total 185 100.00%
6.3 Familiarity with Digital Library Consortium: The study findings in Table 4 highlight
that 175 out of 185 participants (94.59%) are well-acquainted with the e-ShodhSindhu
Consortium. However, 10 respondents (5.41%) remain unaware of it. These results underscore
the urgent need for participants in knowledge programs to improve access to the valuable
electronic material provided by the e-ShodhSindhu Consortium.
Table 4: Familiarity with Digital Library Consortium
Awareness Participants Percentage (%)

Yes 175 94.59%
No 10 5.41%
Total 185 100%
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6.4 Frequency of E-Resource Usage: Survey results, depicted in Table 5, reveal intriguing
usage patterns of electronic resources among respondents. A significant majority, 100
participants (54.06%), access electronic resources on a "Regularly." This was succeeded by 45
respondents (24.33%) participants engaged with these resources "Occasionally." About 25
respondents (13.51%) utilize electronic resources "Weekly" while a smaller group, 15
respondents (8.10%), do so "Monthly" These insights highlight diverse usage frequencies,
reflecting varied academic and research needs.
Table 5: Frequency of E-Resource Usage
E-Resource Usage Participants Percentage (%)

Regularly/ Daily 100 54.06%
Weekly 25 13.51%
Monthly 15 8.10%
Occasionally 45 24.33%
Total 185 100%
6.5 Electronic resources are accessed with time spent: Survey data depicted in Table 6
indicated the greater part relating to participants, 80 out of 185 (43.24%), spend "less than one
hour" daily on electronic resources. This is followed by 50 respondents (27.03%) who engage
with electronic reading material for " Two to five hours daily meanwhile, 42 respondents
(22.70%) allocated "less than two hours" to this activity. Only a small fraction, 13 respondents
(7.03%), dedicate "five to ten hours" daily to accessing e-resources. These findings highlight a
varied range of engagement levels, suggesting that while some users access electronic resources
briefly, others spend more extended periods based on their research needs. Encouraging more
extensive use of these e-reading materials could further enhance academic and research
activities.
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Table 6 Electronic resources are accessed with time spent
Time in hours Participants Percentage (%)

Under one 80 43.24%
Under two 42 22.70%
Two to five 50 27.03%
Five to ten 13 7.03%
Total 185 100%
6.6 Preferred Locations for Accessing Electronic Resources: Table 7 of the survey reveals
intriguing trends in the preferred locations for using electronic resources. A significant portion,
72 respondents (38.92%), access e-resources from their respective departments and libraries.
Wi-Fi zones are the second most popular choice, with 45 respondents (24.32%) utilizing these
areas. Home access accounts for 38 respondents (20.54%), indicating the convenience of
remote access. Additionally, 17 respondents (9.19%) use computer labs, and only 13
(7.03%) turn to cyber cafés for their e-resource needs. Interestingly, the availability of open-
access resources makes home and cybercafé access viable options for many users.
Table 7: Preferred Locations for Accessing Electronic Resources
Preferred Locations Participants Percentage (%)

Resource Centre or Library 72 38.92%
Residential place 38 20.54%
Cyber or Digital café 13 07.03%
Wireless zones 45 24.32%
Cyber or computer lab 17 09.19%
Total 185 100.00%
6.7 Discovering e-ShodhSindhu: Table 8 and Fig. 3 highlights a fascinating landscape of

search strategies employed by faculty members and scholars to access e-resources. The IIM
libraries website emerges as the most frequented gateway, directing 67 respondents (36.22%)
to their desired information. Library staff plays a pivotal role as well, assisting 43 respondents
(23.24%) in their search. Meanwhile, the vast expanse of the internet serves as an informative
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frontier for 25 respondents (13.51%). Other miscellaneous sources collectively account for less
than 12%, showcasing a diverse yet focused approach to navigating e-ShodhSindhu.
Table 8: Discovering e-ShodhSindhu
Data source Participants Percentage (%)

From Librarian/friends/staff 43 23.24%
Through Internet/websites 25 13.51%
Lectures/Seminars/Orientation 12 6.49%
Programme
Institute/ Library website 67 36.22%
Faculty member/Supervisor 22 11.89%
Books/Journals 16 8.65%
Total 185 100%
Fig. 3: Discovering e-ShodhSindhu
6.8 Exploring Electronic Resource Preferences: Table 9 paints a clear picture of electronic
resource preferences among 185 respondents. E-journals, internet information resources, and
online databases are unanimously favored, each capturing the interest of all 185 respondents
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(100%). E-books also enjoy substantial popularity, with 160 respondents (86.49%) choosing
them. ETDs attract 100 respondents (54.05%), while research reports are preferred by 120
respondents (64.86%). In contrast, CD-ROM databases lag, appealing to only 68 respondents
(36.76%). This spectrum of preferences underscores the evolving landscape of digital resource
consumption.
Table 9: Exploring Electronic Resource Preferences (N=185 Each)
Electronic Resources Participants Percentage (%)

E-Journals 185 100.00%
Online database 185 100.00%
E-Theses and 100 54.05%
Dissertations
E-Books 160 86.49%
CD-ROM database 68 36.76%
Research Reports 120 64.86%
Internet Information 185 100.00%
Resources
6.9 Information seeking or accessing e-resources is driven by a specific purpose: As shown

in Table 10 and Fig. 4, among the 185 participants, 95 (51.35%) academic researchers and
Professors use electronic resources for "research, teaching, or guiding students." Additionally,
46 respondents (24.86%) use them to "update knowledge and stay abreast of the latest
developments," 27 respondents (14.60%) for writing papers/assignments, 10 respondents (5.41%)
for seminar preparation, and 7 respondents (3.78%) for undertaking project purposes. From the
above, it is evident that respondents use UGC-INFONET for research, teaching, and guiding
students. Professors staying abreast of the latest developments.
Table 10: Information seeking or accessing e-resources is driven by a specific purpose
Information seeking for a Participants Percentage (%)

specific purpose
Conducting research, 95 51.35%
instructing, and mentoring
students
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To stay informed or keep up 46 24.86%

to date with the latest
developments
Preparing papers or 27 14.60%
completing assignments
Seminar preparation 10 5.41%
Undertake project 7 3.78%
Total 185 100%
Fig. 4: Information seeking or accessing e-resources is driven by a specific purpose
6.10 Respondent Satisfaction with E-Resources: The survey findings in Table 11 and Fig. 5,
reveal compelling insights into the gratification levels of 185 respondents accessing electronic
reading material provided through e-ShodhShidhu Consortium. More than half of the
respondents, 106 individuals (57.30%), reported being "satisfied" with the e-resources.
Additionally, 60 respondents (32.43%) expressed as a "very highly satisfied," indicating a
strong sense of fulfilment meanwhile, 10 respondents (5.41%) remained "neutral," neither
satisfied nor dissatisfied. On the other end of the spectrum, 5 respondents (2.70%) reported
being "very much dissatisfied," and 4 respondents (2.16%) indicated they were "not satisfied."
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These results highlight a predominantly positive reception, with over 89% of respondents
expressing satisfaction to varying degrees.
Table 11: Respondent Satisfaction with E-Resources
Satisfaction with E- Participants Percentage (%)

Resources
Satisfied 106 57.30%
Not Satisfied 4 2.16%
Very much satisfied 60 32.43%
Very much dissatisfied 5 2.70%
Natural 10 5.41%
Total 185 100.00%
Fig. 5: Respondent Satisfaction with E-Resources
6.11 Advantages of Utilizing e-ShodhSindhu Consortium's Electronic Resources: As

shown in Table 12 Electronic resources, with their dynamic characteristics, including effortless
searchability, easy copying, downloading capabilities, multi-user accessibility, and continuous
availability irrespective of location, provide greater effectiveness compared to printed
resources. Analysis findings within Table 11 reveal indicating a significant number belonging
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to respondents, 70 (37.84%), find electronic resources convenient to access. Additionally, 40

respondents (21.62%) believe these resources save time and space, while 35 (18.92%)
appreciate their effectiveness and speed. Furthermore, 27 respondents (14.59%) agree that
searching and browsing are major advantages, and 13 (7.03%) recognize cross-referencing as
a beneficial feature of electronic resources.
Table 12: Advantages of Utilizing e-ShodhSindhu Consortium's Digital Collections
Advantages of Utilizing e- Participants Percentage (%)

ShodhSindhu Consortium's
Digital Collections
Searching and browsing 27 14.59%
facilities
Time and space save 40 21.62%
Cross-reference linking 13 07.03%
Convenience in Searching 70 37.84%
and Downloading
Effective and expedited 35 18.92%
communication
Total 185 100.00%
6.12 Problems in Accessing Digital Collections:
The questionnaire highlights Inside Table 13 in the Graphic. 6, several issues encountered while
accessing e-resources. 60 (32.43%) respondents identified the lack of relevant sources as a
significant problem. This is followed, by 47 respondents (25.41%) who mentioned difficulties
due to information overload when searching for relevant data. Furthermore, 38 respondents
(20.54%) cited technical issues, such as frequent power outages and server downtime, as
obstacles. 20 respondents (10.81%) reported the current database is not available and lack of
pertinent information within the consortium. Additionally, it was also found that users are
dissatisfied including the level of assistance. researchers are dissuaded from accessing e-
journals from the Consortium of the e-ShodhSindhu site because of the availability of digital
material for searching and downloading.
Table 13: Problems in getting Digital Collections
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Problems in getting Digital Participants Percentage (%)

Collections
Technical problems 38 20.54%
(Frequent power cuts, server
down, etc.)
The current database is not 20 10.81%
available
Lack of relevant sources 60 32.43%
Lack of assistance by library 0 0%
staff
Overload creates problems 47 25.41%
in searching for relevant
information
Lack of knowledge to use 20 10.81%
Total 185 100.00%
Fig. 6: Problems in Accessing Electronic Resources
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6.13 The Influence in Connection with Online Materials on Teaching and Academic
Personnel Research: Table 14 uncovers the significant impact of e-resources on lecturers'
professional activities. A majority of 92 lecturers (49.73%) reported that e-resources
significantly aid their research endeavours. Following this, 45 respondents (24.32%) indicated
that these resources enhance their teaching abilities. Additionally, 21 lecturers (11.35%) believe
that online materials contribute to the overall development education system. Furthermore, 15
respondents (8.11%) utilize electronic resources to stay at the forefront of their profession,
while 12 respondents (6.49%) use them to promote relationships among scholars.
Table 14: The Influence in Connection with Online Materials on Teaching and Academic
Personnel Research
The Influence in Connection Participants Percentage (%)

with Online Materials
Helps to foster relationships 12 06.49%
among academics
Bring academics to the 15 08.11%
forefront of your profession
Improve teaching ability 45 24.32%
Helps the development of 21 11.35%
the education system
Aids in Carrying out 92 49.73%
research
Total 185 100.00%
6.14 Proposed Solutions for Addressing Challenges in Accessing E-Resources: Users

actively seeking solutions are pivotal in resolving issues and enhancing the services provided
by the e-ShodhSindhu consortium. Respondents were surveyed regarding potential remedies
for encountered challenges and obstacles, with their reactions examined and displayed in the
table 15. Numerous library patrons have proposed various resolutions for the current
challenges. most recommended spreading knowledge of using electronic resources and
providing dedicated workstations for faculty, researchers, and students to access e-journals.
These findings are self-explanatory, and addressing these problems will undoubtedly lead to
increased access of digital resources.
Page No: 835

Table 15: Proposed Solutions for Addressing Challenges in Accessing E-Resources

(N=185 each)
Solutions to problems about Participants Percentage (%) Ranks

using e-Shodh Sindhu
consortium
To Advocate for the Use of 185 100% 1
Digital Resources
Provide separate terminals 182 98.38% 2
for
teachers/researchers/students
Equip all 180 97.30% 3
departments/centres/offices
with Internet
Must educate All Users 170 91.89% 4
About E-Journal Access
Increase in Internet Access 157 84.86% 5
Stations
Must develop a user-friendly 155 83.78% 6
interface for full-text e-
journals
Provision of a separate hall 150 81.08% 7
for
teachers/researchers/students
The need for dedicated 142 76.75% 8
power
supply
Installation of more 136 73.51% 9
computer
terminals
Promote Internet Access 134 72.43% 10
Among
Teachers/Researchers/PG
Students
Page No: 836

The need to install high 132 71.35% 11

capacity server/voltage
stabilizer
Require extended hours for 130 70.27% 12
internet
facility
The need for more journals 125 67.57% 13
of management and allied
subjects
Organize Orientation 92 49.73% 14
Course/Internet Training for
Users
A printing facility should be 90 48.65% 15
made
available to users
Requirement for Morning 75 40.54% 16
Sessions for Research
Scholars
Share Best Practices for 59 31.89% 17
Accessing E-Journals
7. Key Findings:
 A predominant 59.46% of participants comprised male research scholars and faculty

members, with 40.54% representing the female category.
 A notable 54.06% of respondents engage with electronic resources daily.
 An overwhelming 94.59% of users demonstrated awareness of the E-ShodhSindhu
Consortium, with only 5.41% lacking awareness.
 The websites of IIM Libraries were deemed the most reliable resource for e-resource
searches by 36.22% of respondents.
 All participants 100% expressed a strong preference for utilizing digital databases,
electronic journals, and web information resources, whereas digital databases stored on
CD-ROM received as lowest preference at 36.76%.
Page No: 837

 The primary usage of usage of digital resources among researchers and faculties is for
research, teaching, and student guidance, as indicated by 51.35% of respondents.
 The most significant challenge identified by 60 (29.41%) respondents was the "lack of
relevant sources."
 In terms of satisfaction, 32.43% of respondents expressed high satisfaction, 57.30%
were pleased, 2.16% were not pleased, 2.70% were very dissatisfied, and 5.41%
remained neutral.
 A substantial 37.84% of users found electronic resources highly convenient to access.
 Among lecturers, 49.73% noted that e-resources significantly enhance research
endeavors.
8. Suggestions & Recommendations:
 Foster a culture of e-resource accessibility through targeted training sessions and

workshops.
 Initiate comprehensive orientation programs led by IIM Libraries for incoming faculty
and research scholars.
 Regularly host orientation and awareness initiatives tailored for postgraduate students,
access to online reading materials is supported, actively seek and utilize user feedback
to continually enhance library services.
 Ensure robust ICT infrastructure, including widespread Internet Access Points across
IIM Libraries, Departments, Hostels, etc.
 Facilitate seamless connectivity with high-speed campus-wide Wi-Fi, optimizing
access to electronic resources.
 Library hours are expanded to better accommodate the diverse needs of our users.
9. Conclusion:
The above study shows Pedagogy, Study, and Scholarly Research are Provided by electronic
reading material activities. Like internet as well as digital publishing have seen a rise, numerous
publishing houses now provide e-journals and additional online resources, e-books, and
online/offline data repositories. However, the higher cost of electronic resources has led to the
formation that e-resource consortia to facilitate access.
MHRD (Ministry of Human Resource Development) or UGC (University Grants Commission)

has empowered the INFLIBNET Centre to acquire electronic resources under consortia
Page No: 838

agreements, ensuring access for Indian universities, colleges, and centrally funded technical
institutions.
Findings highlight an advanced level of awareness among IIM Libraries users is observed
regarding e-resources, with the IIM library being their preferred access point. However, users
face various challenges and have provided suggestions to address these issues. Among these
suggestions, conducting more User Awareness Training Programs was emphasized.
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ALOCHANA JOURNAL (ISSN NO:2231-6329) VOLUME 13 ISSUE 7 2024

E-RESOURCE UTILIZATION IN IIMS LIBRARIES:

PRERNA PATHAK DR. ASHARAM PAL

Oriental University, Indore Oriental University, Indore

Madhya Pradesh - 453555, India Madhya Pradesh - 453555 India

Page No: 816

Key Terms: e-ShodhSindhu, E-Journals, Online Databases, N-LIST, INDEST-AICTE

1. Introduction: In modern academic settings, electronic resources act as a key player,

1.1 Types of Electronic Resources

 Digital versions of academic and professional journals providing access to peer-

Page No: 817

1.2 Shodh Sindhu:

 Access to electronic resources is provided to academic institutions nationally through

Page No: 818

1.3 “Consolidation of UGC-INFONET Digital Library Consortium, N-LIST and

Page No: 819

Fig. 1 Image Source: (INFLIBNET Centre, 2024) E-ShodhSindhu: Consortium for

1.6 “CFTIs (Centrally Funded Technical Institutions) Participants in the E-SodhSindhu

CFTIs (Centrally Funded Technical Institutions)

Fig.2 Image Source: (INFLIBNET Centre, 2024) E-ShodhSindhu: Consortium for

Page No: 820

Table 1: Overview of the three generations of IIMs

S.N. Generation of IIMs IIMs Libraries of Est. year

Page No: 821

10. IIM Ranchi Learning 2010  To

Page No: 822

 To determine the obstacles encountered by library participants' involvement in online

3. Significance of the Study

Page No: 823

Page No: 824

6. Data evaluation and explanation:

6.1 General Background/Personal Characteristics of the Participants: As depicted in Table

Page No: 825

Table 2: Study Participants

Questionnaire Responses Received Percentage (%)

6.2 Proportion of Participants as gender group: As shown in Table 3, of 185 respondents,

Table 3: Gender Proportion of Participants

Gender Participants Percentage (%)

Table 4: Familiarity with Digital Library Consortium

Awareness Participants Percentage (%)

Page No: 826

Table 5: Frequency of E-Resource Usage

E-Resource Usage Participants Percentage (%)

Page No: 827

Table 6 Electronic resources are accessed with time spent

Time in hours Participants Percentage (%)

Table 7: Preferred Locations for Accessing Electronic Resources

Preferred Locations Participants Percentage (%)

6.7 Discovering e-ShodhSindhu: Table 8 and Fig. 3 highlights a fascinating landscape of

Page No: 828

Table 8: Discovering e-ShodhSindhu

Data source Participants Percentage (%)

Fig. 3: Discovering e-ShodhSindhu

Page No: 829

Table 9: Exploring Electronic Resource Preferences (N=185 Each)

Electronic Resources Participants Percentage (%)

6.9 Information seeking or accessing e-resources is driven by a specific purpose: As shown

Table 10: Information seeking or accessing e-resources is driven by a specific purpose

Information seeking for a Participants Percentage (%)

Page No: 830