Andres, Marilou2025-09-242025-09-242017Books The American Heritage. (2013). Dictionary of the English Language (5th ed.). Houghton Mifflin Harcourt Publishing Company. Budd, John M. (1998). The Changing Academic Library: Operations, Cultures, Environments. Englewood, Colo,: Libraries Unlimited. CHED. (2014). Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment. Quezon City: Commission on Higher Education. Hernon, P., & Dugan, R.E. (2002). An Action Plan for Outcomes Assessment in your Library. London: American Library Association. Oakleaf, Megan. (2010). The Value of Academic Libraries : A Comprehensive Research Review and Report. Chicago, IL: Association of College and Research Libraries. Journal Articles Antelman, Kristin. (2004). Do Open-Access Articles Have a Greater Research Impact? College & Research Libraries, 65(5), 372–382. Atherton, Mirella, Shah, Mahsood, Vazquez, Jenny, Griffiths, Zoe, Jackson, Brian, & Burgess, Catherine. (2017). 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Information literacy accreditation mandates: What they mean for faculty and librarians. Library Trends, Baltimore51(2), 218–241. Whitmire, Ethelene. (2002). Academic library performance measures and undergraduates’ library use and educational outcomes. Library & Information Science Research, 24(2), 107–128. Websites American Library Association. (2017). Task Force on Academic Library Outcomes Assessment Report. Chicago IL: American Library Association. Retrieved from http://www.ala.org/acrl/publications/whitepapers/taskforceacademic Appleton, L. (2018, April 4). Using Key Performance Indicators to Measure Library Performance. Retrieved from Library Connect: Partnering with the Library Community website: https://libraryconnect.elsevier.com/articles/using-key-performance-indicators-measure-library-performance Center for Theory of Change. (2016). What is Theory of Change? Retrieved from http://www.theoryofchange.org/what-is-theory-of-change/ Choi, Youngok, & Rasmussen, Edie. (2009). 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The Academic Library Impact on Student Persistence. College & Research Libraries. Retrieved from http://crl.acrl.org/content/early/2010/04/29/crl-74r1.short Fagan, Jody C. Fagan, Mandernach, Meris A. Mandernach, Nelson, Carl S., Paulo, Jonathan R., & Saunders, Grover. (2012). Usability Test Results for a Discovery Tool in an Academic Library. Information Technologies and Libraries, 31(1). Retrieved from http://commons.lib.jmu.edu/letfspubs/16/ Hahn, Karla L. (2008). Research Library Publishing Services: New Options for University Publishing (p. 41). Washington, DC: Association of Research Libraries. Retrieved from https://eric.ed.gov/?id=ED500889 Jaguszewski, Janice M., & Williams, Karen. (2013). New Roles for New Times: Transforming Liaison Roles in Research Libraries. Washington, DC: Association of Research Libraries. Retrieved from http://conservancy.umn.edu/bitstream/handle/11299/169867/TransformingLiaisonRoles.pdf?sequence=1&isAllowed=y Killen, R. (2000). 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Retrieved from Association of College and Research Libraries website: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/findings_y3.pdf Commission on Higher Education (CHED). (2017). Institutional Sustainability Assessment Self Evaluation Document (ISA SED): An Internal Quality Assurance (IQA) Tool for Philippine Higher Education Institutions. Commission on Higher Education (CHED). Retrieved from web.ched.gov.ph/wp.../Revised-ISA-SED_Final-Version_April-17-2017-1-2.docx Schmid, Janine, & Cribb, Gulcin. (1999). Leading life-long learning: the library’s role. In Proceedings of the IATUL Conferences.https://repository.ifla.org/handle/20.500.14598/6699The academic libraries, as an integral part of the system should therefore define what outcomes SUCs in the Philippines should set as part of their performance measurements. Such outcomes are possibly derived from the activities that are likely to result in achieving the desired consequences of such interactions with the library. Thus, this study aimed to define the desired outcomes of both library users and librarians, determine the activities to be implemented by librarians that will result in achieving their desired outcomes, analyse the extent to which the desired outcomes of libraries can contribute in achieving their institutional outcomes, analyse the significant difference between the assessments of users and librarians with respect to library activities, and identify performance indicators appropriate for the development of the proposed outcomes-based library standard for SUCs. Findings revealed that most of the desired outcomes of the users include positive effects on the use of facilities and services; almost all librarians seek for sustainable financing initiative from SUC administration. The desired outcomes of respondents contribute in achieving the institutional outcomes with respect to governance and management, quality of teaching and learning, quality of professional exposure, research and creative works, and support for students. Consequently, the study concludes that physical facilities and services of the library have positive effects on student learning and head librarians are certain that all their planned activities contribute in achieving their desired outcomes and are aligned towards achieving almost all aspects of the institutional outcomes of SUCs.enAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Articlehttps://2019.ifla.org/conference-programme/satellite-meetings/open accessLibrary OutcomesStandardsState Universities and Colleges