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Participation in the Spring 2001 LibQUAL+™ research and development project has helped the University Libraries at the University of Nebraska‐Lincoln (UNL) to better serve its…
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Participation in the Spring 2001 LibQUAL+™ research and development project has helped the University Libraries at the University of Nebraska‐Lincoln (UNL) to better serve its main user groups. An in‐depth investigation of the UNL LibQUAL+™ survey results is currently underway. This investigation is ongoing and results will inform future planning efforts of the university libraries. Concurrently, the libraries have been able to make changes to services during the past year as a direct result of the LibQUAL+™ data. This paper will report on the libraries’ first efforts to address areas where perceptions of service differed from patron expectations, and will indicate plans for future efforts.
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Karlene P Robinson, Rosemarie Runcie, Tanya Marie Manassi and Faith Mckoy-Johnson
The purpose of this paper is to reset the performance bar for the Caribbean professional through the identification and classification of core competencies and skills sets for…
Abstract
Purpose
The purpose of this paper is to reset the performance bar for the Caribbean professional through the identification and classification of core competencies and skills sets for academic librarians at The University of the West Indies (UWI), Mona Campus.
Design/methodology/approach
Competency documents published by various library profession organizations and academic libraries across various geographic regions were content analysed to identify the major skills and competencies of highly skilled professionals.
Findings
Core competencies selected for The UWI Mona Library are: first, uses professional knowledge and practice to lead staff and manage resources; second, identifies emerging trends and supports innovations; third, demonstrate willingness to embrace change and utilize best practices in service delivery; fourth, analyses situations for appropriate solutions; fifth, interacts positively and effectively with others; sixth, develops an environment that leads and manages change; seventh, manages and mentors staff; eight, sets clear goals and objectives while providing specific performance and feedback.
Research limitations/implications
The competencies profile developed reflects the unique compositions of competencies required by academic librarians working in a twenty-first century, Caribbean, regional, academic/research environment.
Practical implications
This framework will effectively guide the exercises of employee selection and succession planning within the library organization. Ensuring that the best employees are selected augurs well for succession planning within an organization.
Social implications
A competencies profile provides rationale for the provision of transparent employee selection criteria. The framework is intended to set meaningful professional development goals and align those goals with the vision, mission and objectives of organizations.
Originality/value
This paper presents the English-speaking Caribbean context for core competencies formulation and a listing of required competencies for The UWI, Mona Library professional.
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The Least Restrictive Environment (LRE) requirements of the Individuals with Disabilities Education Act address factors to consider in educating students with and without…
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The Least Restrictive Environment (LRE) requirements of the Individuals with Disabilities Education Act address factors to consider in educating students with and without disabilities together to the maximum extent appropriate. This chapter is designed to examine the origins and evolving interpretations of the LRE concept in special education policy and practice. Discussion traces the evolution of the concept as a legal principle, and reviews its application to educational strategies for students with learning and behavioral disabilities in contemporary schools. In conclusion, the future of the LRE concept is addressed in light of competing policies promoting presumptive inclusive education, and publicly funded school choice programs promoting greater involvement of parents in choosing where their children with and without disabilities should be educated.