John N. Badovinac, Paul V. Kovac, Joseph D. Jardin and Gedeon M. Mudacumura
Improving organizational performance under turbulent internal and external environments has been a challenging managerial task. This paper highlights the reengineering experience…
Abstract
Improving organizational performance under turbulent internal and external environments has been a challenging managerial task. This paper highlights the reengineering experience of a state government office that successfully improved its performance. Keeping in mind its strategic goals throughout the integration of keys aspects of business process redesign (BPR), information technology (IT) and organization development (OD), prevented the department from random reengineering which, in many organizations, leads to downsizing. Putting more emphasis on OD through the reengineering process resulted in building the organization's ability to assess its current functioning and to achieve its goals.
David A. Jank, Heting Chu and Michael E.D. Koenig
This chapter updates earlier research that analyzed mergers, collaborations, and similar trends in LIS education, and provides a more comprehensive current summary of those…
Abstract
This chapter updates earlier research that analyzed mergers, collaborations, and similar trends in LIS education, and provides a more comprehensive current summary of those trends. Three distinct patterns are beginning to emerge in both organizational structure and collaboration: changes in the nature of LIS program partnerships within parent educational institutions; the impact on LIS education by prominent academic associations that are not reliant on ALA accreditation recognition; and the growth in the number and type of academic offerings in LIS schools themselves. Among some notable changes are the establishment of the Consortium of iSchools Asia Pacific (CiSAP), continued growth in the iSchool caucus and its increasing international membership. Additionally the number of dual degree master’s programs in which LIS departments partner is on the rise, as is the number of degrees now being offered at LIS schools (both at the undergraduate and graduate levels) that are not “traditional” MLS degrees. Inter-institutional collaborative MLIS programs are also emergent, evident in such programs as the Web-based Information Science Education (WISE) consortium. The data presented here seem to suggest that the face of LIS education continues to change as the 21st century gets underway.
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Derek Stephens and Yvonne Hamblin
This research paper describes the results of a survey of specialist UK library and information sector (LIS) employment agencies concerning employability of library and information…
Abstract
Purpose
This research paper describes the results of a survey of specialist UK library and information sector (LIS) employment agencies concerning employability of library and information management (LIM) graduates and introduces the follow‐up actions that are being undertaken to create new teaching materials that address their concerns.
Design/methodology/approach
A survey of four UK specialist employment agencies was undertaken in 2005 using semi‐structured interview schedules. The aim was to identify the various specific employability areas that recruiters felt were needed for 11 LIM sectors. Quantitative research of individual employers has been undertaken previously, but it was felt that agencies had a unique perspective of sector requirements. This was followed by visits to LIM academic departments to discuss whether the results matched the perceptions of academic staff.
Findings
It was clear that different LIM sectors had different emphasises in terms of the employability skills required. Second, the LIM departments visited also identified the desire to address gaps in provision of employability skills within curricula.
Research limitations/implications
The survey was a snapshot of perceptions in early 2005. The employment market is a fast‐changing environment and further follow‐up surveys annually might be valuable to establish trend lines. The research is qualitative and subjective in nature.
Originality/value
The paper describes how funding has been provided to empower LIM academics to create new teaching materials by buying their time out to address the gaps in available materials. In addition, these materials will be made freely available to the whole UK LIS sector and networks established to maintain them. Such co‐operation is unusual and could result in significant time savings in the preparation of teaching material and enhancement of graduates' readiness for employment.
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Education in library and information science (LIS) in the first decade of the 21st century is reviewed and discussed in terms of changes, developments, and associated issues…
Abstract
Education in library and information science (LIS) in the first decade of the 21st century is reviewed and discussed in terms of changes, developments, and associated issues. Specifically, courses and concentrations newly added to the LIS curriculum are described along with a summary of what has been revised, including the core. Distance education in LIS is presented as a result of technology application while reposition, relocation, and closures of LIS schools are also examined. Of the organizational changes among LIS schools, the emergence of iSchools and related topics received particular coverage with data gathered recently. Issues persistent in LIS education (i.e., accreditation of LIS programs, library education crisis, and chasm between LIS education and practices) are revisited with analysis. The author believes on the basis of this review that the digital age has brought us in LIS education with opportunities greater than ever. LIS education will move forward and even thrive in this digital age when the field not only makes intelligent use of the technology but also changes in other dimensions as the society advances.
Using document analysis and surveys this chapter presents a case study about a new master’s degree program in library and information science and its curriculum which was…
Abstract
Using document analysis and surveys this chapter presents a case study about a new master’s degree program in library and information science and its curriculum which was developed cooperatively from 2009 through 2012 by four EU higher education institutions for, and with, universities in three former Soviet countries in the Caucasus and Central Asia. Events that led to the collaboration are presented along with how faculty members were taught to teach new courses. It also discusses findings and results of an assessment of impact and satisfaction levels of the project. Stated project objectives and anticipated outcomes were compared with student expectations in order to provide a better understanding of the critical factors that might determine success of the new program. Although the project’s documentation was extensive, analysis and conclusions from it were limited to education and knowledge transfer goals of the program. Results from the study shed light on how to adjust course content to better meet student expectations and how to implement ongoing evaluation of courses at the international level. Since cooperation between institutions is always highly demanding, in particular when it is among institutions from different countries, the evaluation of this project will be of interest to anyone trying to improve cooperative agreements for educational purposes. Low response rates to the surveys limit the conclusions on general indications of effectiveness. This chapter provides only an early look at the impact of the program, and outcomes analysis based on a larger sample remains to be done.