Foreign LIS Degrees in Contemporary US Academic Libraries

Purpose – The purpose of this case study is to summarize a task force\u27s efforts to change the educational degree requirements for open librarian positions at a large university in the Midwestern USA. Design/methodology/approach – The paper reviews the literature on degree requirements in academic libraries and the nature of LIS degrees from countries outside the USA. It analyzes 136 position advertisements for academic librarians by required terminal degree and the type and Association of Research Libraries (ARL) status of the institution. Findings – The paper concludes that, while most position advertisements do not specifically address foreign Library and Information Science (LIS) degrees, many advertisements, especially those at ARL libraries, contain flexible language that allows for degrees that are “equivalent” to the American Library Association (ALA) accredited LIS degree. Research limitations/implications – The data collected from the relatively small sample of 136 job advertisements for academic librarians posted on the ALA Joblist and Chronicle of Higher Education web sites were largely meant to be anecdotal. Practical implications – The paper provides useful information for academic libraries in the USA, receiving applications for professional positions from applicants with foreign LIS degrees. Originality/value – Although the literature on the ALA-accredited Master\u27s of Library and Information Science (MLS) degree is extensive, no study considers the availability of positions to those with MLS degrees from other countries

Relevance and Rigour in Management Education – Gulf Universities and Information on Standards

International accreditation is becoming an important priority for many universities. In Gulf Cooperation Council (GCC) countries, internationalisation is increasingly becoming an issue of concern, with international accreditation considered a strategic objective that is expected to help higher education institutions (HEIs) cope with increasing competition from both public and private counterparts. Within the context of business schools, accreditation is also expected to drive impact on the wider Gulf economies, particularly in the post-oil era. HEIs are faced with a question as to whether they should adopt international standards outright, as proposed by accreditation bodies such as the Association to Advance Collegiate Schools of Business (AACSB), or whether they should focus on the adoption of an education management approach based on their own views as to the requirements of their respective countries. This article uses a case study of the Kingdom of Bahrain to explore possible ways forward. This paper utilises a combination of academic literature, published practices of AACSB accredited business schools, in addition to research into standards information. It also draws on the authors’ experiences of interaction with HEI leaders who are considered key decision makers that lead the development of their respective school missions, strategies, operational planning and implementation. The article argues that GCC HEIs should reconsider their approach to decision-making on management education, taking into account research that suggests that mere compliance with international standards such as those proposed by AACSB may not adequately support GCC economies to develop in ways desired by their governments. It also suggests that centralised decision-making in higher education, favoured by GCC governments, may not be optimal with regard to the intended impact. Lastly, the paper offers suggestions for aligning national QA systems and other related regulatory requirements, with international accreditation standards, towards establishing unified and rigorous frameworks that streamline higher education development

Understanding the Prospects and Potential for Improved Regional LIS Collaboration in the Developing World: An Empirical Study of LIS Departments in the GCC States

The purpose of the study was to generate information on the extent and types of collaboration occurring between academic LIS departments and faculty in the GCC states, and on the factors influencing this, to help inform policies and strategies designed to improve collaboration. This is a qualitative research study, based on interviews with Heads of LIS Departments in the GCC states. The researchers emailed all Heads of LIS Departments (n=8) in Universities within the GCC States to invite them to participate in an interview about their experiences of and views on collaboration with other LIS departments in the region. Of the (8) Heads of Departments, only 5 responded to the e-mail invitation and subsequently completed the interview. The qualitative research data generated from the interviews were analyzed using content analysis. The data were examined and a preliminary set of themes created, then, the data were re-examined and coded according to the preliminary themes. It was found that very little formal collaboration has taken place to date, but that Heads of Departments are well aware of the many potential benefits of collaboration, and the types of barriers that must be overcome to achieve this. The findings have theoretical significance relating to the potential role of LIS collaboration in developing regions more generally, and practical implications for the development of strategies and initiatives to improve collaboration in the Gulf region. A fourstage strategy development, planning, establishment and implementation model is proposed to underpin the program of work necessary to achieve this, which can also be applied to other developing regions

Business Education in the World Islamic Sciences &Education University and Jordan University - a Case Study from the Arab World

Following an introduction to the Middle Eastern nation in its context is a map showing the location and distribution of major universities. The aim is to outline the Jordanian business education system in general then contrast a public and private university to illustrate the system. Findings show public universities are more than twice as overcrowded as private and there is generally a high unemployment rate for university graduates particularly in humanity fields and for women. However business education has about one quarter of graduates not officially accounted for in available employment figures. Ten to 15% of students in business faculties are from outside Jordan, demonstrating the importance of education as an income source for this poor nation otherwise lacking natural resources. However the downside of 20% of GDP invested in educational provision is the more than 20% graduate brain drain to the neighbouring nations and abroad. To conclude, tertiary problems are summarised together with resulting challenges, Ministry strategic plans and recommendations. Keywords : Jordan , WISE , Jordan university , Business Education , Arab worl

Towards an improvement of LIS graduates ICT skills and employability needs in Kuwait

The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research

Born Yesterday: the Need for Reconstructing Master’s Degree Programme in Library Science at the Bayero University, Kano, Nigeria

Developments in Information and Communication Technologies (ICTs), worldwide, are changing the face and direction of the LIS education and profession in general. As a result, educational offerings need to be revised to keep up with the current trends. This study examines the MLS programme offered by the LIS School, Bayero University, Kano, in terms of its curriculum and training facilities. The study also suggested a new masters’ degree curriculum for the LIS School that is based on the current requirements (i.e. local and international). Such a curriculum is considered appropriate and necessary in bringing about the desired changes in the MLS programme. Thus, it is anticipated that graduates who are trained based on the proposed curriculum would have an edge in the ever-changing labour market for the LIS practitioners. Keywords:Library and information science education; Information science; MLS programme; Library science; Curriculum; Bayero University, Kan

Higher Education Revolutions in the Gulf

Over the past quarter century, the people of the Arabian Peninsula have witnessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic-language curricula in sex-segregated settings to national citizens only. In 2015, there are more than one hundred public, semi-public, and private colleges and universities. Most of these institutions are open to expatriates and national citizens; a few offer gender integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational practices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with official visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and economics), to provide a holistic and historically informed account of the emergence and viability of the Arabian Peninsula’s higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education

Transnational Higher Education in Selected Private Colleges in Oman: Academic Staff Perceptions and Experiences

The primary aim of this study was to develop an in-depth understanding of Transnational Higher Education (TNE) in Oman by investigating the implementation of TNE programmes hosted by two Omani private colleges. TNE in private Higher Education (HE) is the outcome of government policy requiring all private Higher Education Institutions (HEIs) to establish collaborative partnerships with credible international universities; the latter being responsible for awarding the degrees. With the private HE sector in Oman currently accommodating about 50 percent of the new students entering the national HE system, it was important to examine issues around the nature of institutional partnerships; curriculum development; academic impact (teaching and learning, and quality of education) as well as problems or challenges faced in the delivery of TNE programmes by private local HE colleges. By recognising the dearth of research in this area, this qualitative study focused on the perceptions and experiences of academic staff regarding TNE in Oman. It also examined the policy drivers for TNE in Oman and its implications at the national and institutional levels, in order to understand the political and economic context in which these institutions were operating in. Data were generated primarily through the use of semi-structured interviews carried out with 27 academic staff from two selected private colleges. The data were analysed using inductive thematic analysis which enabled the identification of various key themes from the data. The study confirmed that the provision of TNE by private colleges is driven by government policy which seeks to accelerate the building of national capacity through the provision of good quality HE. The academic staff were generally satisfied with the provision of TNE programmes, however, the study highlighted that the implementation of TNE programmes was affected by a number of factors including,financial constraints; socio-cultural challenges; and ineffective communication among key stakeholders. The thesis further investigated participants‟ views regarding the ways in which the implementation of the existing TNE programmes could be improved. Participants identified that enhancing the role of the local colleges in the development of a quality culture and rethinking of the role of the foreign partner Universities and the Ministry of Higher Education (MOHE) in the development of TNE programmes were key areas for policy and academic action

The origins and early development of Copenhagen International School, 1962-1973

This thesis critically examines the origins and early development of Copenhagen International School (CIS, Denmark), which evolved from an American outpost secondary school, attached to the American embassy, to one of the first International Baccalaureate (IB) trial schools, in 1968. The case study places the school’s history in the Danish context of the mid-1960s and early 1970s, and in the wider international and geopolitical configurations of the same period. Using an insider approach, as a full member of the school, I apply a participative method which includes the role of school’s informants particularly in the preservation and the access to the data. By drawing on cross-analysis of the school unexplored records, donated materials, unofficial written histories and oral testimonies from alumni and staff members, the research addresses three questions: 1 What does the school’s early history reveal about the inception of international schooling in the mid-1960s and early 1970s? 2 Why and how did the foundation years of the school embody and reflect broader aspects and interests at stake in the world order? 3 What does the school’s early history unveil about its institutional identity? The findings provide insights on the interplay and power games between multiple actors in a small international institution under a strong American influence where many interests were at stake. More specifically, it shows how the concept of internationalism embodied a range of different interpretations and had to be negotiated in the school day-to-day life between the different board members, students, parents, headmasters and teachers. Finally, the findings give evidence on the sensitive role and newly increasing power given to international schooling in the changing world order of the mid-twentieth century