scholarly journals Listening and learning: myths and misperceptions about postgraduate students and library support

2019 ◽  
Vol 47 (4) ◽  
pp. 594-608 ◽  
Author(s):  
Shiobhan Alice Smith ◽  
Antje Lubcke ◽  
Dean Alexander ◽  
Kate Thompson ◽  
Christy Ballard ◽  
...  
Keyword(s):  
Focus Group ◽  
Support Services ◽  
Master's Students ◽  
Student Preferences ◽  
Content Type ◽  
Postgraduate Students ◽  
Seeking Help ◽  
Library Support ◽  
The University

Purpose The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them. Design/methodology/approach A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software. Findings Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options. Originality/value Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

Delivery of library and information science curriculum

2017 ◽  
Vol 66 (6/7) ◽  
pp. 482-504 ◽  
Author(s):  
Priti Jain
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Information Science ◽  
Group Discussion ◽  
Library And Information Science ◽  
Content Type ◽  
University Of Botswana ◽  
Collaborative Activities ◽  
The University

Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.

scholarly journals Poor Information Literacy Skills and Practices as Barriers to Academic Performance: A Mixed Methods Study of the University of Dar es Salaam

2016 ◽  
Vol 55 (4) ◽  
pp. 293 ◽  
Author(s):  
Tina Klomsri ◽  
Matti Tedre
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Information Literacy ◽  
Literacy Skills ◽  
Focus Group Discussions ◽  
Online Questionnaire ◽  
Group Discussions ◽  
Postgraduate Students ◽  
Knowing How ◽  
The University

Information and Communication Technology (ICT) is increasingly used in Tanzanian education. Knowing how to operate ICT alone is incomplete without knowing how to use it as a tool for organization, communication, research, and problem-solving. In recognition of this challenge, information literacy (IL) has been identified as a key attribute to students as they progress through their learning paths. Based on a mixed methods strategy, using questionnaires and focus group discussions, this study measured the level of IL skills among University of Dar es Salaam’s (UDSM) postgraduate students, to gain insights into the students’ perceptions and experiences with information problems. A total of 102 students from four institutions answered the online questionnaire and 22 students participated in six focus group discussions. The questionnaire scores of the students were poor in the majority of IL categories, suggesting ineffectiveness of the current IL training in imparting IL knowledge and skills. The study ends by discussing recommendations to improve current IL practices at the university.

scholarly journals Unpacking differences in psychological contracts of organizational and self-initiated expatriates

2017 ◽  
Vol 5 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Kate Yue Zhang ◽  
Bart Rienties
Keyword(s):  
Focus Group ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Focus Group Interviews ◽  
Cultural Training ◽  
Content Type ◽  
Group Interviews ◽  
Practical Implications

Purpose Global staffing has remained a main focus within the field of international human resource management (IHRM) since the 1970s. However, research in the psychological contract (PC) of expatriates is limited. The purpose of this paper is to explore the differences in PC breach and violation for organisational expatriates and self-initiated expatriates (SIEs). Design/methodology/approach A survey questionnaire was developed covering 52 organisational expatriates and 119 SIEs from 35 countries/regions working in China. Four follow-up focus group interviews including four organisational expatriates and 12 SIEs were conducted to further explain the findings of the survey. Findings The findings indicate that organisational expatriates experience significantly lower levels of PC breach and violation than SIEs. Three broad thematic areas arose from the triangulation of focus group interviews, including uncertainties in functioning of contracts, differences in job securities and career development opportunities, and cultural differences. Practical implications Employers should give a comprehensive orientation and cultural training to meet the needs of SIEs. Moreover, long-term career advancement paths should also be provided to SIEs to alleviate their vulnerability and insecurities working abroad. Originality/value The study contributes to the scholarship of self-initiated expatriation and PCs and give implications to IHRM strategies.

Micro factors influencing use of electronic information resources among postgraduate students in institutions of higher learning in Kenya

2015 ◽  
Vol 32 (1) ◽  
pp. 18-21 ◽  
Author(s):  
Elisha Ondieki Makori
Keyword(s):  
Return On Investment ◽  
Information Resources ◽  
Higher Learning ◽  
Electronic Information ◽  
Content Type ◽  
Postgraduate Students ◽  
Case Examples ◽  
Electronic Information Resources ◽  
Institutions Of Higher Learning ◽  
The University

Purpose – To purpose of this paper is to evaluate micro-factors influencing use of electronic information resources among postgraduate students in institutions of higher learning in Kenya, and suggest strategies to enhance and improve the utilization of these vital sources in the university learning environments. Design/methodology/approach – The study uses document or desk review analysis, professional opinions and ideas and case examples regarding utilization of electronic information resources. Findings – The study indicates how practices such as information literacy and learning skills, consultative or partnership meetings, use of portable brochures and guides, research, teaching and learning approaches, seminar and workshop trainings, public relations and attitudes influence the use of electronic information resources. Among the strategic measures that are instrumental for effective utilization of these vital knowledge resources, it is the ability to provide tailor-made programmes targeting postgraduate students and reaching out or going to where the students are through regular meetings and social media advertisements and announcements. limitations/implications – This study is confined to postgraduate students in institutions of higher learning inclusively using document review guides and case examples of utilization and non-utilization of electronic resources. Practical implications – Possible strategies and solutions that enhance and improve use of electronic information resources among the postgraduate students include the need to integrate the use of information communication technology in research, teaching, learning and community services of the university, provision of compulsory literacy programmes to the students and regular partnership meetings with the faculty members, librarians and postgraduate fraternity. Social implications – Widespread use of electronic information resources in universities is proof enough that the libraries are proactively involved in advancement and creation of knowledge among the postgraduate students. One critical aspect of electronic information resources is the ability to facilitate return on investment if only the materials are effectively and efficiently used in supporting the goals and objectives of libraries and universities. These result in higher customer satisfaction, and better return on investment, leading to increased use of information services in the universities. Originality/value – Institutions of higher learning including libraries and universities are in a new dispensation of modernity and post-modernity increasingly dependent on electronic or digital information systems. In the modern knowledge and learning environment, information professionals, postgraduate students and other stakeholders need to agree to the simple rule that electronic information resources are the backbone of academic services in universities perhaps more than ever before. In the academic and educational quest in universities, electronic information resources fundamentally supplements print materials because most universities lack the necessary technological infrastructure.

Adjusting book budget divisions to improve advocacy

2014 ◽  
Vol 35 (6/7) ◽  
pp. 521-526
Author(s):  
Michiel Erik Moll ◽  
Audrey Louise Patrick ◽  
Anna Petronella Coreejes-Brink
Keyword(s):  
Design Methodology ◽  
Institutional Changes ◽  
Collection Development ◽  
Content Type ◽  
University Of Technology ◽  
Cape Peninsula ◽  
Library Support ◽  
Institutional Strategies ◽  
The University ◽  
Operational Tool

Purpose – Collection development is a key function of the university library, and is a collaborative effort. The purpose of this paper is to show how the Cape Peninsula University of Technology divides the budget between departments in such a way that it is seen as supporting key university initiatives and strategies. Design/methodology/approach – The paper outlines the development of a formula to be used to divide the budget equitably as well as changes done. Findings – The factors needed to develop this formula were those seen as mutually important by both parties, and even changes in university strategy could be reflected by adjusting the statistics and divisions within the formula. Research limitations/implications – This study was restricted to only one institution. Originality/value – The value lies in showing how what is usually seen as a purely administrative or operational tool, the book collection budget, can also be used as a tool to show support for key institutional strategies and prove library support for wider institutional changes and initiatives.

The remodeling technique of balloon-assisted Guglielmi detachable coil placement in wide-necked aneurysms: experience at the University of Illinois at Chicago

2000 ◽  
Vol 93 (3) ◽  
pp. 388-396 ◽  
Author(s):  
Victor A. Aletich ◽  
Gerard M. Debrun ◽  
Mukesh Misra ◽  
Fady Charbel ◽  
James I. Ausman
Keyword(s):  
Cerebral Aneurysms ◽  
Detachable Coil ◽  
Content Type ◽  
Guglielmi Detachable Coil ◽  
Alternative Approach ◽  
Long Term Follow Up ◽  
The University ◽  
Fine Print

Object. Reports in the literature have offered discussions of the feasibility, efficacy, and safety of balloon-assisted Guglielmi detachable coil (GDC) placement in wide-necked intracranial aneurysms, which was first described by Jacques Moret as the “remodeling technique.” In this article the authors summarize their results in a subset of aneurysms treated with GDCs using the remodeling technique.Methods. This report contains a retrospective analysis of 72 patients with 75 aneurysms who underwent 79 endovascular procedures performed using the remodeling technique. Morphological outcome was determined at the end of each procedure and by reviewing available follow-up angiograms. Clinical assessments and outcomes are reported using a modified Glasgow Outcome Scale.Coils were placed in 66 (88%) of 75 aneurysms selected for treatment. In eight aneurysms (11%) treatment failures occurred due to the tortuosity of the vessel used to reach the aneurysms or because of balloon inadequacies.Incorporating all available follow-up data the authors found that 50 (78%) of 64 aneurysms were completely or subtotally (> 95%) occluded and eight (12%) of 64 were incompletely (< 95%) occluded. Since the time of coil placement, eight aneurysms have progressed to complete occlusion and another five have exhibited progressive thrombosis on follow-up angiograms. In three aneurysms there has been neck remnant growth. Surgical clipping was performed to treat six aneurysms after an initial coil placement procedure. Permanent incidences of morbidity were limited to four patients and there were three deaths directly related to the procedure.Conclusions. The remodeling technique shows promise in increasing the number of cerebral aneurysms amenable to treatment by endovascular coil placement, and offers an alternative approach to aneurysms that have met with failed surgical treatment or are surgically inaccessible. Long-term follow-up review is needed to determine the final outcome of aneurysms treated by this technique.

Diffusion of ebooks among postgraduate students of the University of Ibadan, Nigeria

2014 ◽  
Vol 63 (1/2) ◽  
pp. 86-109 ◽  
Author(s):  
Williams E Nwagwu ◽  
Judd-Leonard Okafor
Keyword(s):  
Survey Design ◽  
Ease Of Use ◽  
Sample Survey ◽  
Design Data ◽  
Content Type ◽  
Postgraduate Students ◽  
Technology Students ◽  
The University ◽  
University Of Ibadan ◽  
Ibadan Nigeria

Purpose – The purpose of this study is to examine the diffusion of ebooks among postgraduate students in arts and technology faculties of the University of Ibadan, Nigeria. Electronic books have become increasingly popular in recent years, but factors influencing their adoption and use are not understood in many institutions. Design/methodology/approach – Guided by a sample survey design, data were collected from 1,518 postgraduate students, 438 from the arts and 1,080 from technology, using a questionnaire and an interview schedule. Findings – Students from both faculties used ebooks, identified through serendipitous browsing of the internet, and mainly Google searching. Many of the ebooks they find are not recommended by their lecturers, while those that are recommended are not available free of charge. Students therefore use ebooks mainly to cross-validate and gain extra insights about what they have been taught. There are significant differences between arts and technology students ' use of ebooks with respect to cost, ease of use and other aspects, with technology students having the advantage. There is no programme in the university aimed at harvesting and organising ebook resources for students to access. Research limitations/implications – The study focused on only one institution. Practical implications – Institutionalising ebooks could be a useful strategy to address the dearth of current and relevant texts in universities, although ebooks may pose challenges to existing library management processes. Social implications – An ebook revolution will cause great changes in information services in libraries – how would university libraries partner to benchmark this evolving practice with respect to questions about standards, technologies, licensing and pricing, particularly in the developing world? Originality/value – There is no empirical study on this subject matter either in the University used in the study or in any other.

scholarly journals University Students Are Unaware of the Role of Academic Librarians

2012 ◽  
Vol 7 (2) ◽  
pp. 67
Author(s):  
Kirsty Thomson
Keyword(s):  
Critical Incident ◽  
Academic Staff ◽  
Postgraduate Students ◽  
Post Secondary ◽  
Information Commons ◽  
Library Resources ◽  
Post Secondary Institution ◽  
Library Staff ◽  
The University

Objective – To discover students’ perceptions of information commons staff, and to determine how these perceptions influence the use of library resources. Design – Post-experience survey with one follow-up interview. Setting – The University of Sheffield, a post-secondary institution in England. Subjects – All undergraduate and postgraduate students were invited to take part. Just over 1% of the student population, or 250 students, completed the survey. Methods – Information about the survey was sent to students’ institutional email addresses. One follow up interview was carried out via email using the critical incident technique. Main Results – Students do not understand the academic roles of librarians. They are unlikely to approach library staff for academic support, preferring to turn to instructors, other students, friends, and family. Most students had positive opinions about assistance received in the Information Commons, but a small number reflected on previous bad experiences with staff, or on a fear of being made to feel foolish. The vast majority of students who did not seek help in the Information Commons stated that this was because they did not require assistance. Most students do not perceive a difference between Information Commons staff and library staff. Conclusion – Students have positive views of Information Commons staff at the University of Sheffield, but have low awareness of the roles of professional librarians. Librarians need to develop partnerships with academic staff and strengthen their presence in both physical and online learning environments to promote their academic roles.

scholarly journals Library Support to Distance Learners

2011 ◽  
pp. 122-134
Author(s):  
Kshema Prakash
Keyword(s):  
Social Networking ◽  
Information Literacy ◽  
Support Services ◽  
Distance Learners ◽  
Library Services ◽  
Distance Learner ◽  
Library Support ◽  
The University ◽  
Distance Education System ◽  
Social Networking Tools

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

scholarly journals Supporting postgraduate taught students through tailored maths workshops and Q&A sessions

2019 ◽  
Vol 17 (2) ◽  
pp. 16
Author(s):  
Morgiane Richard
Keyword(s):  
Support Services ◽  
Significant Proportion ◽  
Work And Family ◽  
Family Time ◽  
Postgraduate Students ◽  
Mature Students ◽  
Part Time ◽  
Different Shapes ◽  
Business Engineering ◽  
The University

Maths Support at the University of Aberdeen was established in 2012, and has been offered to all students, whatever their discipline and level. Early on, interest was raised amongst the Postgraduate population, which represents about 20% of the whole student population at the University of Aberdeen. Maths Support for Postgraduate students, however, will necessarily take different shapes to Maths Support for Undergraduates. Their time constraints are different; their timetable is often very full, with little opportunity to fit in potential extra sessions for Maths Support during the semester; they need to clarify their Maths queries early in order to be able to keep up with the pace of study. In addition, a significant proportion of Postgraduate students are mature students, coming back to studying a Master a number of years after completing their first degree, who may also be part-time, having to balance between study, work and family time. This paper will discuss the range of tailored Maths Support services developed at the University of Aberdeen for PGTs on Business, Engineering and Geosciences Masters programmes. Student and staff feedback on the usefulness of the service, gathered anecdotally, will also be presented.

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