As of 22 April 2009 IFLA has a totally redesigned new website
This old website and all of its content will stay on as archive – http://archive.ifla.org
As of 22 April 2009 IFLA has a totally redesigned new website
This old website and all of its content will stay on as archive – http://archive.ifla.org
    SET BulletinOctober 2000,Vol. 1, No. 3 ISSN No. 1450-0647 Section on Education and Training NewsDIVISION VII LISTSERV - HAVE YOU JOINED? Division VII (SET) has a listserv but there has been little traffic. Adele Fasick who maintains the list indicates that the list is open to any member of Division VII Standing Committees and Round Tables who wish to subscribe. Information from the IFLA official page on mailing lists http://archive.ifla.org/II/iflalist.htm provides the following information. The purpose is "to facilitate communication among the Sections and Roundtables of Division VII and to allow for exchange of material and proposals between Coordinating Board meetings." The list is a closed list administered by Adele Fasick (amfasick@earthlink.net). However, members of the SET Standing Committee may subscribe if they wish. Subscription information is as follows: Send subscribe info to: LISTSERV@INFOSERV.NLC-BNC.CA and then post messages to DIV-VII-L@INFOSERV.NLC-BNC.CAREADERS WHO DID NOT ATTEND THE IFLA CONFERENCE IN JERUSALEM may wish to obtain booklet 7 from the Division of Education and Research which was distributed there. It contains papers from the Library Theory and Research Section, Continuing Professional Education Round Table, and the Education and Training Section. It can be obtained from the IFLA Headquarters in the Hague, www.ifla.org CALL FOR PAPERS "EDUCATION AND RESEARCH FOR MARKETING AND QUALITY MANAGEMENT IN LIBRARIES"IFLA Satellite Pre-Conference, Québec, Canada, 14-16 August 2001 The IFLA Sections on Management & Marketing and on Education & Training, in collaboration with the School of Library and Information Science of the Université de Montréal, are organising a pre-conference and satellite colloquium in Québec City (Canada) from August 14 to 16, 2001. This is held in conjunction with the IFLA (http://www.ifla.org) annual conference, which takes place in Boston, MA, USA.
The theme of this colloquium will be the development of expertise in marketing and quality management in libraries. The objectives of this colloquium are to: Marketing has been defined as the management of exchanges between an organisation and its various publics. Andriaensens, Ingham and Vankerkem Marketing et qualité totale / DeBoeck, Université. Paris 1993 talk of quality management as the " driving belt " of marketing within an organisation. Marketing and quality management are therefore related. These two topics have also been identified as being crucial for good management and development of libraries and other information services. Several authors have also indicated that librarians generally lack adequate training in marketing and observe that very few schools of library and information science offer courses in marketing and quality management (see: Adapting Marketing to Libraries in a Changing and World-wide Environment - Le marketing à l'heure du changement et de la mondialisation / IFLA-KG Saur. Munchen 2000).
Interested persons are therefore invited to submit a proposal for a paper, and presentation of about 30 minutes bearing on topics such as: Of course this list is not exhaustive and every proposal related to the theme of the colloquium is welcome. French and English are the two official languages of the colloquium and proposals can be submitted in either language. The proposal should be not more that 1000 words long (2 pages), be submitted in electronic format, and be accompanied by the curriculum vitae of the author(s). A special invitation is made to Ph.D. candidates and young researchers for whom travel awards may be available.
The following schedule will be applied :
In order to assure the quality of the program as well as the impartiality of the selection, an international committee has been formed to evaluate proposals. The members are: Evaluation of the proposals will be based on their scientific quality (pertinence, theoretical base, methodology, originality) and on the competencies of the candidate(s) based on his/her past realisations (quality/quantity of his/her publications/communications, importance, relation with the theme of the colloquium, professional experience, etc.).
Send proposals to: Case postale 6128 Succursale Centre-ville Montréal H3C 3J7, Canada e-mail: Rejean.Savard@umontreal.ca Tel.: 1(514)343-7408 / Fax : 1(514)343-5753 UNIVERSITY OF UTAH'S SOCIAL WORK INTERNET DOCTORATE ONE OF FIRST IN NATION The Graduate School of Social Work has made a "bold move." It will use technology-delivered classes for a pilot Internet doctorate program. While a handful of schools have technology-delivered bachelor's, and even master's degrees, Joanne Yaffe Kjosness, interim director of the School's doctoral program, believes no other school has an Internet-based doctorate degree. The program began in June 2000, and according to Kjosness, self-esteem is up among faculty members. Using a mixture of Internet courses during the Fall and Spring Semesters and three intensive Summer Semesters, students who cannot make it to the U or need a flexible schedule can still get their doctorate degrees. Starting in the Fall, students will use chat rooms audio conferencing and e-mail to work with Freelance Professor Marilyn Simon on a statistics course. Fourteen students were selected to participate in the trial program, which will take between three and seven years to complete. The school will not accept any more students to the distance-doctorate program until the experiment is over. The Internet classes are the same as the classes taught at the U, but the distance-doctorate program is more expensive to run and take part in than the traditional degree program. A $4,000 access fee is added to the cost of tuition annually to pay for the program's creation and to maintain the technology needed to administer the courses. If an out-of-date student received the degree in only three years, the total cost would be $32,000. Kjosness hopes the access fee will decrease in subsequent years. The Graduate School's motives are not only to help those who are place-bound become educated, but to increase the number of social work doctorates in the education field. The distance doctorate is a way to combat the "dearth of Ph.D. Graduates right now, which is hurting social work education," said Jeanette Drews, interim dean of the Graduate School of Social Work. At the master's level of social work education, 44.3% of faculty do not have doctorate degrees; at the bachelor's level 58% are without one. Most of those without doctorate degrees are women and minorities, according to the Council on Social Work Education. The program faced a challenge in dealing with the residency requirement for a doctorate. Traditional programs require two consecutive semesters on campus to fulfill the residency requirement. The U's Graduate Council has altered the requirement for the distance doctorate to three subsequent Summer Semesters.
Kjosness believes the old model of residency is outdated. When she was a doctorate student she would "sit at the feet of her professor," but in education today, most students have full-time jobs and families. The altered requirement fits better with students' schedules, she said.
LIS SCHOOLS ON THE INTERNET
http://www.itcs.com/topten/libschools.html PROGRAM FOR IFLA 2001 We would like to propose the following program for the section.
Extending The Reach Of LIS Education This program will consist of examples of some successful programs like the ones in the United States such as San Jose, Southern Connecticut or South Carolina and a program from Europe like University of Koblenz and Landau and Humbold Universtaet in Berlin. We would also look at how Charles Stuart University in Wagga Wagga Australia was able to successfully migrate the program to Hong Kong. Another possible participant would be someone from UNISA in Pretoria. We would ask the presenters not only to discuss their success but their challenges and disappointments in providing quality library education. It would also be interesting to look at the expansion of our field into related areas such as records management, archives and knowledge management. We then could start a discussion related to problems like getting university credit, accreditation issues, foreign credentials and whether all continuing education modules can be accepted for credit. These are thorny issues but their resolution must be done in the light of the 21st century global model for library education. While we would have the standard write-ups for the program as a whole. It is hoped that discussion of some of the issues can continue in very focussed discussion lists with summaries of proposals appearing at a later date. If this suggested program for IFLA 2001 is approved, the three of us would immediately start work on confirming speakers. We would be most welcoming of any suggestions from others on the Committee. International Federation of Library Associations (IFLA), Section on Education and Training Minutes of the Standing Committee meetings during the IFLA Conference in Jerusalem, Israel on Saturday, August 12, 2000 and Friday, August 18, 2000
Participating:
8/18/2000 1. Adoption of Agenda. Ken Haycock, Chair, called the meeting to order, welcoming members and observers. Members and observers introduced themselves. All members were reminded of the responsibilities of IFLA SET members (to be fluent in at least one official language, to attend at least three of the four annual conferences, to contribute actively, to observe deadlines, and to respond to IFLA Headquarters requests). Haycock confirmed that the Section may have five corresponding members as well as official observers. Current corresponding members include John Harvey and Diann Rusch-Feja. The agenda was adopted with some arrangement of the order to accommodate members who were absent at the Saturday meeting but expected for the Friday meeting. The minutes reflect the order of the agenda with information from both meetings integrated. 2. Approval of Minutes. The minutes of the August 1999 meeting in Bangkok Thailand (distributed by email) were approved. 3. Officer Reports. Ken Haycock had distributed a task list (via email) of tasks with members who were assigned responsibility for them. Reports on these tasks from these members formed the basis of the agenda. Andrew Kaniki, Secretary and Financial Officer, contacted Haycock to say he would be absent and subsequently that he has resigned his position. Evelyn Daniel agreed to act as secretary pro tem for the two meetings and to take the minutes. Susan Lazinger was elected as the new secretary of the Section. Judy Elkin reported as Interim Financial Officer, a position she will retain until December when IFLA closes its books on the current year. The new secretary and financial officer will assume these duties at that time. Natalia Jadko, Information Coordinator, was not present at either meeting (although present at the conference). Her absence was taken as a resignation from the position of Information Coordinator and John Harvey was elected to this office. 4. Division and Coordinating Board. Evelyn Daniel agreed to attend CB meetings and report for SET. Below is a summary of the highlights from these meetings. (1) The Professional Board asked the CB and sections to examine Ian Johnson's paper, "How to Raise the Quality of Papers at IFLA Conferences". The CB's initial reaction was negative to Johnson's proposed two year lead time on programs, and the heavy emphasis on refereed papers as the best approach to an organization like IFLA. They were strongly positive to the proposal that invited speakers should be able to pay a reduced fee for registration.
(2) CB chair Lis Byberg distributed copies of IFLA's Professional Priorities (PB-DOC.00-67) listing ten goals and suggesting that sections proposing future initiatives, such as funded projects and program plans, should consult this list. The goals are:
(3) Division VII has a listserv but there has been little traffic. Adele Fasick who maintains it indicates that the list is open to any member of Division VII Standing Committees and Round Tables who wish to subscribe. Information from the IFLA official page on mailing lists (www.ifla.org/II/iflalist.html) provides the following information. The purpose is "to facilitate communication among the Sections and Roundtables of Division VII and to allow for exchange of materials and proposals between Coordinating Board meetings." The list is a closed list administered by Adele Fasick (amfasick@earthlink.net). Members of the Standing Committee of SET may subscribe if they wish. Subscription information is as follows: Send subscribe info to: LISTSERV@INFOSERV.NLC-BNC.CA and then post messages to DIV-VII-L@INFOSERV.NLC-BNC.CA. (4) The future of round tables was again raised. SET support CPERT's wishes to continue to be a round table. (5) Reports of projects supported by CB-allocated funds (typically between 500 and 100 Netherland guilders for a one year project) were received. SET has had two: the equivalency project completed with presented report and the guidelines completed with final approval of SET at this meeting. The PB is interested in receiving a 3-year proposal on the World Guide. Saur is also interested in this. (6) Plans for the 2001 conference were reported by Division VII units. 5. Conference Program Planning. a. The Open Forum, moderated by Ken Haycock was held on Wednesday, August 16 from 3:30 to 6:00 pm on the theme of "Guidelines for Library and Information Studies Education." The meeting was well attended with about 200 people in the audience. Following Chairman Haycock's brief description of the Section and its activities and invitation to join, the following papers were presented:
b. Workshop. A day-long workshop and meeting with Israeli LIS educators organized by Bluma Peritz and Susan Lazinger (School of Library, Archive and Information Studies, The Hebrew University of Jerusalem) took place on Thursday, Aug. 17 from 9:30 am to 4:00 pm at the Hebrew University. The theme was "Teaching Students with Diverse Multilingual/ Multicultural Backgrounds." The speakers were as follows:
c. Boston 2001 Planning. The Open Forum theme will relate to the conference theme. It is "Parameters of Knowledge Management Within Library/Information Science Education". Judy Elkin will write the Call for Papers and Susan Lazinger will send it out in October. Judy Elkin will collect submitted papers and manage the refereeing process. SET's workshop will be held at Simmons College on the topic of "Extending the Reach of Library/Information Science Education." The program is being developed by Stephney Ferguson, Judy Field, and Stan Kalkus. A focus paper on distance education will be presented followed by brief reports with global representation from some of the LIS schools heavily involved in distance education. A description of the state of LIS education in the United States will form a part of the workshop program - perhaps a report from the ALISE Kaliper Project, "Educating Library and Information Science Professionals for a New Century." An Executive Summary of the report was distributed to SET members by ALISE representative Evelyn Daniel. [Note: Kaliper stands for the Kellogg-ALISE Information Professions and Education Renewal Project]. SET will also co-sponsor with the Section on Management and Marketing a pre-conference (satellite meeting) on the topic "Education and Research for Marketing and Quality Management" in Montreal. That section is doing the planning and organizing. CPERT will hold its Fourth World Conference on Continuing Professional Education in Chester, Vermont as a pre-conference. d. Glasgow 2002 Planning. SET discussed the possibility of two ½ day workshops rather than one full day as has been the practice in the past. The value of lunch as an opportunity for social integration of participants is one possible disadvantage to giving up the one-day format. The overall theme for the Glasgow conference is Libraries for Life; Democracy, Diversity, Delivery. Several of the recent trends in UK LIS education were identified as possibilities for programming - Benchmarking, Rating of research, National vocational qualifications. Monica Ertel, Keri Christensen and Judith Elkin are working on program plans for the conference. In addition, CPERT will hold its Fifth World Conference on Continuing Professional Education. e. Berlin 2003 Planning. Terry Weech reported the overall theme of the conference will be Access Point Library; Media - Information - Culture. Weech, Maria Gajo and Claude Horizio are working on program plans. Chair Haycock has asked Diann Rusch-Feja, corresponding member of SET, to serve on this sub-committee as well. Tentative thoughts include Developing, Training, and/or Expanding Media Competences with some attention to a multimedia definition of computers. The group is working with the Section on School Librarianship on a half day workshop. f. Proposed Themes for Future Meetings. Some of the themes being considered for future meetings include: the history of LIS education (possibly in conjunction with the History Section), Staff Development and Training, Teaching Methodologies and Strategies, Developing Research Competence, Knowledge Management, Education for Youth Specialists in School and Public Library Settings, Levels and Types of Education and Training, 6. Projects and Publications: Reports and Responsibilities a. Guidelines for Professional Library and Information Education. Positive responses were received from the third presentation of the revised draft Guidelines. Evelyn Daniel, Susan Lazinger and Ole Harbo presented the minor corrections to the last published draft called for by audience and panelists and requested SET's approval to move the final version of the Guidelines forward for dissemination support and publication by IFLA as one of its official documents. The Standing Committee approved the final version with a vote of thanks to those who had worked on it. The next step will be to request acceptance by the Coordinating Board and to pass it on to the Professional Board, which will be requested to publish it. b. Database of Professional Qualifications in LIS and National Accrediting Bodies. Judith Elkin reported that the final report of this project had been presented at the Open Forum. The research was undertaken to discover how academic institutions and national governments deal with issues of equivalency of qualifications. The database idea was impractical as professional accreditation of LIS courses by professional bodies is extremely rare (basically North America, UK, and Australia). Other approaches to determining reciprocity of qualifications were examined but no clear methods emerged. One possibility would be ask the Round Table on Association Management if they would like to co-sponsor a program exploring the reciprocity/equivalency issues, an important part of SET's Medium Term Programme. c. World Guide. SET accepts its responsibility to keep the World Guide to Library, Archive and Information Science Education, (last edition, 1995) up to date but has had difficulty finding an editor and the resources to accomplish it. Evelyn Daniel and John Harvey agreed to develop a proposal to co-edit a next edition to be dually published on the Web and in print. Support from both IFLA and Saur will be sought. d. Multilingual Glossary. Steffan Rückl last reported (1997) that he has 52,000 terms collected for a multilingual glossary in German, Spanish, French, and Dutch. This work was funded by the Professional Board. As no additional word from Rückl has been received despite a number of attempts, SET declared the project no longer viable and closed the accounts on it. A conference is being held in Ljubljana, Slovenia, September 28-29, 2000 on "Dictionaries of Library Terminology - Selection, Arrangement and Presentation of Lexicographic Material." The international conference is to be held at the National and University Library, Ljubljana, Slovenia and is sponsored by the Slovenian Ministry of Science and Technology. The URL is http://www2.arnes.si/~ljnuk4/conference/ e. Survey of Education for Management. This project was proposed by the Section on Management and Marketing. Natalia Jadko volunteered to be the liaison between SET and the Section on Management and Marketing. In Jadko's absence no report was given. f. History of the Section. Ole Harbo and Russell Bowden are working on this. Ole reported he has not been in contact with Russell but has material in the SET archives and promises a short article at the next conference. g. Regional Seminars. A project promised by Russell Bowden to plan regional seminars was deferred until next year in Bowden's absence. h. Procedures for Refereed Papers. Judith Elkin will send her proposed procedures to SET members by email shortly after the conference. i. Membership Development Leaflet. Jennefer Nicholson has copies of the old leaflet. Translators have been identified. SET agreed to leave the design up to Jennefer and use administrative monies for the process of updating the leaflet. The plan is to have copies in all languages ready for the Boston conference. It was recommended that the Coordinating Board ascertain what other groups in the division are doing so that knowledge can be pooled. j. Cooperation with Other Groups - Criteria for Co-sponsorship. Ken Haycock presented a request for co-sponsorship of a regional conference by Division VIII, the Section on Regional Activities in Africa. As this proposal seemed to be only for funding and as SET has none, the Committee declined to co-sponsor it. Ken then called the group's attention to the fact that SET has no clear criteria to help decide under what conditions to co-sponsor any of the various requests we receive. Jennefer Nicholson agreed to prepare a paper proposing what would be involved in different levels of co-sponsorship -- in name only, in collaborative planning, in funding or other tangible support. 7. Reports of Affiliate Groups a. CPERT (Continuing and Professional Education Round Table) - Linda Ashcroft, Chair of the Round Table reported that the 4th and 5th international conferences on CPE are in preparation. Blanche Woolls is coordinating the 4th conference in Boston with the theme "Advancing the Leadership Role of the Librarian in the Knowledge Age." Speakers will be invited. Ian Johnson is coordinating the 5th conference in Glasgow. The theme has not yet been determined. b. User Education. No officer of the section was present and no report was received. Jesus Lau is the current chair and Doriana Loeoef is the secretary. c. Social Responsibilities Discussion Group. Al Kagan, Chair of the Group presented two versions of a set of recommendations for IFLA compiled by the Group. The list is broad in intent and includes a variety of issues. SET identified three that concerned Education and Training. One urged LIS schools to promote adult basic education skills as a component of their curricula. Members did not support this and had some questions about what SET's role vis à vis the discussion group should be. The modified version, presented at the second meeting on Friday, was slightly more acceptable. However, SET members questioned whether these issues were in the purview of SET and also whether the content of the Discussion Group's recommendations had not been subsumed in IFLA's Professional Priorities. After much discussion, Chairman Haycock proposed that SET agree to transmit the document neutrally to the Coordinating Board, without endorsing it. Members of SET supported this recommendation. 8. Next SET Meetings: Boston, Saturday, August 18 and Friday, August 24, 2001. 2000-2001 Section On Education And Training (SET) - Officers
The SET Bulletin is published twice a year in January and July. Please share your ideas and comments by sending your contributions or suggestions to John F. Harvey, PO Box 21363, 1507 Nicosia, Cyprus, Tel: (357-2) 664286, Fax: (357-2) 676061, e-mail: john.f.harvey@usa.net or Suite 1105, PMB-079, 82 Wall Street, New York, NY 10005-3682, USA, Fax: 212-968-7962. Secretariat: Janet Assadourian. IFLA-SET Education and Training Workshop Attendance
ATTENDEES
1. Prof. Chana Adoni Recommendations from the IFLA Social Responsibilities Discussion GroupThe IFLA Social Responsibilities Discussion Group first met at the 1997 Copenhagen meeting under the auspices of the Section on Education and Training. The first priority has been to address the growing gap between the information rich and the information poor both between countries and within countries. All countries have information gap problems to a greater or lesser degree. Several discussion papers were developed on various subthemes, and they were presented and discussed at the 1998 Amsterdam meeting. A composite discussion paper with recommendations was presented and further discussed at the 1999 Bangkok meeting (Paper #126-72-E). The recommendations were further refined at the open session at the 2000 Jerusalem meeting. All of the discussion papers are available on the IFLANET http://archive.ifla.org/VII/dg/srdg/index.htm. The recommendations below are arranged in the order of the discussion papers, except Recommendations 12 and 13 which were advanced at the 1999 open forum.
Rural Library Development
Literacy in Libraries
Fees for Library Services
Human Resource Development
Electronic Information Gap
North-South Library Cooperation
The Profession, Library Associations, and IFLA Structure NOT BY LIBRARY SCHOOL ALONE
Like most library schools, the School of Information Resources and Library Science (SIRLS) at the University of Arizona solicits input from the potential employers of our graduates. We hope this will help us continue to improve our master's program.
The Practical Skills Problem Like most library schools, Arizona proposed to educate information professionals of all sorts, not just librarians (evidenced by those of us in the schools typically referring to ourselves as "library and information science departments" rather than as "library schools"). With limited resources, the curriculum of our library school cannot reasonably be expected to cover all of the specific practical skills needed by librarians. Of course, this explanation for the difficulty is somewhat disingenuous. The vast majority of our graduates, as well as the graduates of most other library and information science programs, seek careers in librarianship. So, while we may like to see ourselves as educating information professionals of all sorts, we are principally educating librarians. Because many library schools no longer focus solely on educating librarians, it is more difficult to solve the practical skills problem. The problem still arises, however, for those library schools that see themselves as solely educating librarians.
The Source of the Problem While much of what librarians do requires that theoretical, graduate-level education, librarians also need certain practical skills. Many practical skills of librarianship (including how to catalog books) are simply not appropriate material for graduate-level courses. This is the same for other professions. For example, a graduate holding an MBA (Master of Business Administration) will often be called upon to use techniques learned in Accounting 101. Despite the undeniable importance of that skill, an introductory course in accounting is simply not a graduate-level course. Many library science educators share our view that library education should not focus on practical skills. To quote Robbins again, "the function of a professional school is to educate for the broad field, not to emphasize training in the narrow skills of the field." Jesse Shera made much the same point when he said that "if the librarian is to become an effective mediator between man and his graphic records, librarianship must be much more than a bundle of tricks taught in a trade school for finding a particular patron with a particular need."
Genuine Academic Units Academic research is the key to advancement in library science. Concept-based Internet search engines, for example, do not arise out of thin air. Rather they are grounded in extensive research on how to connect demands for information with the relevant supply. Admittedly, not all library students will be researchers making fundamental discoveries about the universe. However, all graduate students should be researchers, aware that their endeavours exist in a changing and advancing intellectual context in which programs have to be solved and decisions made in the light of theories and evidence. Our own university characterises itself as a "student-orientated research university." One of its cherished tenets is that current, ongoing research should feed into the teaching at every opportunity. Since we are an academic unit, alongside other units, such as history, sociology, and engineering, that is what we have to do. Indeed, our courses and curriculum aspire to this goal. Widespread introduction of practical skills courses at the graduate level would conflict with the mission of the university, the school, and ultimately, library science itself. Yes, library students need to acquire many practical skills. Practical skills training is not graduate-level education. We still have a problem. What follows are suggestions for employers, ALA, and the schools themselves to address the practical skills problem.
Solutions to the Problem Another thing that employers can do, as Robbins points out, is to advertise precisely what skills they need in a particular position. Because it is a graduate degree requiring an ALA-accredited master's degree does not guarantee that applicants will have any specific practical skills needed by the employer. For many positions a graduate-level education may not be necessary.
What ALA can do One strategy is for ALA to accredit credential programs or undergraduate programs that are not taught at the graduate level. Such programs would be designed to provide students with the practical skills of librarianship that employers legitimately want and need them to have. The existence of such programs would reduce the burden on employers of providing training and would make it easier for them to hire qualified personnel for positions that do not require graduate-level education.
What Library Schools Can Do An inferior alternative strategy would be for the library school to simply make certain practical skills a requisite for entry into the master's degree program. This requirement would insure that graduates have the practical skills that employers would like them to have; however, it does not help find the place where the students will get the training in the first place.
Not a Library School Problem
Library and Information Science Education Statistical Report 1999Library and Information Science Education Statistical Report 1999
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| Age Grouping | Males | Females |
| 65+ | 2 | 1 |
| 60-64 | 4 | 3 |
| 55-59 | 9 | 7 |
| 50-54 | 10 | 7 |
| 45-49 | 8 | 1 |
| 40-44 | 0 | 2 |
| Not reporting data | 2 | 0 |
| Total | 35 | 21 |
| Fiscal Year | Number of Schools | Males | Females | Males and Females |
| 1989-90 | 51 | $77,036 | $68,918 | $73,852 |
| 1990-91 | 50 | $77,165 | $75,409 | $76,532 |
| 1991-92 | 50 | $82,840 | $73,840 | $78,754 |
| 1992-93 | 51 | $84,132 | $79,141 | $82,077 |
| 1993-94 | 43 | $88,026 | $80,189 | $84,270 |
| 1994-95 | 44 | $86,205 | $87,941 | $86,969 |
| 1995-96 | 47 | $90,087 | $88,374 | $89,405 |
| 1996-97 | 44 | $91,339 | $87,500 | $90,033 |
| 1997-98 | 44 | $95,008 | $85,726 | $91,638 |
| 1998-99 | 44 | $96,592 | $88,564 | $95,868 |
As for the length of administrative service of the 56 deans and directors, on January 1, 1999, ten deans and directors had held their administrative position for ten years or more. This represents approximately 17.8 % of the deans. At the other end of the longevity spectrum, 24 deans and directors have been appointed to their present positions since 1996, a period of only three years and 37 (66.0 %) have served for five years or less. This is further evidence of a great deal of change in library and information science education leadership and indicates a high rate of turnover among executive officers in the education programs in the US and Canada. From all indications this is a continuing trend in higher education administration generally.
| Rank | Males | Females | Total |
| Professor | 4 | 4 | 8 |
| Associate Professor | 14 | 5 | 19 |
| Assistant Professor | 26 | 19 | 45 |
| Instructor | 2 | 3 | 5 |
| Lecturer | 5 | 0 | 5 |
| Total | 51 | 31 | 82 |
Because the most common rank at which new faculty members are appointed is that of assistant professor, the salaries paid this group along with other characteristics, are always of particular interest. There were 5 new assistant professors appointed to permanent positions in 1998-99. This compares with 33 last year. The total of new appointments at all ranks in 1998-99 has increased. Of the 45 new assistant professors appointed in 1998-99, 26 are male (57.7) and 19 are female (42.3 %). Among the 45 new assistant professors, 39 had completed their doctorate by January 1999. Of the 45 new assistant professors in 1998-99, three are in Canadian schools. Of those in the US, 35 are White; one is American Indian; five are Asian or Pacific Islander; three are Black, and one is Hispanic.
Salaries -- The 43 salaries reported for the 45 new assistant professors appointed in 1998-99 ranged from a high of $55,739 to a low of $35,000. The mean salary for the 40 persons with an academic year appointment (which included no Canadian appointments) was $43,644 and the median was $44,902. The mean salary for the 23 males appointed for the academic year to the rank of assistant professor in 1998-99 was $44,360 (median $45,000). For the 17 females appointed as assistant professors for the academic year, the mean salary was $42,000). Contrasted with the 1997-98 difference of $6,201 in favor of males, the 1998-99 difference is $1,680 in favor of males. It should be noted that all persons appointed as assistant professors who did not have a doctoral degree were female.
New Associate Professor and Professor Salaries. -- Nineteen new appointments were made at the associate professor rank. Fourteen are male and five are female; 18 reported salaries and all but one had academic year appointments. These academic year appointments had a mean salary of $59,498 (median $62,000). There were also four new appointments at the rank of professor: three males and one female with academic year appointments. The mean salary was $73,814 (median $80,116).
All Faculty
Salaries. -- Table I-13 allows one to compare 1998-99 mean and median salaries at each rank with those of a year earlier (1997-98). Salary figures do not include Dalhousie. In addition, Pittsburgh withheld the Dean's salary; South Carolina did not provide salary data for one professor and one associate professor (both fiscal year appointments); and Oklahoma did not included date for one professor. In 1998-99, there was reported a total of 622 salaries (including deans and directors).
The mean and median salaries shown above in Table I-13 have been based on all salaries reported without regard to region. Furthermore, no attempt has been made to compute the exchange rate between the Canadian dollar and the US dollar. Since Canadian university salaries are often higher than those in the US, and there are geographical differences in the US as well, Table I-13-a is intended to show average salaries by region and for Canadian schools. The regions are those used by ALA's Committee on Accreditation. The number of faculty salaries included is shown in parentheses in each category. In those instances where only one salary fits into a given category, the salary is not reported in order to protect the privacy of the individuals to whom the salaries apply.
| Region | Deans & Directors | Professors | Associate Professors | Assistant Professors |
| Northeast | $90,265 (10) | $77,241 (5) | $63,533 (8) | $64,500² (4) |
| Southeast | $92,683 (11) | $51,108 (7) | $45,753 (5) | $38,340 (2) |
| Midwest | $98,825 (10) | $87,598 (2) | $61,359 (5) | (1) |
| Southwest | $92,090 (5) | $85,695 (2) | (1) | (0) |
| West | $117,176 (2) | (0) | (0) | (0) |
| Canada¹ | $80,039 (6) | $87,372 (10) | $70,173 (29) | $56,641 (19) |
1. Canadian dollars
2. Mean skewed by one high salary
We can compare the mean salaries in each faculty rank for males and females. Male salaries exceed female salaries in all ranks except professor and associate professor with fiscal year appointments. The average difference among all ranks with fiscal year appointments (excluding deans, directors, and program chairs) is $1,786 in favour of females. Academic year appointments are $2,779 in favor of male salaries. To the degree that having an earned doctorate influences initial salaries at these ranks, it may be worth noting that of the faculty without the doctorate, 52% are female and 47.4% are male.
| Rank | American Indian | Asian or Pacific Island | Black | Hispanic | White | Total |
| Total | 4 | 40 | 39 | 16 | 481 | 580 |
| %age of Total | 0.7 | 6.9 | 6.7 | 2.7 | 82.9 |
Age. -- The table that follows provides age category data for the full-time faculty with academic rank in all the ALA schools. The percentage of faculty aged 55 or older as of January 1, 199 is 34.9 %. It has been noted in earlier reports that the average age of the faculty has been increasing. However, the range of faculty 55 or older has remained at 30 or 34 % for at least a decade.
| Rank | 25-29 | 30-34 | 35-39 | 40-44 | 45-49 | 50-54 | 55-59 | 60-64 | 65+ | Total |
| Total | 2 | 21 | 49 | 74 | 121 | 142 | 126 | 66 | 28 | 629 |
| % of Total | 0.3 | 3.3 | 7.8 | 11.7 | 19.2 | 22.6 | 20.0 | 10.5 | 4.4 |
Doctorates. -- The number of earned doctorates held on January 1,1999 for the faculty population of 633 (including Deans and Directors) was 576 (90.9 %). This is an increase in the percentage from last year. Of the 576 faculty members holding the doctorate, 398 (69.1 %) had their degree in the library and information sciences (Including information systems and technology, information transfer, and information resource management); 178 faculty members had doctorates in other fields; and 20 were not designated.
| Disipline | Number | Disipline | Number |
| American Civilisation/Studies | 2 | Engineering | 10 |
| Anthropology | 3 | Engineering & Public Policy | 2 |
| Archival Studies | 5 | English | 7 |
| Astronomy | 1 | Folklore.Myth | 1 |
| Biology | 1 | French Literature | 1 |
| Business/Management | 2 | History | 18 |
| Classics | 1 | Humanities | 1 |
| Communications | 12 | Information Technology/Design | 6 |
| Computer Science | 19 | Interdisciplinary | 1 |
| Education | 37 | Instructional technology | 5 |
| Law | 3 | Psychology | 7 |
| Linguistics | 1 | Public Administration | 3 |
| Literature | 1 | Social Studies Information | 1 |
| Mathematics | 1 | Sociology | 5 |
| Musicology | 1 | Software Engineering | 2 |
| Philosophy | 8 | Statistics | 1 |
| Physics | 3 | Undesignated | 20 |
| Political Science | 5 |
Tenure: -- Of the 633 full-time faculty in the 56 ALA schools, 60.9 % had tenure on January 1, 1999. (Those with "security of appointment" have been included in the count). Four schools reported having an all-tenured faculty in 1998-99: that figure has remained between two and six schools over the last 10 years. Only one school reported less than 25 % tenured faculty; 10 schools have less than 50 %; and 12 schools have tenured faculties of 75 % or higher. Adjunct, clinical, or other than full-time "regular" faculty continue to play important roles in the teaching effort of the schools. One table indicates that 488 persons taught courses during the 1997 Fall term. This represents an estimated FTE of 138, bringing the total faculty force to approximately 771 (1,121 persons). It is also interesting to note that in terms of individuals (not FTE), part-time faculty make up about 43.5 % of the total.
Benefits. - Schools were asked to report the value of their institution's fringe benefits for faculty in terms of salary %age, i.e., the worth of the contributions of the institution to benefits such as retirement, health insurance, etc., beyond the actual salaries paid. This %age is often required in making grant proposals that will include faculty salaries, and it is often taken into account by applicants for faculty appointments as they compute the total compensation that an offer includes. Schools reported an average %age of approximately 27.02 % (range of 10.10 to 56.78) for 1997-98.
Professional Travel. -- Questions 11 and 12 of the questionnaire pertain to funding for professional travel. Question 11 asks for the number of faculty, including the dean or director, who received travel funds in 1997-98. Question 12 asks for the total amount of funding for professional travel used by the school's faculty in 1997-98, exclusive of travel to teach in extension, workshops, etc. it was noted in this question that dollars spent by the institution on professional travel should be included regardless of whether or not they were actually included in the school's budget.
It is apparent from another table that the amount of funding for faculty travel continues to vary greatly among schools. The differences have been noted since the survey began, and in most instances the relationship of travel budgets of individual schools to each other has changed very little. For 1997-98, the range among the schools was from a low of $1,000 to a high of $106,2242 (median: $10.580. For individual faculty members who received travel funds, the average varied from a reported low of $250 to a high of $3,123 (median" $1,396). For the same period a total of 544 faculty members were reported as having received travel funds.
They shared a total of $1,142,911 in travel money amounting to an average of $21,168 per person (median $10,972). The average per school for the 54 reporting amounts for individuals was $21,168 in 1997-98 as compared with $18,151 per school in 1996-97. It is difficult to know if these figures are meaningful since schools are not consistent as to whether or not data on such expenditures as recruitment, accreditation visits or visiting faculty have been excluded. The questionnaire asks that these data not be included when reporting travel for faculty, but it is likely that expenditures for these purposes may have been reported along with faculty travel. It would appear, however, from these data that average expenditures for travel continue to increase slightly after a period of decrease.
Sabbatical Leave -- The 13th question on the faculty section of the questionnaire pertains to sabbatical leaves for faculty. A total of 27 schools granted funds for sabbatical or study leaves during 1997-98, compared to 24 in 1996-97. Five schools (Clark Atlanta, Illinois, Indiana, Tennessee, and Texas Woman's) indicated that no such leaves are granted at their institutions.
Support Staff. - The final question in the faculty section of the ALISE questionnaire pertains to the support staff available for the schools. The question was designed to separate part-time student employees of the school from regular, non-student support staff. Under each of these categories, the same group of subdivisions was given: (a) Administrative support; (b) Instruction support; (c) Research support; (d) Media services; (e) Library personnel; (f) Computer lab; (g) Other. The following definitions were provided for each subdivision:
The total FTE of support staff (exclusive of students) varies from a low of 1.0 to a high of 46.6 (mean: 5.45). Because of the possible variation in the interpretation of the reporting of library staff and the varying types of support staff included under 'Other', meaningful comparison of the total FTE support staff among the schools is not possible. However, it is possible to compare data from some of the categories as shown in the table. An analysis of the data shows the following distribution of %ages for all schools reporting.
"Other" included professional development (3 schools); marketing/public relations (5 schools); placement (2 schools); and student services, web site administrator, information technology co-ordinator, publication, program co-ordinator and computing (1 school each respectively). Some schools reported staff in more than one of these categories.
Part Two of the ALISE statistical questionnaire requested schools to provide data dealing with student enrolment and characteristics, class size, degrees awarded, financial aid, and tuition and fees. This part of the questionnaire collected primarily aggregated data reported on 11 data input tables. These data input tables were used to generate the tables that constitute the core of this chapter. All 56 ALA schools participated in the survey (7 Canadian and 49 US). Because data for similar data elements, e.g., enrolment by program level, international student enrolment, etc., were submitted by schools on separate tables, it is possible that some subtotals and totals may vary slightly from table to table due to differences in data supplied.
Enrolment by Program and Gender -- Enrolment figures for the 1998 Fall Term were requested for each of eight program levels.
To ensure that each school interpreted the program levels the same way the following program definitions and instructions for their use were provided:
All degree levels, except the bachelor's degree, have the majority of their student in a part-time status. This includes more than two-thirds of all ALA-accredited master's (69.9 %) and "other master's (69.1 %) degree students. Doctoral programs come closest to an even distribution between full-time and part-time with 53.4 % in a part-time status. When distribution by gender is examined, females are found to comprise over three-quarters (78.6 %) of ALA-accredited master's enrolment. Gender distribution becomes more even for students in "other master's" degree programs with 52 % male enrolment. At the doctoral level the gender division shows females continue in the majority by 13.4 %age points.
Eleven of the 56 ALA schools offer a bachelor's degree. Table II-1-c-Ia provides school-by-school enrolment figures. It shows that of the 1,516 students pursuing a bachelor's degree 64.9 % are enrolled at one of two schools: Syracuse (528) or Drexel (455). The four schools with the highest enrolments for the bachelor's degree (Syracuse, Drexel, Florida State and Pittsburgh) account for 90.2 % of all enrolment at this level.
Table II-1-c-2a reports ALA-accredited master's enrolment (number) for each school. It illustrates the wide range of program sizes across the 56 ALA schools - from the five largest programs, San Jose (562), Kent State (512), Dominican (465), Florida State (455) and Simmons (452). The six schools with fewer than 90 students: Hawaii (89), British Columbia (88), St John's (84), Clark Atlanta (69), Dalhousie (59) and South Mississippi (56).
The distribution of full-time to part-time students reported in that table also shows wide variations among the schools. Four schools have more then three-fourths or their students in a full-time status (Montreal (90.4), Dalhousie (84.7) McGill (82.9) and North Carolina - Chapel Hill (78.4). Four other schools approach the level Western Ontario (73.7), California - Los Angeles (71.7), British Columbia (69.3). and Michigan (69.0) It is of note that all eight schools with the highest percentage of full-time enrolment have two-year master's programs although they do not represent all schools with two year programs. Nineteen schools (33.9 %) have more than 80 % of their ALA-accredited master's enrolment as part-time. The schools with the highest percentage of part-time enrolment are Queens (95.1), Long Island (94.8), San Jose (94.7), St John's (92.9), North Carolina - Greensboro (92.8) and Missouri (91.4).
The variation in full-time versus part-time enrolment can have a noticeable impact on the size of enrolment when that enrolment is viewed in terms of FTE (Full-Time Equivalent). When viewed from that perspective who the largest schools are changes considerably. The Program with the largest ALA-accredited master's enrolment in terms of FTE is Kent State (324.5) followed by Texas (314.9), South Carolina (258.6), San Jose (255) and Indiana (251.3). The six smallest programs in terms of FTE reside at Clarion (59.8), Hawaii (56.3), Clark Atlanta (53.7), Dalhousie (53), Southern Missisippi (41.4) and St. John's (41.1).
Fifteen ALA schools report enrolment for "other master's" degrees in addition to their ALA-accredited master's (table II-1-c-3a). The mean enrolment figure of 91.8 students per school is heavily skewed by the large enrolments of three schools; Drexel (327), Pittsburgh (286), and Syracuse (232). The enrolment of these three schools constitutes 61.4 % of all "other master's" enrolment. Except for Indiana (121) the other 11 ALA schools offering the "other master's" have enrolments under 100 students with four schools reporting fewer than 20 students (Albany 18), Southern Connecticut (15), Alabama (9), and Southern Mississippi (8)).
Nearly half (27) of the 56 ALA schools offer a doctoral program (Table II-1-c-5a). The 693 doctoral students enrolled in these programs in Fall 1998 represent a 6.5 % increase in doctoral student enrolment in fall 1997. These doctoral students are distributed quite unevenly across these schools. The doctoral program at Pittsburgh is by far the largest with 90 students followed by the programs of North Texas (68) and Florida State (55). No other school has more than 50 doctoral students.
Table II-1-e provides the number of FTE off-campus students each ALA school had registered for the 1998 term. Nearly two-thirds (36) of the schools had off-campus enrolment with several schools having a very sizeable off-campus enrolment. By far the largest off-campus program is at South Carolina (198.4) followed by Emporia (137), Indiana (119.5), South Florida (111), Arizona (102.9), Florida State (100), and Wayne State (97). No other program had an off-campus FTE enrolment over 60. Seven schools had off-campus enrolment of less than 10 FTE students. Twenty schools reported they had no off-campus students or elected not to report these data.
The majority of courses have enrolments of 6-10, 11-15 and 16-20 students. These three course enrolment groups account for 50.9 % of all courses offered. The total number of courses with enrolments of 36-40, 41-45, 46-50 students was relatively small (44, 40 and 29 respectively) when compared to the frequencies of other enrolment groups, although these numbers do reflect approximately a 30 % increase in the number of courses offered in these larger enrolment ranges.
Degrees and Certificates Awarded (Table 11-3). -- Table II-3-a reports the number of degrees awarded at each program level distributed by gender and ethnic origin. A total of 5,835 bachelor's, master's, post-master's and doctoral degrees were awarded by ALA schools during 1997-98. Female graduates accounted for 73.7 % of all degrees awarded. This male/female distribution varies considerably among the different degree programs by %age. Of ALA-accredited master's degrees awarded to females, their %age drops to 74.6 and 73.5 % for the doctoral and post-master's degrees respectively. The two degrees that have males as the majority of their graduates ("other master's" (57.8) and bachelor's (58.9)) are those most likely to be associated with information science content.
The figures in Table II-3-a also demonstrate that the graduates of programs offered by ALA schools continue to be predominately White (73.3 %). Blacks are the next most represented ethnic group (4.4 %) followed by Asian or Pacific Islanders (3.0 %) and persons of Hispanic origin (2.1). Blacks accounted for 11.1 % of the recipients of doctoral degrees and 5.9,1, and 4.0 % of post-master's, 'other master's," and ALA-accredited master's degrees respectively granted in 1997-98. For each degree program the number of degrees and certificates awarded varied widely from school to school for the nine schools that awarded bachelor's degrees in 1997-98 (Table II-3-c-1) Syracuse (87) and Pittsburgh (76) conferred more than half (58.2 %) of the 280 degrees conferred. Only Drexel (58) and Florida state (31) approached that level. None of the other schools had more than seven graduates of their bachelor's program
The 13 schools that awarded the 434 "other master's degrees varied widely in the number of graduates (Table II-3-c-3). Pittsburgh (123) had by far the most graduates followed by Syracuse 87, and Drexel (81). These three schools conferred the majority (67.1 %) of the "other master's degrees. Sixty-three doctoral degrees were conferred by twenty schools during 1997-98. This figure is up from the 52 doctoral degrees awarded in 1996-97. The number of degrees awarded ranged from 6 by Florida State and Rutgers to one at three schools (Table II-3-c-5).
Enrolment by Gender and Ethnic Origin (Table 11.4). - When the ethnic composition of each school's ALA-accredited master's enrolment is examined, some interesting distributions are evident. Schools with a higher number of Black students (more than 25) are limited to programs located at historically Black universities and, in a number of instances, at universities situated in large metropolitan areas. (Pratt has the highest Black enrolment (67) comprising 24.5 % of its ALA-accredited master's population. There are seven schools in the next tier of Black enrolment (more than 25 Black students) - Clark Atlanta (49), North Carolina Central (45), Florida State (38), Wayne State (38), Catholic (30), Queens (29), and Louisiana State (28).
The notable school here is Florida State which increased its enrolment of Black students by 65.2 %. Seven of the 51 ALA schools (13.7 %) reporting ethnic data which indicated their Black student enrolment was either zero or one student. For the 13 of 15 schools that reported ethnic data, White students constitute 61.5 % of total enrolment. At the doctoral level (Table II-4-c-5) the 651 students at schools reporting ethnicity White students constitute 58.3 % of student enrolment.
In-State/In-Province and Out-of-State/Out-of-Province Students (Table II-5) -- At the ALA-accredited master's degree level (Table II-5-c-2) the data continue to reveal the local or regional nature of enrolments at most schools. For the 52 schools that reported the requested data, 81.4% of their students are from in-state/in-province. Only one school (Emporia, 53.1 %) reported more than half of its ALA-accredited master's students were from out-of-state. Five additional schools (Rhode Island (49.7 ), Kentucky (47.6%), Alberta (42.7%), Dalhousie (42.4%), and Tennessee (40.1%) indicated that at least 40% of their students were from out-of-state/out-of-province. Nineteen schools have less than 10% of their ALA-accredited master's enrolment from out-of-state including Queens (1.3%) and Puerto Rico (0.9%) which report less than 2% of their enrolment consists of out-of-state students.
Doctoral programs appear to reflect what one might expect of a research degree - the willingness of students to travel out-of-state/out-of-province to pursue their education. At the doctoral level (Table II-5-c-5) the %age of students in an in-state/in-province status is 58.1%. For the doctoral degree, for the 24 schools that provided residency data, eight schools (Alberta, Arizona, Drexel, Illinois, Maryland, Michigan, Pittsburgh, and Wisconsin-Madison) have at least 50% of their enrolment from out-of-state. More than half of the schools (13) with doctoral programs reporting residency data have at least 40% of their doctoral students in an out-of-state/out-of-province status.
International Students (Table II-6) -- The 945 international students at all program levels, when compared against the enrolment figures reported in Table II-1, constitute 4.6 % of students attending the 56 ALA schools. These 945 students represent a 32.3 % increase from the 714 international students reported for Fall 1997 and well above the 841 reported for Fall 1996.
Several schools stand out for their number of international students enrolled in their various degree programs. Syracuse has the highest number of international students (176) followed by Pittsburgh with 147. No other school has as many as 50 international students. Texas has the highest ALA-accredited master's international student enrolment (17) followed by Michigan (16), Illinois (15) and Louisiana State and Catholic with 14 students each. Eight other schools have ten or more international students in their ALA-accredited master's programs. Syracuse has by far the highest international student enrolment for an "other Master's" program with 103 students followed by Pittsburgh with 86.
No other school approaches this level with Drexel having the next highest international student enrolment level with 14 students. Similarly, the bachelor's enrolment at Syracuse is the highest with 44 international students followed by Drexel (19). No other program has more than 7 international students in its bachelor's program. Pittsburgh has the largest international student body at the doctoral level with 46 students followed distantly by Syracuse (19), Rutgers and Florida State (15 each), Texas, (13), North Texas (11), and Illinois (10). The remaining doctoral programs have seven or fewer international students.
International Students' Country of Origin (Table II-7) -- As might be expected, international students at ALA schools represent all continents except Antarctica. Asia is the continent that accounts for the majority of international students, providing slightly more than two-thirds (67.3 %). When the regions of Asia are examined, the Far East/Southeast Asia region is found to contribute the greatest %age of international students (51.3 %) . South Asia is a distant second with 10.9 %. European countries contribute 11.3 % of international student enrolment while South America continues to have minimal representation in LIS programs with only 3.8 %. Equally small is Africa with 5.2 %. Australia has the lowest level of international students at ALA schools with 0.2 %.
When the number of students from individual countries is examined it becomes readily apparent that China and South Korea are the countries providing the greatest number of students (169 and 102 respectively). South Korea replaced India as the country providing the second largest number of international students last year. Two other countries, India and Taiwan with 87 students from each, form the next tier of countries of origin. Combined these four countries contribute nearly half (47.1 %) of all international student enrolment. Although bachelor's degree enrolment is relatively small, but rising, two countries are responsible for more than a quarter of that enrolment - South Korea with 12 students and India with 9.
Enrolment by Age and Gender (Table II-8) -- For the ALA-accredited master's and "other master's" programs, the 25-29 age group by far has the greatest number of students (24.8 and 32.2 % respectively). The 45-49 age group had the most post-master's students (20 %), although these students are distributed rather evenly across the 25-54 age range. One would expect that in many graduate programs the 20-24 age group would represent a sizable portion of master's program enrolment given the number of students entering graduate education directly from their undergraduate study.
Scholarship and Fellowship Aid (Table II-11) -- Table II-11-a provides a summary of aid awarded for each of the seven program levels for the 1997-98 fiscal year. The amount of money invested in doctoral students this year comes as quite a surprise from that of previous years. In those years nearly one-third of all scholarship and fellowship aid was awarded to doctoral students. This year that % has declined to 19.4%.
Table II-11-c-2 reports scholarship and fellowship aid for the ALA-accredited master's degree. The mean number of awards given by Canadian and US schools is very similar (22.7 vs. 23.6 respectively). The mean amount awarded was $3,206 per Canadian school compared to $2,117 per US public university and $4,422 per US private university. Another notable difference in the mean figures on this table is the mean number of awards given by private US universities (36.5) versus public (20.7).
Assistantships (Table II-12) -- Table II-12-a provides a summary of assistantships awarded for each of the seven program levels. The total value of awards, $10,640.013, represents a 14.5% increase in funding over that reported last year and 48.2% over that for Fall 1996. Private universities charge the same fee regardless of residency status. As expected, the cost for the degree in the US is generally higher at private schools with a mean cost of $20,607 compared to $6.673 for in-state and $16,556 for out-of-state students at public universities.
The least expensive ALA-accredited master's programs at private universities are provided by Clark Atlanta ($14,708), Dominican ($16,020), and Long Island ($17,280). The most expensive are offered by Drexel ($25,824) and Catholic ($27,129). As might be expected the cost of obtaining the ALA-accredited master's degree at the nine private US universities is the highest of the 49 US schools when compared to in-state tuition levels at US public universities. The only exception to this is Michigan where the in-state tuition and fees is at the level of the mean cost of a degree at a private university.
Six schools (North Carolina Central ($30,040), North Carolina - Greensboro ($3,046), Puerto Rico ($3,325), Texas Woman's ($3,436), Southern Mississippi ($3,497), and Oklahoma ($3,783) are able to offer the ALA-accredited master's degree to their in-state students for under $4,000 while a total of 15 schools can provide this degree to in-state residents for less than $5,000. The most expensive programs for in-state students are at Michigan ($20,016), Pittsburgh ($13,368), and Wisconsin - Madison ($11,022).
Again, doctoral programs at private US schools are considerably more expensive than similar programs at most public universities. Only four of the 28 doctoral programs in the US are offered by private universities (Drexel, Long Island, Simmons, and Syracuse). Their mean cost is $30,212, with a range from $21,132 at Simmons to $43,290 at Syracuse.
| School | Bachelor's | ALA - Accredited Master's |
Other Master's |
Post Master's |
Doctoral | Other Graduate |
Other Under- Graduate |
Total |
| Mean | 127.6 (n = 11) |
140.9 (n = 56) |
57.9 (n = 15) |
2.3 (n = 26) |
18.0 (n = 27) |
16.9 (n = 34) |
51.0 (n = 20) |
| School | Status | Male | Female | Total FTE |
% FT / PT |
||||
| FTE | % | FTE | % | ||||||
| Total (10 schools) | Full-Time | 848.0 | 66.4% | 430.0 | 33.6% | 1,278.0 | 92.5% | ||
| Part-Time< | 64.5 | 62.5% | 38.6 | 37.5% | 103.1 | 7.5% | |||
| Subtotal | 912.5 | 66.1% | 468.6 | 33.9% | 1,381.1 | ||||
| Mean (n = 10) | Full-Time | 84.8 | 43.0 | 127.8 | |||||
| Part-Time | 6.5 | 3.9 | 10.3 | ||||||
| Subtotal | 91.3 | 46.9 | 138.1 | ||||||
| School | Status | Male | Female | Total FTE |
% FT / PT |
||||
| FTE | % | FTE | % | ||||||
| Total (54 schools) | Full-Time | 958.0 | 25.6% | 2,780.0 | 74.4% | 3,738.0 | 49.1% | ||
| Part-Time< | 785.9 | 20.3%/td> | 3,093.3 | 79.7% | 3,879.21 | 50.9% | |||
| Subtotal | 1,743.9 | 22.9% | 5,873.3 | 77.1% | 7,617.2 | ||||
| Mean (n = 54) | Full-Time | 17.7 | 51.5 | 69.2 | |||||
| Part-Time | 14.6 | 57.3 | 71.9 | ||||||
| Subtotal | 32.3 | 108.8 | 141.1 | ||||||
| School | Status | Male | Female | Total FTE |
% FT / PT |
||||
| FTE | % | FTE | % | ||||||
| Total (27 schools) | Full-Time | 141 | 44.6% | 179 | 55.4% | 323 | 46.6% | ||
| Part-Time< | 156 | 42.2%/td> | 214 | 57.8% | 370 | 53.4% | |||
| Subtotal | 300 | 43.3% | 393 | 56.7% | 693 | ||||
| Mean (n = 27) | Full-Time | 5.3 | 6.7 | 12.0 | |||||
| Part-Time | 5.8 | 7.9 | 13.7 | ||||||
| Subtotal | 11.1 | 14.6 | 25.7 | ||||||
| School | Status | Male | Female | Total FTE |
% FT / PT |
||||
| FTE | % | FTE | % | ||||||
| Total (54 schools) | Full-Time | 144.0 | 44.6% | 179.0 | 55.4% | 323.0 | 66.4% | ||
| Part-Time< | 71.6 | 43.7%/td> | 92.1 | 56.3% | 163.6 | 33.6% | |||
| Subtotal | 215.6 | 44.3% | 271.1 | 55.7% | 486.6 | ||||
| Mean (n = 54) | Full-Time | 5.3 | 6.6 | 12.0 | |||||
| Part-Time | 2.7 | 3.4 | 6.1 | ||||||
| Subtotal | 8.0 | 10.0 | 18.0 | ||||||
| School | FTE Students OFF |
| Total (56 schools) | 1,612.6 |
| Mean (n = 36) | 44.8 |
| School | 1-5 | 6-10 | 11-15 | 16-20 | 21-25 | 26-30 | 31-35 | 36-40 | 41-45 | 46-50 | 51- | Total |
| Total (56 schools) |
208 | 326 | 332 | 326 | 272 | 185 | 116 | 44 | 40 | 29 | 27 | 1,935 |
| Mean (n = 56) | 3.7 | 5.8 | 5.9 | 5.8 | 4.9 | 3.3 | 2.1 | 0.8 | 0.7 | 0.5 | 1.0 | 34.6 |
| School | Bachelor's | ALA - Accredited Master's |
Other Master's |
Post Master's |
Doctoral | Total |
| Total | 280 (n = 10) |
5,024 (n = 56) |
434 (n = 13) |
34 (n = 15) |
63 (n = 20) |
5,835 |
| School | Gender | AI | AP | B | H | W | I | NA | Total |
| Male | 5 | 28 | 32 | 29 | 842 | 39 | 120 | 1,095 | |
| Total (56 Schools) | Female | 16 | 112 | 171 | 81 | 3,134 | 84 | 331 | 3,929 |
| Total | 21 | 140 | 203 | 110 | 3,976 | 123 | 451 | 5,024 | |
| Male | 0.1 | 0.5 | 0.6 | 0.6 | 16.5 | 0.8 | 19.6 | ||
| Mean (n = 51) | Female | 0.3 | 2.2 | 3.4 | 1.6 | 61.5 | 1.6 | 70.2 | |
| Total | 0.4 | 2.7 | 4.0 | 2.2 | 78.0 | 2.4 | 89.7 (n = 56) |
| School | Gender | AI | AP | B | H | W | I | NA | Total |
| Male | 1 | 0 | 1 | 0 | 13 | 1 | 0 | 16 | |
| Total (20 Schools) | Female | 1 | 1 | 6 | 1 | 29 | 7 | 2 | 47 |
| Total | 2 | 1 | 7 | 1 | 42 | 8 | 2 | 63 | |
| Male | 0.1 | 0.0 | 0.1 | 0.0 | 0.7 | 0.1 | 0.8 | ||
| Mean (n = 18) | Female | 0.1 | 0.1 | 0.3 | 0.1 | 1.6 | 0.4 | 2.4 | |
| Total | 0.2 | 0.1 | 0.4 | 0.1 | 2.3 | 0.5 | 3.2 (n = 20) |
| School | Gender | AI | AP | B | H | W | I | NA | Total |
| Male | 1 | 5 | 9 | 2 | 155 | 96 | 32 | 300 | |
| Total (27 Schools) | Female | 3 | 10 | 29 | 11 | 223 | 88 | 29 | 393 |
| Total | 4 | 15 | 38 | 13 | 378 | 184 | 61 | 693 | |
| Male | 0.0 | 0.2 | 0.3 | 0.1 | 5.7 | 3.6 | 11.1 | ||
| Mean (n = 27) | Female | 0.1 | 0.4 | 1.1 | 0.4 | 8.3 | 3.3 | 14.6 | |
| Total | 0.1 | 0.6 | 1.4 | 0.5 | 14.0 | 6.8 | 25.7 |
| Program | In State/ In-Province |
Out-Of-State Out-Of-Province |
NA | Total Number |
||||
| Number | % | Number | % | Number | % | |||
| Total (56 schools) | 9,728 | 76.0% | 2,143 | 16.7% | 931 | 7.3% | 12,802 | |
| Total (52 schools) | 9,728 | 81.4% | 2,143 | 17.9% | 78 | 0.7% | 11,949 | |
| Mean (n = 56) | - | - | - | - | - | - | 228.6 | |
| Mean (n = 52) | 187.1 | - | 41.2 | - | 1.5 | - | 229.8 | |
| Program | In State/ In-Province |
Out-Of-State Out-Of-Province |
NA | Total Number |
||||
| Number | % | Number | % | Number | % | |||
| Total (27 schools) | 357 | 51.5% | 257 | 37.1% | 79 | 11.4% | 693 | |
| Total (24 schools) | 357 | 58.1% | 257 | 37.1% | 79 | 11.4% | 614 | |
| Mean (n = 27) | - | - | - | - | - | - | 228.6 | |
| Mean (n = 24) | 14.9 | - | 10.7 | - | 0.0 | - | 25.6 | |
| Continent/ Country |
ALA- Accredited Master's |
Other Master's |
Post- Master's |
Doctoral | Other Graduate |
Bachelor's | Other Under- Graduate |
Total |
| Africa | 29 | 7 | 0 | 4 | 0 | 7 | 2 | 49 |
| Asia | 176 | 208 | 3 | 140 | 60 | 39 | 10 | 636 |
| Australia | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 |
| Europe | 54 | 13 | 2 | 19 | 5 | 10 | 4 | 107 |
| North America |
46 | 18 | 0 | 7 | 4 | 15 | 8 | 98 |
| South America |
10 | 7 | 0 | 12 | 4 | 3 | 0 | 36 |
| Total (n = 102) |
321 | 256 | 5 | 184 | 79 | 74 | 26 | 945 |
| School | Gender | -20 | 20-24 | 25-29 | 30-34 | 35-39 | 40-44 | 45-49 | 50-54 | +54 | NA | Total |
| Male | 4 | 242 | 675 | 508 | 344 | 277 | 223 | 139 | 51 | 279 | 2,742 | |
| Total (56 Schools) |
Female | 5 | 1,099 | 2,273 | 1,395 | 1,127 | 1,328 | 1,300 | 671 | 240 | 621 | 10,059 |
| Subtotal | 9 | 1,341 | 2,948 | 1,903 | 1,471 | 1,605 | 1,523 | 810 | 291 | 900 | 12,801 | |
| Male | 0.1 | 4.6 | 12.7 | 9.6 | 6.5 | 5.2 | 4.2 | 2.6 | 1.0 | - | 49.0 | |
| Mean (n = 53) |
Female | 0.1 | 20.7 | 42.9 | 26.3 | 21.2 | 25.1 | 24.5 | 12.7 | 4.5 | - | 179.6 |
| Subtotal | 0.2 | 25.3 | 55.6 | 35.9 | 27.7 | 30.3 | 28.7 | 15.3 | 5.5 | - | 228.6 (n = 56) |
| Program | Male | Female | Total | ||||||
| Number | Amount | Number | Amount | Number | Amount | ||||
| Total | 339.5 | $1,586,210 | 1,111.5 | $4,503,394 | 1,460 | $6,089,604 | |||
| Program | Male | Female | Total | ||||||
| Number | Amount | Number | Amount | Number | Amount | ||||
| Total | 366 | $3,424,455 | 817.5 | $7,215,558 | 1,183.5 | $10,640,013 | |||
| School | Full Degree | One Credit | |||
| In-State/ In-Province |
Out-Of-State/0 Out-Of-Province |
In-State/ In-Province |
Out-Of-State/0 Out-Of-Province |
||
| Canada Mean (n = 7) |
$5,527 | $14,095 | $538 (n = 5) |
$1,271 (n = 5) |
|
| United States Mean (n = 49) |
$9,232 | $17,316 (n = 48) |
$268 (n = 48) |
$502 (n = 47) |
|
| Public Mean (n = 40) |
$6,673 | $16,556 (n = 39) |
$207 (n = 39) |
$506 (n = 38) |
|
| Private Mean (n = 9) |
$20,606 | 420.607 | $529 | $506 | |
| Total Mean (n = 56) |
$8,769 | $16,906 (n = 55) |
$293 (n = 53) |
$587 (n = 51) |
|
This chapter contains reports and summaries of the data on curriculum as reported by the responding schools for the 1997-1998 academic year.
Distance Education -- Respondents indicated a number of ways in which they offered courses away from their home campuses at distant sites. This year 45 schools (compared to 40 schools last year) offered a total of 533 courses taught as distance education. The range is from 1 to 55 courses and the average is 12 courses per school offered.
http://ils.unc.edu/ALISE/1999/Curric/tb3-20.html Table III-30 contains the data reported by the respondents related to courses taught in their distance education programs.
Faculty Compensation. -- Faculty members were compensated for teaching distance education courses within their regular teaching load in all of the schools that reported teaching away from the home campus. Of these, fifteen report various forms of additional compensation.
Telecommunications Delivery. -- A total of 28 schools indicated some use of telecommunications to deliver courses compared to 27 schools for 1997/98.
Regular and Adjunct Faculty. -- Table III-32 below shows the number of required and elective courses taught by regular and adjunct faculty at the home campus. Full-time faculty taught 66% of all courses, compared to 75% the previous year. Respondents were asked to indicate the number of required and elective courses taught by regular and adjunct faculty on the home campus of their school. Table III-32 contains a summary of those responses. Regular, full-time faculty taught 72% of the required courses and 64% of the elective courses. Adjunct faculty taught 25% of the required courses and 33% of the elective courses. Other faculty accounted for 3% of the required courses and 3% of the elective courses offered.
| Faculty Status | Number of Courses Taught by Type | ||
| Required | Electives | ||
| Regular full-time | 774 | 1,693 | |
| Adjunct | 268 | 862 | |
| Other | 40 | 93 | |
Faculty Teaching Load. -- Table III-33 summarizes the regular teaching load for faculty during the academic year, summer, and the maximum number of hours a faculty person might be able to teach as overload. The regular load for most faculty is 12 semester hours per academic year and 6 hours in the summer.
| Category of Members | Number of Members |
| Faculty | 51 |
| Staff | 17 |
| Students | 40 |
| Alumni | 8 |
| Practitioners | 5 |
| Others | 1 |
Curriculum Changes. -- Respondents were asked to indicate the nature of changes within their curriculum during the past year. Table III-38 contains a summary of those responses.
| Type of Changes | Number of Schools Reporting Changes |
| New Courses Added | 27 |
| Coursed Dropped | 11 |
| Added New Programs | 5 |
| Reviewed Total Curriculum | 3 |
| Revised Total Curriculum | 3 |
| Reviewed Specific Curriculum Areas | 12 |
| Revised Specific Curriculum Areas | 12 |
| Taught Experimental/Trail Courses | 31 |
| Other Changes | 5 |
| Type of Changes Under Consideration | Number of Schools Reporting Possible Changes |
| Changes in Core/Required Courses | 16 |
| Adding 6th year or Post-Master's Program | 9 |
| Adding Doctoral Program | 3 |
| Changing Length of Master's Program | 3 |
| Adding Joint Master's Program | 7 |
| Other Changes | 18 |
This section of the report provides a descriptive analysis of the data pertaining to the financial status of graduate programs of library and information science whose first professional degree programs have been accredited by the American Library Association. Complete financial data were received from all of the 56 eligible schools with ALA-accredited programs.
Funding: Amounts and Sources. -- A total income of $110,853,934 was reported by 56 schools: this represents an average income of $1,979,535. Funding for the schools ranged from a high of $13,251,928 to a low of $471,077. The median income in 1997-98 for the 56 schools was $1,257,733, which represents a decrease of 6.4 % below the previous year's median income of $1,343,455.
| Year | N | Parent Institution | Federal Funds | Other | ||||||
| Average Amount |
% of Total | Average Amount |
% of Total | Average Amount |
% of Total | |||||
| 1997-98 | 56 | $1,425,777 | 72.03 | $230,460 | 11.64 | $212,187 | 10.72 | |||
| Basis for Funding | Number |
| FTE | 17 |
| Credit Hours | 16 |
| Head Count | 8 |
| Other | 18 |
| Year | Number | Average Amount |
| 1997-98 | 33/55 | $391,084 |
| Category | Parent Institution | Federal Funds | Other Income | Total | ||||||
| Average Amount |
% of Total | Average Amount |
% of Total | Average Amount | % of Total | |||||
| Doctoral Program (n = 28) |
$1,917,448 | 67.17 | $395,712 | 13.86 | $541,552 | 18.97 | $2,854,712 | |||
| No Doctorate (n = 28) |
$934,106 | 84.58 | $65,209 | 5.90 | $105,042 | 9.51 | $1,104,357 | |||
| Category | Average |
| Salaries & Wages (n = 56) | $1,296,320 |
| Teaching & Administration (n = 56) | $183,309 |
| Library (n = 13) | $23,658 |
| Computing Lab (n = 44) | $43,051 |
| Research (n = 27) | $407,768 |
| Student Aid (n = 51) | $129,407 |
| Continuing Education (n = 32) | $32,460 |
| Other (n = 20) | $92,097 |
| Total | $2,208,070 |
| Separate | Major Support from Library School |
Funding for Librarian from Library School |
Administratively Part of Main Library |
|
| Yes | 25 | 8 | 7 | 16 |
| No | 31 | 18 | 18 | 10 |
| Expenses | Mean |
| Supplies (n = 56) | $25,357 |
| Communication (n = 55) | $21,646 |
| Equipment (n =55) | $39,206 |
| Travel (n = 56 | $25,105 |
| Computing (n = 44) | $43,051 |
| Printing and Duplication (n =55) | $13,229 |
| Dues (n = 55) | $2,702 |
| Insurance (n = 8) | $625 |
| Advertising (n =37 | $5,291 |
| Other (n = 47) | $64,163 |
| Salaries | Teaching and Administration |
Library | Research | |||||||||
| Mean | % of Total | Mean | % of Total | Mean | % of Total | Mean | % of Total | |||||
| Doctoral Program (n = 28) |
$1,742,695 (n = 28) |
57.45 | $265,306 (n = 28) |
8.75 | $29,570 (n = 6) |
0.97 | $520,819 (n = 18) |
17.19 | ||||
| No Doctoral Program (n = 28) |
$849,945 (n = 28) |
52.60 | $101,312 (n = 27) |
8.04 | $18,591 (n = 7) |
1.48 | $181,967 (n = 9) |
14.42 | ||||
| Salaries | Teaching and Administration |
Library | ||||||||
| Mean | % of Total | Mean | % of Total | Mean | % of Total | |||||
| Doctoral Program (n = 28) |
$201,892 (27) |
6.66 | $48,436 15 |
1.60 | $165,701 (10) |
5.46 | $3,033,620 | |||
| No Doctoral Program (n = 28) |
$47,8615 (24) |
3.80 | $18,364 17 |
1.46 | $18,494 10 |
1.47 | $1,259,905 | |||
| Mean | High | Low | |
| All Schools (n = 44) | $43,051 | $353,840 | $702 |
| Doctoral Programs (n = 21) | $59,201 | $353,840 | $3,512 |
| No Doctoral Programs (n = 21) | $23,671 | $100,741 | $702 |
| Mean | High | Low | |
| All Schools (n = 56) | $25,105 | $135,774 | $1,375 |
| Doctoral Programs (n = 28) | $34,556 | $135,774 | $1,375 |
| No Doctoral Programs (n = 28) | $15,655 | $58,994 | $1,433 |
Revised from May 1 2000 draft prepared by Working Group on the Revision of the "Standards for Library Schools" published by IFLA in 1976 for the Section on Education and Training. It has been drafted by a working group of the Section whose members include: Evelyn Daniel, Susan Lazinger and Ole Harbo. Members of the Section on Eduation and Training have suggested changes based on a working drafts most recently presented and debated at the IFLA conference in Bangkok (1999). These changes have been incorporated in the following draft.
THE LARGER FRAMEWORK
PREAMBLE. Library/information educational programs have a long and distinguished history. In the past, they have focused on developing physical collections of books and other materials in library buildings staffed by people who have learned to select, acquire, organize, retrieve and circulate these materials. Today library information programs extend beyond the physical collections and buildings to the virtual world of the Internet. Today the emphasis is on the individual practioner and the concentration is on information provision in a variety of contexts. Educational programs are offered at the technical level, at the graduate and professional level, and at the research and doctoral level. The guidelines offered here primarily address the graduate and professional level.
1.Context. The library/information educational program's description and status (organizational level) should be comparable to that of other programs in the country that are engaged in vocational and professional education. For professional level preparation, the library/information educational program should be part of a degree-granting institution and instruction should be at the tertiary (university) level. Library/information programs should be eligible to offer doctoral level study on the same basis as other programs.
2. Mission. The library/information educational program's mission should be clearly stated in a publicly available formal document. The program's mission should address the purpose of the educational program in the larger political, social, economic and technical context. It should identify the constituencies being served and should be consistent with the needs of the country and, unless it is an independent, free-standing organization, the values of its parent institution.
3. Goals and Objectives. The library/information educational program should state its goals and identify specific objectives, derived from its goals, addressing philosophy, principles and methods of the program; areas of specialization; level of preparation provided; teaching, service and research values; and the perceived role of library and information services in society. The goals and objectives should be consistent with published educational policy statements from recognized official bodies (See number 7 below).
CURRICULUM
4. General. The curriculum shall consist of a unified series of courses and other educational experiences based on the program's goals and objectives. It should provide students with a theoretical framework for research and practice in the library/information field. Opportunities to gain and demonstrate professional competencies should be a part of the educational program. An awareness of professional concerns should permeate the program.
5. Public Document. The curriculum should be stated clearly in a publicly available formal document, describing the aims, content, learning outcomes, and assessment methods for each course within the program.
6. General Education. General education (outside of library and information specific courses) should be a significant component of the total education for the library/information specialist. For education at the professional level, the amount and quality of general education should be equivalent to that required for an undergraduate degree.
7. Core library/information coursework. Programs should refer to educational policy statements issued by professional, government or other associations that identify important knowledge and skill components. (Examples of such statements include those issued by the Institute of Information Science (UK), the Library Association (UK), the Special Libraries Association (US), the Medical Library Association (US), the Association of Library Service to Children (US), the Australian Library and Information Association.
8. Core Elements. Core elements include:
9. Practicum, Internship or Fieldwork. The program should incorporate appropriate means to allow students to appreciate the interplay between professional theories and their application in professional practice.
10. Transferable Skills. Methods of teaching and assessment should be designed to develop or enhance students' interpersonal communication skills, ability to work in teams, and time and task management skills. At the professional level, emphasis should be placed on developing students' analytical and problem-solving skills.
11. Continuing Education. In order to assist practicing librarians and information specialists to maintain competence in a changing society, the program should either conduct suitable workshops and short courses for the benefit of practicing librarians and information specialists or partner with other agencies in doing so. If distance learning methods of course delivery are used, the quality of the educational experience should be comparable to similar experiences offered on site.
12. Consultancy. The program's staff and students should have the opportunity of offering consulting to libraries and information agencies to develop the interplay between the educational institution and practice.
FACULTY AND STAFF
13. Academic Staff. The academic (teaching) staff should be sufficient to accomplish program objectives. The qualification of each full-time faculty member should include research-based competence in the designated teaching areas, technological awareness, effectiveness in teaching, a sustained record of scholarship, and active participation in appropriate professional associations. For teachers of programs at the professional level, a sustained record of scholarship is expected comparable to that expected of university teachers in other disciplines.
14. Faculty Appointment, Review and Promotion Policies. The educational program should have stated policies and standards for appointment, review and promotion of full-time faculty equivalent to those in comparable units. All full-time faculty should hold degrees in relevant subjects from recognized academic institutions. There should be a clearly stated policy for the continuing education and professional development of the academic teaching staff, and for reviewing the currency and relevance of courses and teaching methods.
15. Part-time faculty. Part-time faculty should be appropriately qualified and should balance and complement the teaching competencies of full-time faculty. Inputs from part-time faculty should be coordinated with the program as a whole.
16. Non-Academic Staff. Non-academic (clerical, secretarial, technical) staff should have qualifications equivalent to those of persons in comparable units. The number and kind of staff should be adequate to support the faculty in the performance of their responsibilities.
STUDENTS
17. Academic Policies. Recruitment, admission, financial aid, placement, and other academic and administrative policies for students should be consistent with the mission, goals and objectives of the educational program. The policies should reflect the needs and values of the constituencies served by the program. Policies should be publicly available.
18. Admission. Selection of students should be based on clearly stated publicly available criteria. Interest, aptitude, intellectual and educational backgrounds should be addressed in the criteria. Standards for admission should be applied consistently.
19. Program of Study. Students should have advisory assistance in constructing a coherent program of study to meet career aspirations consistent with the educational program's mission, goals and objectives. Evaluation of student achievement should be provided on a consistent and equitable basis. Student evaluation of the program should be undertaken on an annual basis.
20. Completion Requirements. A clear statement of the requirements of the educational program should appear in a formal document that is available to students and prospective students. On completion of requirements, students should be awarded a degree, diploma, or certificate suitable to their level of study.
ADMINISTRATION AND FINANCIAL SUPPORT
21. Organization. The library/information educational program should occupy a distinct position in the administrative organization plan of the institution. It should have autonomy sufficient to ensure the intellectual integrity of the program is consistent with its goals and objectives.
22. Head of Program. The head of the program should have status and authority comparable to heads of similar units in the parent institution. The head of the program should possess both academic and professional qualifications comparable to those required of faculty and administrative ability and leadership skills.
23. Governance. Decisions should be based on clearly defined and publicly stated policies. Faculty, staff, student, alumni and employer participation in governance should be encouraged. Major decisions and activities should be documented.
24. Financial Support. The educational program should have adequate financial support to develop and maintain a library and information course of study consistent with the expectations of practice and comparable to similar programs elsewhere. An annual budget should be administered by the head of the program. The level of support should relate to the number of faculty, administrative and support staff, instructional resources and facilities.
25. Planning. The program should have a clearly developed planning and evaluation process. The process should include an ongoing review of policies and procedures in light of anticipated changes in the library/information field and in the larger society. Faculty, staff, and students should be involved in the planning activity. The program should meet such educational and/or professional accreditation requirements as are the norm in the country.
INSTRUCTIONAL RESOURCES AND FACILITIES
26. Library Resources. Library resources should be of sufficient depth, quantity and accessibility to support the courses offered by the educational program and the research efforts of the faculty. These should include monographs and serial publications, in print and in electronic formats; a range of bibliographical tools to support teaching and research; and other appropriate media. A procedure for access to additional resources from other locations should be in place.
27. Information Technology Resources. Computer hardware and software and multimedia resources should be available for students and staff and be sufficient for the level of use required for coursework and faculty research.
28. Internet Resources. Adequate connections to the Internet should allow ready access to Internet resources for faculty and students. A policy regarding acceptable uses of the Internet for teaching and research emphasizing the librarian's concerns for freedom of information should be formulated and publicized.
29. Physical Facilities. The educational program's physical facilities should provide adequate space for faculty, staff and students to accomplish its objectives.
