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The study aimed to investigate the library use and user satisfaction of postgraduate students in the School of Social Sciences regarding the service quality at the University of KwaZulu-Natal Pietermaritzburg Campus's Cecil Renaud Main (CRM) Library. The study investigated postgraduate students' usage of and satisfaction with the library as an environment for reading, studying and conducting research. The study's objectives are to determine the level of satisfaction of postgraduate students with the library. The study also sought to examine postgraduate students' library use. The study employed a quantitative research method, with a survey research design. Its population comprised the postgraduate students in the School of Social Sciences in the College of Humanities at the University of KwaZulu-Natal's Pietermaritzburg Campus. The overall response of the postgraduate students indicated that they were satisfied with most of the services. The study found that the majority of the students were satisfied with the information skills needed for studies. However, the study found a few honours, master's and PhD degree students who were dissatisfied. In terms of the library support for reading, research and studying, the study found high levels of satisfaction. Concerning access to information, the study found that the majority of students were satisfied with the access to information, but there were a few dissatisfied students from honours, master's and PhD levels. The study found that concerning the library facilities, the majority of the students were satisfied with what was provided for them. A few students were dissatisfied, especially honours and master's degree students. Regarding the overall quality of the services provided by CRM library, the study found that most of the students were satisfied with the overall quality while the few dissatisfied students were from the honours and master's programmes. [ABSTRACT FROM AUTHOR]

Inaccuracy in manual referencing of information sources in scientific papers resulted in the development of reference management software (RMS) for academics, researchers, scholars, and students. It is crucial to constantly assess the use of this software for decision making regarding sustained software purchasing and subscriptions. This study sought to identify factors that influence the choice and usage of RMS among postgraduate students in the Faculty of Humanities at the University of Limpopo. Stratified random sampling was employed to arrive at 244 participants. A questionnaire was used as data collection instrument. The study found that the majority of respondents have used RMS before. The respondents used RefWorks and Mendeley, because they were familiar with these packages and because they had received training on how to use them. As such, product knowledge, experience, and skills in using RMS are associated with their popularity and usage. It was also found that postgraduate students use RMS for basic purposes, such as saving and organising citations for easy retrieval and for creating bibliographic lists in a preferred referencing style, as well as for exporting citations from subject databases. Based on the findings, the study recommends intensified and more advanced training on RMS to ensure optimal utilisation of RMS by postgraduate students in general. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate the level of use of electronic resources (e-resources) by postgraduate students at the University of Zululand in South Africa. The theoretical basis of the study was informed by the Technology Acceptance Model proposed by Davis in 1989. The study adopted a post-positivist research paradigm to enable numerous perspectives by using both quantitative and qualitative research approaches. A total of 66 questionnaires were sent to postgraduate students and 46 (70%) were returned. In addition, interviews were conducted with eight information librarians and two e-resource librarians from the University of Zululand. The study revealed that the use of the library by postgraduate students at the University of Zululand was exceptionally high. In the same vein, the level of awareness about the availability of e-resources was high. Librarians and postgraduate students were able to identify the different types of e-resource available at the University of Zululand library. Electronic databases and electronic journals (e-journals) were highly used, but electronic books (e-books), electronic catalogues (ecatalogues), and CD-ROMs were rarely used. The marketing methods of eresources include departmental and faculty conferences. The study unveiled a limited budget and inadequate functional computers as challenges that hinder the effective use of e-resources by postgraduate students. The study recommends that the management of the University of Zululand increase the budget for e-resources. The institution should also consider seeking funds to purchase additional computers and expanding the computer laboratory to accommodate a larger number of postgraduate students. [ABSTRACT FROM AUTHOR]

The preference for online bookstores is increasing among students. However, research that focuses on online bookstores has not been given attention in the Nigerian university context. This study examined the patronage of online bookstores by postgraduate students at Nigerian universities. A survey design was adopted using a questionnaire to collect data from 969 postgraduate students selected from twelve universities from the South-west and South-south regions. Six research questions were developed. The findings reveal that Amazon is the online bookstore most often patronised by Nigerian postgraduate students. The books ordered most often are textbooks, works of fiction, and reference books. The factors driving patronage of online bookstores are convenience, the wide range of products available, the opportunity to purchase anytime and anywhere, the ability to save time, and cost advantages. Culture and censorship do not have an impact on the patronage of online bookstores. Overall, postgraduate students are satisfied with their experience of online bookstores, although the challenges include internet connectivity, long waiting times for delivery of ordered books, inadequate ICT skills, limited access to computers with internet access, loss of ordered books during transit, and the risks inherent in paying for books ordered online. Since only one bookstore in this study, Ikasuwa, is based in Nigeria, it is recommended that Nigerian bookstores and booksellers create online platforms to reach out to customers. [ABSTRACT FROM AUTHOR]

The advent of information and communication technologies (ICTs) has revolutionised how library resources are made and transmitted to end-users. It has effectively improved the standard of education and research in tertiary institutions worldwide by providing various essential resources, including ebooks, journals and databases. However, it has been observed that students still abstain from making the best usage of the digital library, instead using search engines rather than institutional digital libraries. This study investigated the factors influencing the behavioural intention of postgraduate (PG) students to use electronic information resources (EIRs). The Unified Theory of Acceptance of Technology (UTAUT) model was adopted. A cross-sectional research design was used to assess the factors influencing the use of EIRs. A sample of 362 PG students was determined using a Monte Carlo simulation approach. Data were collected from participants via the administration of 400 copies of the questionnaire. Confirmatory Factor Analysis (CFA) and the Covariance-Based Structural Equation Modelling (CB-SEM) were used to analyse data collected. The findings revealed that performance expectancy (PE) and effort expectancy (EE) were the two constructs that influenced PG students' behavioural intention to use EIRs. In contrast, social influence (SI) and facilitating condition (FC) did not change the PG students' behavioural plan to use EIRs. The study recommended the need for adequate training for postgraduate (PG) students on the obligation to accept and use EIRs. [ABSTRACT FROM AUTHOR]

Institutional repositories (IRs) play an essential role in preserving universities' intellectual output, enhancing access to research, and increasing the visibility of scholars and their institutions. IRs are therefore expected to be accepted and optimally utilised by scholars. However, the literature reveals that IRs are growing at a slower pace than anticipated, and that it has not been easy to convince faculty members to contribute their work to IRs. Therefore, this study examined the awareness of the faculty and postgraduate students at the University of Swaziland (UNISWA) of their IR, and also assessed their attitudes to using their IR. The study was underpinned by the post-positivist paradigm, and the quantitative research approach was used. The study adopted a survey design with questionnaires administered to the faculty and postgraduate students. The results of the study revealed that most of UNISWA's faculty knew about the existence of the IR, whereas the majority of the postgraduate students were not aware of it. It was established that the most popular sources of hearing about the IR were colleagues, institutional emails, and seminars and/or workshops. The results further revealed that even though the majority of the faculty was aware of the IR, very few contributed their research. The reasons cited for the poor uptake of the university's IR included lack of awareness, few or no publications to contribute, and no time to access the IR due to heavy workloads. The faculty and postgraduate students also preferred to be assisted by librarians in archiving content in the IR. The issues discussed in this article have implications for the enhancement of research, practice, and policy in the context of developing countries. [ABSTRACT FROM AUTHOR]

The increased number of postgraduate students has contributed to an increased need for competent researchers locally and internationally. This raises questions about the supervisor's competency and need for training on the one hand and the competency and preparedness of the registered postgraduate student on the other. Eleven supervisors from a school of nursing participated in a nominal group discussion in an attempt to identify the problems experienced in their supervisory practice. The highest ranked problems identified were the need for training for themselves, students' lack of critical thinking skills and knowledge regarding the scope of postgraduate studies, the high workload of supervisors and the level of language proficiency of students. The conclusion was that compulsory, content-focused educational programmes should be created to provide supervisors with the knowledge and skills required for the supervisory task. Managing their high workload requires supervisors to apply aspects of project management, time management and additional supervisory styles, and these topics should form part of these educational programmes. These programmes must also include elements such as assisting and/or referring students who lack critical thinking skills, language proficiency, computer literacy as well as general preparedness for postgraduate studies for comprehensive assistance. [ABSTRACT FROM AUTHOR]

The Science Made Sensible (SMS) programme began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this programme, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquiry-based, hands-on activities. Due to the success of the SMS programme in Miami, it was extended internationally. The SMS team (two Miami Grade 6/7 science teachers and two UM postgraduate students), 195 learners, and five South African teachers at two primary schools in Pretoria, South Africa, participated in this study. A quantitative research design was employed, and learners, teachers and UM postgraduate students used questionnaires to evaluate the SMS programme. The results show that the SMS team was successful in reaching the SMS goals in these South African schools. More than 90% of the learners are of opinion that the SMS team from the USA made them more interested in the natural sciences and fostered an appreciation for the natural sciences. All the South African teachers plan to adopt and adapt some of the pedagogical strategies they learned from the SMS team. This article includes a discussion about the benefits of inquiry-based learning and the similarities and dissimilarities of USA and South Africa’s teaching methods in the science classrooms. [ABSTRACT FROM AUTHOR]