Search

This is the second of two articles that reports aspects of a study that was undertaken to assess the information industry and job market needs that the curriculum of the proposed programme must target. The first article specified the research problem and objectives, reviewed some key definitions and methodologies that were used, and the findings, lessons and conclusions obtained from the content analyses of curriculum development literature and the curricula of operational programmes in the related fields of information science, information systems, information technology, information management, library science, and library and information studies. This second article presents findings, lessons and conclusions from market surveys that were undertaken to assess curriculum and job market needs in the Nigerian setting. (Contains 6 tables.) [For Part 1, see EJ1001898.]

Training programmes for the information professions worldwide have been shifting and diversifying the scope of their claimed domains and curricula in order to empower their graduates with diverse knowledge and versatile technical skills required to compete successfully in the highly competitive job markets in the information industries. In line with this trend, and after running its flagship Master of Information Science (MInfSc) programme for more than 20 years, the Africa Regional Centre for Information Science, Nigeria, undertook a comprehensive study in order to gain new understanding of trends in curriculum design for information science and technology education. The first part of the study reviewed existing literature and curricula worldwide concerning education for information science and its related fields. The second part surveyed potential employers of information science and technology graduates in the Nigerian public and private sectors, and of graduates and current students of the MInfSc programme. This Part One of this paper reports on findings from the first part, while Part Two reports the findings from the second part. (Contains 1 figure.)

Training programmes for the information professions worldwide have been shifting and diversifying the scope of their claimed domains and curricula in order to empower their graduates with diverse knowledge and versatile technical skills required to compete successfully in the highly competitive job markets in the information industries. In line with this trend, and after running its flagship Master of Information Science (MInfSc) programme for more than 20 years, the Africa Regional Centre for Information Science, Nigeria, undertook a comprehensive study in order to gain new understanding of trends in curriculum design for information science and technology education. The first part of the study reviewed existing literature and curricula worldwide concerning education for information science and its related fields. The second part surveyed potential employers of information science and technology graduates in the Nigerian public and private sectors, and of graduates and current students of the MInfSc programme. This Part One of this paper reports on findings from the first part, while Part Two reports the findings from the second part. [ABSTRACT FROM AUTHOR]

This is the second of two articles that reports aspects of a study that was undertaken to assess the information industry and job market needs that the curriculum of the proposed programme must target. The first article specified the research problem and objectives, reviewed some key definitions and methodologies that were used, and the findings, lessons and conclusions obtained from the content analyses of curriculum development literature and the curricula of operational programmes in the related fields of information science, information systems, information technology, information management, library science, and library and information studies. This second article presents findings, lessons and conclusions from market surveys that were undertaken to assess curriculum and job market needs in the Nigerian setting. [ABSTRACT FROM AUTHOR]