PurposeThis study explores the learning and career motivation of the students who have chosen archival studies as their major in their master's degree programs, which has scant prior research.Design/methodology/approachThe authors use a qualitative interview method to investigate the students' opinions and underlying reasons. Nine students from the University of Hong Kong (HKU) and University of British Columbia (UBC), both members of the iSchools, were interviewed. Considering the responses and research questions, the authors applied content analysis techniques to summarize data gathering from interviews into five themes to better interpret the meanings behind them.FindingsDespite different development stages of archives sectors in Hong Kong and Canada, the learning and career motivation factors of these students from both universities share some similar characteristics and can also be divided into intrinsic factors (such as personal interests, personalities) and extrinsic factors (such as prior working experience, working environment, nature of archives work and development of the archives field). Both intrinsic and extrinsic factors significantly influenced them in choosing archival studies as major in their graduate studies.Practical implicationsThese findings can help educators and professions review and improve the curricula as well as promote the profession to the public and attract more people to pursue their studies in the archives field.Originality/valueScant studies discussed the career development and education motivation of archivists, especially related to Asia.
PurposeArchival studies have long been a critical part of information education around the world. This paper attempts to provide a worldwide overview of archival education among main information schools worldwide and find out their similarity and differences to suggest measures for the development of archival education.Design/methodology/approachQuantitative research is conducted including ten elements of the iSchools' archival education which are (1) geographical distribution, (2) names of degrees, (3) names of concentration/specialization, (4) names of academic units offering the programs, (5) levels of academic units offering the programs, (6) study mode, (7) credit requirement for program completion, (8) percentage of required credits, (9) capstone requirements and (10) other accreditations. Programs among different regions are compared.FindingsThe study found that 43 out of 96 iSchool members from 13 countries/regions offer a total of 45 master's level archival education, and most of them are from North America. Both similarities and differences among the schools are identified and discussed.Practical implicationsThis study’s findings suggest that iSchools may explore the possibility of organizing more conferences and forums to exchange ideas on archival studies and education issues. The iSchool community could contribute to this traditional field by attracting more members worldwide and cooperating with other accreditation organizations of archival education.Originality/valueMost research on archival education focuses on just regional or country-based issues, and scant research explores a global view.
PurposeAdvancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.Design/methodology/approachData from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.FindingsA majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.Originality/valueScant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.
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