An assessment of education and continuing professional development (CPD) of academic libraries workforce in Botswana

Abstract

Purpose The purpose of this study is to assess the current level of education qualifications of the workforce working in academic libraries in Botswana. The study also aims to determine the current and required level of continuing professional development (CPD) of librarians working in academic libraries in Botswana. Design/methodology/approach The study adopted positivist research paradigm and quantitative research design using a structured questionnaire to collect data, where survey questions were developed based on existing, tested and verified NeXus1 and NeXus2 instruments developed in Australia. Findings Findings revealed that majority (41 or 35.3%) of the academic workforce in Botswana had first degree professional qualification, while those with diploma qualification were 28 or 24.1%; about a quarter of respondents had obtained master’s degree qualification. Most of the CPD activities undertaken were workshops and other workplace training programmes. While about half of the total respondents had attended conferences, less than half of them had published or presented a paper, and mentoring, that should have been given a pride of place in the libraries, largely suffers near neglect. Some knowledge and skills have been acquired on the job and have beneficial impact in the service rendered. Originality/value The study seems to be the first of its type in Botswana as a thorough search of literature did not yield any result in the field. What is more, it combines the librarians in public and private universities, colleges of education and institutes of health sciences. Recommendations generated from the findings are likely to improve the services rendered and interest of the librarians in the profession.

Academic libraries and the need for continuing professional development in Botswana

“…They were found wanting in attending formal conferences, workshops and training events, and should be supported to do so. Oladokun et al’s (2021) findings reveal that while 57 (49.1%) respondents claimed they had attended conferences, only 27 (23.3%) – less than half – had published or presented a paper. Table 8 in the present study also shows a low mean of 1.89 with regard to ‘Research and publishing in the field of study’.…”

“…Integrating the elements and benefits of both quantitative research and qualitative research, George (2021) states that mixed methods can assist in gaining a more complete picture than a stand-alone quantitative or qualitative study. This study is a continuation of Oladokun et al’s (2021) work, which used only quantitative data. The current study adopted both a quantitative and a qualitative approach.…”

“…Librarians therefore need to regularly update their knowledge to ensure promptness and efficiency in meeting the information needs of their clientele. Oladokun et al (2021) claim that a thorough search of the literature on CPD in academic libraries or librarianship generally in Botswana showed that no ostensible work has been carried out on CPD. Relatedly, Moonasar and Underwood (2018) state that the information available on the perception of the need for CPD by the LIS sector in South Africa is limited.…”

“…In their study, which evaluates the impact of academic liaison librarians on their user community, Cooke et al (2011) acknowledge that the knowledge, skills and services that appear to be most highly valued by users may not reflect those on which the greatest emphasis is placed by those who are managing library services – or who are educating future library and information science (LIS) professionals. Oladokun et al (2021) assert that the new paradigm in the information environment seems to work to keep academic librarians on their toes, even as some may find it hard to cope with the ever-changing developments. They underscore a disconcerting disconnect between the traditional education and training received by several practising librarians in developing countries and the modern-day digital and/or virtual environment.…”

Predictors of continued intention of working professionals for pursuing e-learning courses for career advancement

“…And from an academic perspective, it emerged as a dependable, robust and systematic alternative educational option. Oladokun et al (2021) observed that having education, training or professional certification did not guarantee employment; it is also crucial to be able to function well at work.…”