Discovering the contextual factors for digital library education in Vietnam

Abstract

Purpose The purpose of this paper is to discover the contextual factors affecting the development of digital library education (DLE) in Vietnam and to determine how those factors are enabling or hindering its development. Design/methodology/approach Based upon the literature and the theories of Fullan (2007), Nowlen (1988) and Rogers (2003), an initial model of contextual factors that were potentially affecting DLE development in Vietnam was developed. The model was then tested using a qualitative methodology involving interviews and focus groups with key stakeholders, along with the gathering of documentary evidence. The data were then analysed using the interactive model of Miles et al. (2014), and the initial model was then revised. Findings The initial model allowed for the depiction of potential factors, both internal and external, along with some relationships between the factors. Based on the data analysis, a revised model was developed composed of seven major contextual factors that were enabling and/or hindering DLE development in the Vietnamese context. These are grouped into three categories: external factors – government, IT infrastructure and social and cultural values; internal factors – stakeholders’ attitudes, DLE characteristics and the personal and organisational nexus; and change agents, which is both an internal and external factor. These factors had different levels of influence on DLE development and are inter-related. Originality/value No prior study has looked at contextual factors affecting DLE development in a developing country such as Vietnam.

Priorities of training of digital personnel for industry 4.0: social competencies vs technical competencies

“…(2019), Do et al (2019), Ma (2019), Adekola and Sergi (2016), Goyal et al (2017), Sergi (2019a, 2019b), Sergi (2003, Sergi et al (2012), , Wamboye et al (2016) and Wamboye et al (2015).…”

“…The educational aspects of training of digital personnel, including those regarding the set of the necessary competencies, are discussed in the works of Popkova (2017, 2019), Popkova and Sergi (2019a, 2019b), Popkova et al (2019), Sergi et al (2019), Sozinova (2019) and Sukhodolov et al (2018). The perspectives of future development of industry 4.0 in economies of the modern socio-economic systems are described in the works of Björn et al (2019), Do et al (2019), Ma (2019), Adekola and Sergi (2016), Goyal et al (2017), Popkova and Sergi (2019a, 2019b), Sergi (2003, 2019), Sergi et al (2012), Sergi et al (2019), Wamboye et al (2016) and Wamboye et al (2015).…”

An evaluation of digital library education in library and information science curriculum in Nigerian universities

“…The study by Do et al (2019) on discovering the contextual factors for digital library education in Vietnam developed a revised model composed of seven major contextual factors that were enabling and/or hindering digital library education development in the Vietnamese context. These are grouped into three categories: external factorsgovernment, IT infrastructure and social and cultural values; internal factorsstakeholders' attitudes, digital library education characteristics and the personal and organizational nexus; and change agents, which are both internal and external factors.…”

“…Specific content included digital library creation, digital collection development and copyright issues in the digital environment. Do et al (2019) noted that the IT infrastructure was an enabler for the development of digital library education. According to the authors, IT infrastructure factor was affected by the government factor because of the impact of government policies and funding for IT.…”

“…Several studies conducted in Africa have reported that there is shortage of qualified library staff and educators in ICT and the library schools are not producing enough graduates with the necessary levels of expertise (Baro, 2010;Edegbo, 2011;Chikonzo et al, 2014;Emiri, 2015;Baro et al, 2019). According to Do et al (2019), the recognition of the need for digital library education was an enabling factor for digital library education development; however, the lack of lecturers who could implement digital library education programs was a barrier for digital library education development. The authors added that the development of a national digital environment, the trends in using digital content and the need for staff to work in digital libraries, created the need for digital library education.…”