Exploring the need of knowledge management education within library and information science educational courses

Abstract

Purpose – The study aims to explore the relevance of knowledge management (KM) education within library and information science (LIS) educational courses in India. Design/methodology/approach – The study used a quantitative research approach. A Web-based questionnaire survey was designed and distributed through FreeOnlineSurveys.com for the collection of data. A link for attending the survey was sent via electronic mail to the teachers (95 in numbers) of 65 LIS schools. A total of 43 responses (approximately 45 per cent) were received. Findings – The findings show that there is a strong interest among LIS community towards the inclusion of KM education within LIS educational courses to impart the knowledge and skills related to KM among LIS students, and to facilitate their entry into the KM job market. Most of the respondents believe that a curriculum which embodies core elements of LIS, management and information systems and technology would best meet the needs of LIS students for their involvement in KM activities. Practical implications – Findings of the present study may be used as the groundwork for the revision of current LIS educational courses as well as the revision of LIS curricula to impart the knowledge and skills-related to KM among LIS students for working in KM environment. Originality/value – As no empirical study on the relevance of KM education to LIS professionals in India has been carried out before, this study closes this gap and provides a framework to modify existing LIS courses or curricula to fulfil the requirement of KM competencies of LIS students.

Professional Competencies of Canadian LIS Graduates

“…On a national level, studies of librarian professional competencies have been done in Pakistan (Khan & Mahmood, 2013;Ismail & Khan, 2021), India and South Asia (Kaur, 2015;Yadav, 2022), the United States (Goodsett & Koziura, 2016;Saunders, 2019;Hu et al, 2022;Saunders, 2015); Japan (Toshimori, Mizoue, & Matsumoto 2011), and South Africa (Bothma & Britz, 2000). There has also been a focus on competencies related to specific information work including competencies for data professionals (Kim, 2016;Harris-Pierce & Quan Lui, 2012), health information professionals (Pandolfelli, et al;, and knowledge management (Husain & Nazim, 2015) workers.…”

Educational perspective on interreligious relations among Muslims, Christians and Kaharingan adherents in Central Kalimantan, Indonesia

“…Several previous studies were used as references in this research separately, such as interreligious relations by O'Sullivan (2017); Cranenburgh et al (2014), Clark and Button (2011); Ahamer et al (2011), Naja and Baytiyeh (2016); Ljujic et al (2017), Miller (2017. Educational perspective by Lehner andWurzenberger (2013), McKenna et al (2017); Tyurina and Troyanskaya (2017); Curs eu et al (2012); Beck (2017), Patnaik et al (2013); Husain and Nazim (2015), Aharony (2014). The originality for this paper shows the comprehensively interreligious relations among Muslims, Christians and Kaharingan Adherents in Central Kalimantan, Indonesia: an educational perspective.…”