Where are they now? A survey of Charles Sturt University library and information management graduates

Heazlewood, Jane; Pymm, Bob; Sanders, Roy

doi:10.1080/00049670.2006.10721879

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…Salmon also tells us that "experienced participants introduced to an unfamiliar online learning platform will still go through a familiarisation, access and motivation stage" [33, p. 12]. A small case study by Hara and Kling [15] examined student reactions to studying a course wholly online. They found that student anxiety and frustration had a major effect on student learning.…”

Section: Discussionmentioning

confidence: 97%

Are we there yet? eLearning in library and information science courses in Australia

Combes

Carroll

2012

EFI

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Tertiary education in Australia has long been associated with the integration of developing technologies as a vehicle for distance education. As personal access to the Web has become more affordable, tertiary institutions have implemented wholly online courses to create flexible elearning spaces for students. While there are tangible benefits attached to online education programs, there are also disadvantages and high attrition rates. The results published in this paper are drawn from research conducted by the student sub-study group of the Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century research project. The student sub-study group explored online learning and student satisfaction with courses, course materials and delivery modes, the emotional response to online learning environments, and some of the enablers and inhibitors experienced by students studying online. Findings presented in this paper indicate that both current students and graduates felt online LIS programs were definitely on the way, but there is still room for improvement. However, the findings of this research project also need to be considered in the context of the LIS demographic, which is distinctive to the profession.

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Section: Discussionmentioning

confidence: 97%

Are we there yet? eLearning in library and information science courses in Australia

Combes

Carroll

2012

EFI

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“…Apart from these large‐scale data collections, other Australian research into the labour market outcomes and pathways of university graduates tends to be more subject and institution specific. Examples of this research include: a study of library and information management graduates at Charles Sturt University (Heazlewood et al ., 2006); analyses of Business and Commerce, and Tourism students at Monash University (Goyal and Weiler, 2006); exploration of outcomes for library and records management courses at Curtin University (Genoni et al ., 2000; Genoni and Smith, 2005); research into aspirations and experiences of teaching students from the University of Wollongong (Booth and Runge, 2005); detailed analysis of law graduates' destinations (Vignaendra, 1998); exploration of the views of graduates from the University of Melbourne (James, 2001); and a study of management students' perceptions at Victoria University (Licciardi and Miller, 2004).…”

Section: Formative Research Contextsmentioning

confidence: 99%

The Graduate Pathways Survey: New Insights on Education and Employment Outcomes Five Years after Bachelor Degree Completion

Coates

Edwards

2010

Higher Education Quarterly

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The development of a strong and vibrant knowledge-based economy is linked in direct ways with successful graduate outcomes. Building evidence-based insights on such outcomes plays an important role in shaping planning and practice.With this broad objective in mind, this article analyses findings from the Graduate Pathways Survey, the first national study in Australia of bachelor degree graduate outcomes five years after course completion. It begins by discussing key rationales and research contexts to position the study internationally and in terms of research on graduate careers, quality assurance and planning. Focus is then turned to highlighting findings from the study, which involved a census of graduates from all Australian universities. It looks at graduates' perceptions of their degree and of its relevance to their work, their pathways into study and work and their salaries and satisfaction with their jobs. The article concludes by discussing the contribution of the findings for understanding graduates' work and development, and for enhancing higher education quality and planning. New perspectives on graduate destinationsThe development of a strong and vibrant knowledge economy, an economy in which knowledge-based work and resources play a pivotal role, is closely linked to successful outcomes from university education. Ensuring that the outcomes of graduates are well understood by universities, employers, Government and potential students is crucial for Higher Education Quarterly, 0951-5224

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“…Earlier studies (Genoni & Smith, 2005;Hallam & Partridge, 2005;Heazlewood et al, 2006) suggest that graduates at that time were fairly satisfied with their courses, in terms of being relevant and developing the skills required for securing employment. Is this still the case?…”

Section: Introductionmentioning

confidence: 95%

“…Although the online delivery of LIS courses is thought to enhance LIS educational opportunities and there has been a marked trend towards this delivery mode, there is a lack of research that investigates the extent, quality and outcomes of these courses, or compares online LIS learning with other modes, such as face-to-face and blended learning. In-depth research about LIS graduate destinations in Australia is also limited and dated (Genoni & Smith, 2005;Heazlewood, Pymm, & Sanders, 2006). Findings about graduates from between eight and eleven years ago may not necessarily reflect the experiences of recent LIS graduates given rapidly changing technologies, social behaviours and employment patterns in Australia.…”

Section: Introductionmentioning

confidence: 99%

Are we there yet?

Combes¹,

Hanisch²,

Carroll³

et al. 2021

iasl

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Library and Information Science (LIS) education faces considerable opportunities and challenges in the 21st Century. Institutions must produce a range of information professionals, including teacher librarians. These future professionals must be able to respond flexibly to rapidly evolving social, economic and technological change. Multimedia elearning environments and the interactive nature afforded by Web 2.0 technologies mean that LIS programs can be delivered globally and collaboratively to an international audience. Attracting students who will take LIS and the challenges posed by a rapidly evolving information landscape into the twenty-first century, is an integral part of building strong and sustainable educational programs.

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Where are they now? A survey of Charles Sturt University library and information management graduates

Cited by 7 publications

References 10 publications

Are we there yet? eLearning in library and information science courses in Australia

Are we there yet? eLearning in library and information science courses in Australia

The Graduate Pathways Survey: New Insights on Education and Employment Outcomes Five Years after Bachelor Degree Completion

Are we there yet?

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