Changes in the academic backgrounds of faculty in Library and Information Science Programs 1990-2005: implications for curriculum issues
The faculties of 33 library schools were studied. While the percentage of faculty with LIS doctorate degrees has increased, so has the percentage of faculty with no earned degree in LIS. This change has resulted in a sizable portion of LIS faculty coming from outside of the field, particularly in LIS schools with doctoral programs. The disciplines from which these faculty members come was analyzed over time. Implications for curriculum in LIS programs are discussed, along with recommendations for LIS programs.
Advisor:Jerry D. Saye
School Location:USA - North Carolina
Source Type:Master's Thesis
Keywords:library science – teaching schools curriculum faculty academic degrees
Date of Publication:11/16/2005