Changes in the academic backgrounds of faculty in Library and Information Science Programs 1990-2005: implications for curriculum issues

by Stokes, Sarah W.

Abstract (Summary)
This study examines the educational backgrounds of full-time faculty members at a sample of ALA-accredited library schools in the United States. Data was gathered for 795 faculty members over a fifteen year period and changes in the composition of faculties with regard to educational background in library and information sciences were tracked.

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.

Bibliographical Information:

Advisor:Jerry D. Saye

School:University of North Carolina at Chapel Hill

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

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