Browsing by Author "Mthembu, Mpilo Siphamandla"

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    Job requirements and challenges of LIS graduates in public libraries in Kwazulu-Natal, South Africa
    (University of Zululand, 2019) Mthembu, Mpilo Siphamandla
    This dissertation investigates job requirements and challenges of Library and Information Studies (LIS) graduates in public libraries. It is of paramount importance that a workplace recruits a workforce with requisite competencies to offer professional services. Having requisite competencies/employability skills help in keeping with the demands and challenges of the unfolding knowledge society whilst meeting the mission of the library and information services respectively. This study is aimed at investigating required competencies from LIS graduates by public libraries. The study emanates from skills gap, which is a concern to most public libraries. Skills gap relates to candidates with inappropriately skills that were placed in professional positions in some public libraries. It is also noted that drastic changes in the entire LIS market have constituted a daunting challenge, which eventually demands the revision and re-orientation of LIS curricula. Curricula revision and re-orientation is a process that cannot be achieved overnight. To understand the nature of required competencies for workforce in public libraries, the following objectives were set and investigated: to determine the job functions and requirements of the public libraries, to find out the perceptions of employers and LIS graduates on job requirements of the sector, to find out the perceptions of employers and LIS graduates about the LIS curriculum and to determine the challenges facing LIS graduates regarding their functions/duties in the work place. Post-positivism paradigm was employed through triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and survey as research methods/designs were employed. The study collected secondary data from four (4) newspapers (Sunday Times, Ilanga, Mail and Guardian and Sunday Tribune) covering a three- year period (from January 2015 to December 2017) of job advertisements. This data was collected through qualitative and quantitative content analyses. Primary data was gathered from assistant directors and LIS graduates. Semi-structured interviews were conducted with assistant directors. Structured questionnaires were administered to LIS graduates. The data collected was analysed qualitatively and quantitatively using themes, subheadings, graphics and statistics. Most advertised jobs (50%) required Grade 12, which is not a professional LIS qualification. Majority (85%) of the jobs required job experience of 1-3 years. There seem to be a knowledge gap in terms of cataloguing and classification as well as technical knowledge. v There is strong demand for generic skills, particularly computer literacy and communication skills. There is still need for new skills (51%). There seem to be no balance between theory and practice (70%). There is need for curriculum review. Employed LIS graduates face several challenges which include inadequate knowledge and skills, especially in cataloguing and classification, and information communication technologies. More practical exposure and on -job training are highly recommended. There is a strong need for development and promotion of continuing education through short courses and workshops to fill the knowledge and skill gaps. Regular curriculum review is essential to meet the rapidly changing information access and user needs. Experiential learning period should be extended and voluntary service learning needs to be encouraged. Employment of staff without tertiary qualification in LIS in public libraries requires review by Library and Information Association of South Africa (LIASA) and other stakeholders. The originality of this study emanates from its scope, subject matter and the application. The study is significant for providing theoretical background for the development of research in the following domains: public libraries, LIS curriculum and LIS graduates/professionals.
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    Research data management services in selected public universities in KwaZulu-Natal, South Africa
    (University of Zululand, 2023) Mthembu, Mpilo Siphamandla; Ocholla, D.N.
    Research data is thought to be an essential component that assists researchers in forming the foundation of research output. To increase the amount of reproducibility in research data, the data should be accompanied by extensive documentation, making it more accessible and secure. As a result of the current digital world and the resulting explosion of multidisciplinary research data, Research Data Management (RDM) comes into play. The current study aimed to investigate research data management services in selected public universities in South Africa, particularly those based in KwaZulu-Natal province. This study was underpinned by the issue of varying cultures between disciplines or departments, as well as a lack of skills and infrastructure, as major challenges impeding the provision of RDM services in most higher education institutions. In terms of theoretical foundation, this study used the Community Capability Model Framework (CCMF) in conjunction with the Digital Curation Centre (DCC) Lifecycle Model. The study used both qualitative and quantitative methodologies and followed the post-positivist paradigm. As research methods, both qualitative and quantitative case studies were used. Semi-structured interviews were conducted online via Teams and Microsoft Teams with 23 study participants (Librarians, Library Technicians, Research Directors, Deans / Deputy Deans Research, Deputy Vice-Chancellors Research, and Heads of Departments) to collect qualitative data during the COVID-19 pandemic. To collect quantitative data, questionnaires were converted into Google forms and emailed to 30 NRF-rated researchers. The findings of this study revealed that participating institutions (University of Zululand- UZ, and Durban University of Technology- DUT) are still in the early stages of providing RDM services, as (UNIZULU) has a planning department that has begun RDM in the institution, though it is not widely known, and (DUT) RDM service provision is in the pipeline, as its RDM policy is still at the draft stage. However, as regards research activities, both institutions support data creation, storage, preservation, sharing, access, use, and re-use. Both institutions also support grant applications and collaborative research as research-related activities and data services, as well as RDM and data citation. DSpace and DUT Open Scholar are institutional repositories (IRs) that are used to permanently store, manage, and archive research data such as journal articles, conference proceedings, theses, and dissertations. Unfortunately, most researchers are unaware of how long their institutions keep research data. The findings also reveal that the majority of researchers store and backup their research data on personal computers, emails, and external storage devices like USBs, external hard drives, and CDs. The RDM service is important for new researchers because it promotes research visibility, data sharing, data storage and availability for researchers, data use and re-use. Research supervisors have the potential to assist emerging researchers in locating and publishing in reputable journals. Furthermore, data sharing contributes significantly to increasing the impact and visibility of research, promoting scientific inquiry and debate, and fostering new collaborations between data users and data creators. Knowledge and skills in data management, research methodology, data curation, metadata skills, and technical skills were overemphasised as truly necessary RDM competency requirements for both staff and researchers. Fortunately, most researchers understand the importance of ethics such as citation, data sharing, data analysis, searching and retrieval, and data capture. They are, however, lacking in data management and organisation, database development, data curation and re-use, and software skills. Short RDM courses, workshops, and professional body training are all practices that could be used in institutions to develop RDM skills. Furthermore, because the vast majority of study participants had not received RDM training at their institutions, data archiving and curation training are required. The findings of the study further reveal that UNIZULU currently does not have an RDM policy that facilitates research data management, whereas DUT has a research data management policy that is still in the draft stage. In terms of infrastructure or resources, the findings revealed that UNIZULU lacks resources and well-equipped staff to provide RDM services, whereas the DUT library has adequate resources; however, whether additional resources are to support RDM practices in their institution will be determined by the actual implementation of RDM. However, teaching and research findings at DUT revealed a lack of adequate infrastructure as well as a lack of human resources or capital. There are currently no specific capacity-building programs or strategies for developing RDM skills in the institutions studied. A lack of resources or infrastructure, skilled personnel, getting researchers on board, and adoption, which is about getting people to adopt the institution's culture of managing research data, were cited as major challenges in providing the RDM service. RDM challenges may be addressed through training, workshops, and institutional policies and procedures. Finally, as viable options for developing an RDM framework for South African public universities, the study suggests RDM policy formulation, a collaboration between universities and relevant stakeholders, and a responsible group or body such as NRF and StatsSA. This study's originality and novelty stems from its scope, subject matter, and application. The study's findings can be widely used in research, teaching, and learning. Furthermore, the study can possibly inform RDM strategy and policy in South Africa and even elsewhere.