Results
4. Results
4.1. Subject and topic coverage within the teaching of IM
4.1.1. Topic and subject coverage by course
In total, the topic and subject coverage of 218 modules, from 13 courses, were
considered within this project. From the sample, it was possible to identify 39 separate
topics and subjects that are taught within IM courses within the UK. The last of the topic
and subject categories was that of ‘Other;’ included within which, were those topics
which were found to be taught only within one module, within one course. Examples of
such topics and subjects were: ‘Complexity and chaos;’ ‘Geovisualisation;’ and
‘Information warfare and security.’
A contingency table showing the coverage of the 39 topics and subjects within the
courses sampled is available in Appendix 4. As can be seen, the majority of the identified
topics and subjects are covered within over half of all the courses, with only 9 topics
being covered in 46% of the courses, or less. There are however, only three topics which
are covered by all 13 courses, these being: ‘Knowledge and use of ICTs;’ ‘Project
Management;’ and ‘Research design and methods.’ From the table it can be seen that of
these three topics, it is ‘Research design and methods’ that is taught within the core
modules of all but one of the courses considered; whereas, ‘Knowledge and use of ICTs’
and ‘Project Management’ are taught within the core modules of 9 of the 13 courses.
Other topics which are taught within this number of courses, within core modules, are
‘Information Retrieval,’ and ‘Use of Information Systems;’ these two topics being taught
within a total of 12 of the 13 courses overall.
40
Results
4.1.2. Comparison of topic and subject coverage by course and by University
As recommendations have been made for CILIP to accredit institutions as providers of
professional information education, rather than accrediting their individual courses, it was
thought of interest to compare the coverage of topics and subjects within courses against
their coverage within Universities. This comparison is shown within the following graphs.
All 39 topics and subjects identified have been grouped within the three areas of the
CILIP BPK, with each of the three graphs representing a separate area.
100
% of courses covering topic/ subject
90
% of Universities covering topic/ subject
80
70
%
60
50
40
30
20
10
U
se
ri
U
se
In
fo
rm
at
of
nf
io
or
In
n
fo
In
m
re
rm
fo
at
tr
rm Info
io
a
iev
t
n
rm
D
i
at
o
a
ne
at
n
io
a
ab
ed
tio
Sy l
n
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a
s
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te
&
st
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em pro
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gn
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/m
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an
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dl
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rs
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elo
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aly
en
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e
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an
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vi
d
ow / m
Se
pr
an ces
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r
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l
e
e
v
ag
se
po
ice
dg
eb
em
nt
e
rt
pl
sit
at
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an
en
a
i
e
a
o
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ce
t
na
n
&
i
/r
ng
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ge
in
ol
/
m
tr
nu
de
e
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an
m
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ve
e
t
e
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ric
lo
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d
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pm
al/
rm esig
Re
en
te
n/
at
t
xt
co
de
io
ua
rd
n
v
l
e
sm
&
da
Kn lop
ta
C
an
ol
ow me
ag
lec
n
e
m
tio ledg t/ m
en
e
n
a
t
n
to
de
ag
ve
em
an
lo
en
pm org
t
an
en
sia
t/
t
m
In
an ion
fo
a
rm
ge
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rg
m
at
en
an
io
isa
t
n
L
tio
ite
na
ra
li
cy
nf
o
ne
ed
s
0
Topics/ subjects
Figure 3: Graph to show percentage of courses compared to the percentage of Universities
covering topics and subjects as grouped under the Core Schema area of the CILIP BPK.
41
Results
As can be seen, the majority of topics and subjects within IM teaching, as grouped within
the Core Schema, are covered to the same extent at both course and University level,
with only small discrepancies in the percentage of coverage present. However, a larger
percentage discrepancy can be seen with a small number of topics. ‘Handling, analysis and
presentation of numerical/ textual data,’ ‘Importance/ role of information and knowledge
to an organisation,’ and ‘Organisational information needs,’ can be seen to be covered to
a greater extent at University than course level. Similarly, ‘Information Literacy’ is
covered to a greater extent at course level rather than at University level.
100
% of courses covering topic/ subject
90
% of Universities covering topic/ subject
80
70
60
%
50
40
30
20
10
ve
rn
an
flo
w
go
&
io
n
at
rm
sc
ip
lin
In
fo
di
Topics/ subjects
of
rn
al
e
y
ud
at
Kn
ow
led
ge
in
&
io
n
at
rm
fo
In
&
un
de
rs
ta
nd
in
g
of
ex
te
St
In
fo
rm
e
in
&
nv
so
p
iro
cie
ro
fo
rm
f
ty
nm
es
at
s
en
io
io
n
ts
n
al
m
in
pr
an
flu
ac
ag
en
tic
em
cin
e
en
g
or
tw
ga
ith
Pr
ni
sa
in
ac
t..
tic
a
.
sp
al
ec
w
ial
or
ist
k
pl
su
ac
bj
em
ec
St
en
t
ud
t
/e
y
of
xp
sp
er
ec
ien
ific
ce
lib
ra
ry
se
ct
or
s
ce
ns
tio
ies
eg
es
,s
tr
at
lic
i
po
io
n
&
led
ge
Kn
ow
or
ga
ni
sa
of
st
an
di
ng
un
de
r
Ac
ts
,L
aw
sa
nd
st
an
da
rd
s
0
Figure 4: Graph to show percentage of courses
compared to the percentage of Universities covering
topics and subjects as grouped under the Applications
environment area of the CILIP BPK.
42
Results
As with the first topic group, only small discrepancies in coverage at course and at
University level seem to be present within the majority of the identified topics and
subjects, as grouped within the Applications environment. However, a large discrepancy
can be seen within the number of Universities covering ‘Information policies, strategies
and governance,’ over the number of courses covering the same topic. Discrepancies are
also present in the percentage of Universities covering the ‘Study of discipline and
professional practice’ over courses; and the number of courses covering ‘Information and
IM within a specialist subject,’ over Universities.
100
% of courses covering topic/ subject
90
% of Universities covering topic/ subject
80
70
60
%
50
40
30
20
10
oj
Pr
Re
s
Kn
ow
led
ge
&
us
e
o
ec
ea
t m f IC
Ts
rc
an
h
Ad
ag
de
va
em
sig
nc
en
n
ed
&
t
kn
m
et
ow
ho
led
M
ds
H
a
g
na
e
um
o
g
fI
em
an
C
en
re
Ts
s
t
ou
Se
(g
e
r
ar
ce
ne
ch
ra
m
in
l)
an
gi
a
nt
g
em
er
ne
en
t/
t
da
ta
O
ba
th
se
Fin
er
s
/s
an
o
cia
ur
lm
ce
C
C
lie
s
an
ha
nt
a
ge
ng
/u
m
e
se
en
m
Pr
re
an
t
o
m
du
a
ge
ot
ca
m
io
tio
en
n/
n/
t
m
tr
ar
a
k
i
Eni
et
bu
ng
in
g
sin
&
es
su
s/
pp
eor
t
co
m
Bu
m
sin
er
c
es
sA e
na
lys
is
0
Topics/ subjects
Figure 5: Graph to show percentage of courses compared to the percentage of Universities
covering topics and subjects as grouped under the Generic and transferable skills area of the
CILIP BPK.
43
Results
Larger discrepancies can be seen in the coverage at course and at University level, of
topics and subjects as grouped within the Generic and transferable skills area of the CILIP
BPK. As would be expected, the three topics of ‘Knowledge and use of ICTs,’ ‘Project
Management,’ and ‘Research design and methods;’ are covered by all Universities, as they
were covered by all courses. However, of the 11 remaining topics, only the coverage of
‘Management,’ and ‘Human Resource Management,’ can be seen to be similar between
courses and Universities.
4.1.3. Comparison of topic and subject coverage by course level
IM was found to be taught at both Undergraduate and Postgraduate level. However, of
the 13 courses considered, over twice as many Postgraduate courses were identified as
Undergraduate courses. The Bologna Declaration (1999) established that it was the
Undergraduate course completed at the first cycle which was to be relevant to the
European labour market whereas, completion of a Postgraduate course at the second
cycle was for the purposes of achieving a master’s qualification. However, within
librarianship and information science education this is not always the arrangement
(Audunson, 2005; Kajberg & Lørring, 2005; Broady-Preston, 2007; Johnson, 2007; Tedd,
2008). It was therefore, thought of interest to compare the coverage of topics and
subjects within Undergraduate courses against the coverage within Postgraduate courses.
The following graphs show this comparison.
44
Results
100
% of UG courses covering
topic/ subject
90
% of PG courses covering
topic/ subject
80
70
%
60
50
40
30
20
10
Da
tab
ase
atio
des
np
ign
rod
Inf
orm
/m
uct
ana
s, s
atio
gem
o
nS
urc
ent
yst
e
s
em
and
des
Inf
ser
ign
orm
vic
/
es
d
Im
atio
eve
po
nr
lop
r ta
etr
me
nce
iev
nt/
/ ro
Us
al
ma
eo
Us
le o
n
e
f In
age
r in
f In
for
me
for
for
ma
nt
ma
ma
tio
tio
tio
nS
nn
n&
yst
eed
Kn
em
s&
ow
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led
beh
ge
a
vio
to
W
urs
an
eb
o
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site
rga
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o
nsi
wle
nd
&i
atio
Ser
ling
ntr
dge
vic
, an
ane
n
m
e
aly
td
ana
pla
sis
esi
g
n
em
nin
gn/
and
ent
g/ d
dev
pre
e
elo
vel
sen
op
pm
tat
me
ent
ion
nt
/m
of
a
nu
n
age
me
me
ric
nt
al/
tex
t
u
Inf
al d
orm
ata
atio
Or
nL
gan
ite
isa
rac
tio
y
n
Co
al i
n
llec
Re
f
o
tio
cor
nee
nd
ds
ds
eve
ma
nag
lop
me
em
nt/
ent
ma
nag
em
ent
0
Inf
orm
Topics/ subjects
Figure 6: Graph to show percentage of Undergraduate courses compared to the percentage of
Postgraduate courses covering topics and subjects as grouped under the Core Schema area of the
CILIP BPK.
As can be seen from the graph there is very little consistency between the coverage of
the identified topics and subjects between the Undergraduate, and Postgraduate courses.
Of the 15 identified topics, it can be seen that whereas 6 are covered by all of the
Undergraduate courses, none of the identified topics and subjects can be shown to be
covered by all of the Postgraduate courses. Also, where ‘Collection development and
45
Results
management,’ is covered within just under half of the Postgraduate courses, none of the
Undergraduate courses cover the subject.
100
% of UG courses covering topic/
subject
% of PG courses covering topic/
subject
90
80
70
60
%
50
40
30
20
10
rs
se
ct
o
ice
ra
ct
ud
y
sc
ip
di
ry
ra
lib
ud
y
of
St
lin
e
of
&
sp
pr
of
cin
en
flu
in
ts
ec
ific
g
es
sio
or
ga
n
na
lp
isa
tio
rn
an
c
ns
e
t
go
ve
ies
eg
nm
en
nv
iro
le
Topic/ subjects
St
or
In
f
Kn
ow
led
ge
&
In
f
or
un
de
m
at
rs
ta
nd
io
n
&
in
g
in
of
fo
ex
te
rn
a
m
at
io
n
po
lic
ies
,s
tr
at
a
in
ith
w
en
t
an
ag
em
&
ts
ub
er
ie
sp
ec
ial
is
en
t
em
ac
pl
or
k
m
io
n
at
rm
jec
e
nc
ns
/e
xp
isa
or
ga
n
of
Pr
ac
tic
a
lw
de
r
un
&
ge
Kn
ow
led
tio
iet
so
c
g
in
st
an
d
m
at
In
fo
r
Ac
ts
,L
aw
io
n
sa
nd
flo
w
in
st
an
d
ar
ds
y
0
Figure 7: Graph to show percentage of Undergraduate courses compared to the percentage of
Postgraduate courses covering topics and subjects as grouped under the Applications
environment area of the CILIP BPK.
Again it can be seen that there is little consistency between the coverage of identified
topics and subjects by Undergraduate, and Postgraduate courses. Of the 9 identified
46
Results
topics, 3 can be seen to be covered by all Undergraduate courses, whereas again, none of
the identified topics are covered by all of the Postgraduate courses.
100
% of UG courses covering topic/ subject
90
% of PG courses covering topic/ subject
80
70
%
60
50
40
30
20
10
ysi
s
nal
r
nes
sA
Ot
he
Topics/ subjects
i nt
ern
ing
Sea
r ch
Bu
si
tho
ds
ase
s/ s
Fin
ou
anc
rce
Hu
ia l
s
ma
ma
nr
nag
eso
em
urc
ent
e
Cli
ma
ent
nag
Ma
/u
em
nag
ser
ent
em
edu
ent
c at
(ge
ion
ner
/ tr
al)
ain
ing
&
Pro
sup
po
mo
rt
tio
n/
ma
rke
Ch
t in
ang
g
em
a
E-b
nag
usi
em
nes
ent
s/ e
-co
mm
erc
e
et/
dat
ab
me
gn
&
nag
arc
h
des
i
ma
Re
se
Pro
j
ect
se
o
f IC
em
e
Ts
s
ICT
&u
of
ge
Kn
ow
led
ge
wle
d
kno
ed
Ad
van
c
nt
0
Figure 8: Graph to show percentage of Undergraduate courses compared to the percentage of
Postgraduate courses covering topics and subjects as grouped under the Generic and transferable
skills area of the CILIP BPK.
More consistency can be seen between the coverage of topics and subjects grouped
within the Generic and transferable skills area of the CILIP BPK, than within the other
groupings. Consistency can again be seen between the coverage of topics within the
Undergraduate courses, and of the 5 topics covered by all Undergraduate courses, 3 of
these are also covered by all Postgraduate courses. These subjects however, are those
47
Results
highlighted within the previous section, these being: ‘Knowledge and use of ICTs;’ ‘Project
Management;’ and ‘Research design and methods.’ Only a small discrepancy in coverage of
‘Management (general)’ can be seen between the Undergraduate and Postgraduate
courses, and although represented by a small number of courses at either level,
consistency is present with the coverage of ‘E- business/ e- commerce.’ However, there is
a large discrepancy with the coverage of ‘Other’ topics between course levels, with
almost 90% of Postgraduate courses offering topics outside of the identified categories,
against just over 20% of Undergraduate courses. There are also a small number of
Postgraduate courses covering ‘Business Analysis,’ yet none of the Undergraduate courses
cover this topic.
4.1.4. Comparison of topic and subject coverage by CILIP accredited and nonCILIP accredited courses
The coverage of topics and subjects within the 10 CILIP accredited courses sampled was
compared to the coverage of topics and subjects within the 3 courses not accredited by
CILIP. This was to identify whether consistency was present within the teaching of IM
within these CILIP accredited courses, and to identify any differences that may occur
against the IM teaching within those courses which were not CILIP accredited. This
comparison is shown within the graphs below.
48
Results
100
90
% of CILIP
accredited courses
80
% of non- CILIP
accredited courses
70
%
60
50
40
30
20
10
net
Topics/ subjects
ling,
Han
d
We
b sit
e&
intr
a
Syst
tion
ice
eme
plan
nt
n
i
n
d
g/ d
esig
anal
evel
n/ d
ysis
opm
eve
and
lopm
ent
pres
ent/
enta
man
tion
agem
of n
ume
ent
rica
l/ te
xt ua
Imp
l da
orta
I
ta
C
n
f
olle
orm
nce
ctio
/ ro
a
tion
n de
le o
Lite
f Inf
velo
racy
orm
pme
atio
nt/ m
n&
anag
Kno
eme
wle
nt
dge
to a
n or
Org
gans
a ni s
...
atio
nal
info
nee
ds
ent
Serv
Rec
ord
sm
anag
agem
nt
Kno
wle
dge
man
agem
em
d
esig
n
/ de
velo
pme
nt / m
man
sign
/
abas
e de
Dat
anag
eme
ent
urs
avio
beh
ems
Syst
Use
r
info
rm a
tion
nee
ds &
retr
Use
of In
f
orm
atio
n
tion
rma
Info
Info
rma
Info
rma
tion
pro
duc
ts, s
our
ces
and
s
ervi
ces
ieva
l
0
Figure 9: Graph to show percentage of CILIP accredited courses compared to the percentage of
non-CILIP accredited courses covering topics and subjects as grouped under the Core Schema
area of the CILIP BPK.
As can be seen, there is no complete consistency between the coverage of identified
topics within the CILIP accredited courses. Consistency is greatest within the topics of
‘Information products, sources and services;’ ‘Information Retrieval;’ ‘Use of Information
Systems;’ and ‘User information needs and behaviours;’ where 9 of the 10 courses include
these topics within their teaching. Consistency seems to be greater within the non-CILIP
accredited courses, with all 3 courses covering 7 of the 15 topics within their content.
49
Results
There are a number of discrepancies between topic coverage within the CILIP accredited
and non-CILIP accredited courses. However, there are only minor discrepancies between
coverage of 3 topics: ‘Service planning and development;’ ‘Collection development and
management;’ and ‘Organisational information needs;’ although, the latter two topics are
only covered by a small number of courses of either accreditation type. ‘Information
Literacy’ is a topic only covered within CILIP accredited courses but only 4 of the CILIP
accredited courses actually cover this topic.
100
% of CILIP accredited
courses
90
% of non- CILIP
accredited courses
80
70
60
%
50
40
30
20
10
rs
ys
rar
ex
fs
pe
cif
ic
lib
t/
en
Stu
dy
o
lac
em
wo
ca
l
ac
ti
ow
led
ge
&
un
de
rst
a
Pr
ec
to
rie
nc
e
pe
nc
lue
rk
p
iro
nv
rn
al
e
xte
fe
nd
ing
o
inf
nm
en
ts
ies
teg
str
a
cie
s,
oli
tio
np
ma
in.
..
an
ve
rn
go
&
l ow
tio
nf
Inf
or
ma
or
Inf
ce
ty
oc
ie
in
s
su
list
cia
sp
e
wi
thi
na
me
nt
bje
ct
ce
pr
ac
ti
al
ssi
on
ofe
pr
ge
Topics/ subjects
Kn
Inf
or
ma
ti
on
&
inf
or
ma
tio
Stu
dy
o
nm
an
a
fd
isc
ipl
ine
&
de
rst
an
d
&
un
Ac
ts,
led
ge
Kn
ow
ga
nis
ing
La
ws
of
an
or
ds
tan
da
rd
ati
on
s
s
0
Figure 10: Graph to show percentage of CILIP accredited courses compared to the percentage of
non-CILIP accredited courses covering topics and subjects as grouped under the Applications
Environment area of the CILIP BPK.
50
Results
Within this graph it can be seen that unlike the previous topic grouping, there is
consistency within the CILIP accredited courses, with all courses teaching two identified
topics: ‘Acts, laws and standards;’ and ‘Knowledge and understanding of organisations.’
Within this grouping there is also only consistency between the non-CILIP accredited
courses within the teaching of one identified topic, ‘Information policies, strategies and
governance.’ All but two topics have large discrepancies within their coverage between
the two course types; and two other topics- ‘Information and IM within a specialist
subject’ and ‘Study of specific library sectors’- are only considered within CILIP accredited
courses.
100
% of CILIP accredited courses
90
% of non- CILIP accredited
courses
80
70
60
%
50
40
30
20
10
ct
m
je
ea
rc
Pr
o
Re
s
Kn
ow
le
dg
e
&
us
e
of
IC
Ts
an
Ad
h
ag
de
va
em
sig
nc
en
n
ed
&
t
kn
m
ow
et
ho
le
ds
dg
C
ha
e
of
ng
e
IC
m
Ts
Fin
H
a
n
an
um
a
g
cia
em
an
lm
en
re
an
t
so
a
ur
ge
ce
m
en
m
M
an
an
t
a
ag
ge
em
m
en
en
t
t
Se
(g
en
ar
ch
er
C
Pr
in
al)
lie
g
o
m
nt
in
ot
te
/u
O
rn
io
th
se
n/
et
er
re
/d
m
du
a
a
rk
t
ca
et
tio abas
in
e
n/
g
s
/s
tr
ou
ain
Erc
in
bu
es
sin g &
su
es
pp
s/
or
eco
t
m
Bu
m
sin
er
c
es
sA e
na
lys
is
0
Topics/ subjects
Figure 11: Graph to show percentage of CILIP accredited courses compared to the percentage of
non-CILIP accredited courses covering topics and subjects as grouped under the Applications
Environment area of the CILIP BPK.
51
Results
As with previous comparisons of topics grouped within the Generic and transferable skills
area of the CILIP BPK, consistency is present between all courses sampled in the teaching
of the topics: ‘Knowledge and use of ICTs;’ ‘Project Management;’ and ‘Research design
and methods.’ Following these, all but one of the CILIP accredited courses can be seen to
cover ‘Advanced knowledge of ICTs’ within their teaching. Within the non-CILIP
accredited courses consistency is present within the teaching of ‘Management (general),’
and all courses interestingly cover topics coded within the ‘Other’ section. There is
similar coverage of the topics ‘Human Resources Management’ and ‘Searching internet/
databases/ resources’ between the two types of course. However, there are noticeable
discrepancies present within the coverage of the remaining 9 of the 14 topics, with
‘Change management’ and ‘Promotion/ Marketing’ only present within the teaching of the
CILIP accredited courses.
4.2. Courses by Department: an indicator of an IM discipline
Although the availability of IM degrees within Universities fulfils a criteria of a discipline as
outlined by Stankosky (2005); the titles of the University Departments offering the
courses sampled were coded, to assess whether IM Departments were present within
UK Universities and therefore, fulfilling a further criteria of a discipline as outlined by
Becher & Trowler (2001). The pie chart below shows the proportion of University
Department’s by title. As can be seen, a third of the Department titles included either
‘Information’ or ‘Information Studies.’ A further third included a combination of
‘Information Science’ and ‘Computing’ or ‘Computer Science.’ One title included
‘Business Studies,’ and no Department title was present within another institution. Of the
9 University Departments offering IM courses, only one is entitled IM.
52
Results
1- No department title
1- Business
1- Information Management
3- Information Science and
Computing/ Computer Science
3- Information/ Information Studies
Figure 12: Pie chart to show proportion of academic departments offering courses in IM by title
4.3. Requested skills, experience and knowledge within IM job descriptions
4.3.1. Requested prior experience
Figure 13: Pie chart to show the proportion and number of advertisements by type of experience
requested
The majority of job advertisements sampled requested that applicants had prior
experience of some kind. Three categories of experience were identified, these being:
‘Professional or related experience;’ ‘Sector specific experience;’ and ‘Other.’ As can be
seen, a third of the advertisements sampled requested that applicants had prior
53
Results
professional or related experience; with a further advertisement requesting applicants had
both this type of experience, as well as experience specific to the sector. Three
advertisements requested sector specific experience; with a further advertisement
requesting this type of experience along with other kinds of experience.
4.3.2. Identified skills and areas of knowledge and experience
Previous skills, experience & knowledge
Other/ unclear
Specialist subject knowledge
Knowledge & use of ICTs
Human Resource Management
Change management
Information products, sources & services
Information Provision
Knowledge management
Knowledge of acts, laws & standards
Project management
Financial management
Handling, analysis and presentation of numerical/ textual
data
Information retrieval
Knowledge & use of Information Systems
Promotion/ Marketing
Website & intranet design/ development/ management
Client/ user education/ training/ support
Management (General)
Research/ Searching internet/ databases/ sources
Service Planning & Development
Specific software
No. of Jobs
9
9
6
4
3
3
3
3
3
3
2
%
50
50
33
22
17
17
17
17
17
17
11
Frequency of
request
15
10
8
4
3
3
3
3
5
3
2
2
2
2
2
2
1
1
1
1
1
11
11
11
11
11
6
6
6
6
6
2
2
6
2
3
1
1
1
1
3
Figure 14: Table to show the number and percentage of job advertisements requesting the
identified skills and areas of knowledge and experience, along with the frequency of the request
for those skills, experience and knowledge.
From the analysis of the 18 advertisements sampled, it was possible to identify 21
categories of skills, or specific areas of knowledge and experience, which prospective
applicants were requested to possess. This included an ‘Other’ category, within which
were included those skills or areas of knowledge and experience which were requested
by only one advertisement, and had not already been identified as a category within the
54
Results
coding scheme. Examples included: ‘Counselling skills;’ ‘Political Awareness;’ and ‘Good
general knowledge.’
As can be seen, none of the identified categories of skills, experience and knowledge
were requested by all, or even the majority of advertisements. Skills, experience and
knowledge falling within the ‘Other/ unclear’ category were the most frequently
requested by the advertisements; requests appearing within half of all the advertisements
sampled. Only ‘Specialist subject knowledge’ was requested by as many advertisements,
although was not requested as frequently. A familiar category in ‘Knowledge & use of
ICTs’ also appears at the top of table. However, it was only requested within a third of
the advertisements.
4.4. Identified duties within IM job descriptions
From the advertisements sampled it was possible to identify 26 categories of duties of
post that were outlined within the job descriptions. ‘Other/ unclear’ was again one of the
identified categories. From the table below, it can again be seen that none of the identified
duties were included within all, or even the majority, of the advertisements sampled.
‘Human Resource Management’ can be seen to be the most frequently included duty,
although it is only outlined within 39% of the advertisements. The next most frequently
included duty involves ‘Information policies, strategies and governance.’ However, it is
only included within a third of the advertisements. Other duties which appear in this
number of advertisements are: ‘Advocacy;’ ‘Client/ user education/ training/ support;’ and
those included within the ‘Other/ unclear’ category. These 3 categories of duties appear
at around equal frequency within this proportion of advertisements.
55
Results
Duties of post
Human Resource Management
Advocacy
Client/ user education/ training/ support
Information policies, strategies & governance
Other/ unclear
Database design/ development/ management
Handling, analysis and presentation of numerical/ textual
data
IM Responsibility
Internal liaison
Knowledge management
Management of specific services
Promotion/ Marketing
Research/ Searching internet/ databases/ sources
Information System design/ development/ management
Collection development/ management
External liaison
Information retrieval
Service planning & development
Web page & intranet design/ development/ management
Enquiries & reference
Financial management
Production of printed materials
Records management
Change management
Project management
User Info needs
No. of Jobs
7
6
6
6
6
5
5
4
4
4
4
4
4
4
3
3
3
3
3
2
2
2
2
1
1
1
39
33
33
33
33
28
Frequency
of request
13
7
8
10
8
6
28
22
22
22
22
22
22
22
17
17
17
17
17
11
11
11
11
6
6
6
7
5
9
5
4
5
5
4
3
6
3
4
5
3
3
4
4
1
1
1
%
Figure 15: Table to show the number and percentage of job advertisements including the
identified duties of post, along with the frequency by which those duties were included.
4.5. Indicators of an IM profession.
4.5.1. Education level and qualifications
Of the 18 job advertisements coded, only 2 requested prospective applicants be educated
to a specific level. The first of these two advertisements requested that applicants be
educated to ‘degree or postgraduate level.’ This level of education was to be within
Information Studies, or a related area. The second advertisement allowed more flexibility,
requesting applicants were either ‘educated to degree level or equivalent,’ or had
‘demonstrable intellectual ability to work at that level,’ or had ‘a professionally related
qualification.’
56
Results
Figure 16: Pie chart to show the proportion and number of advertisements by qualification
requested
Only 7 of the 18 advertisements requested applicants have a qualification. However, of
this 7, not all specified which subject the qualification should be in. As can be seen only
one of the advertisements request applicants have a qualification which is relevant to IM.
The majority of other requests were for qualifications simply related to Information or
Information Science.
4.5.2. Professional Status
Only one of the posts advertised requested applicants had an affiliation to a Professional
Body. The requested affiliation was with CILIP, and Chartered membership was the
required level. However, this membership was only desirable for the advertised position,
rather than essential.
57
Results
4.6 Employment sectors
1 - Unclear
1 - Culture/ Heritage
1 - Science
6 – Government
(National/ Local/ Agency)
1 - Health
2 - Education
(Higher/ Secondary)
3 - Charity
3 - Financial/ Corporate
Figure 17: Pie chart to show the number and proportion of advertisements included within each
sector.
It was possible to identify 8 different employment sectors within which the posts included
in the job advertisements were based. It can be seen that the majority of advertised posts
are within the previously described emergent or non-traditional market of library and
information work. A third of advertised posts were found within the Governmental
sector; 3 further posts were based within the Financial/ Corporate sector, and another 3
within the Charity sector. Only 2 of the advertised posts were found within the
traditional sector, being based within Secondary and Higher Education.
4.7 Source of advertisements
Source of advertisement
No. of advertisements
CILIP Gazette
Guardian Jobs
Jinfo
5
10
3
%
28
56
17
Figure 18: Table to show the number of job advertisements identified by source.
58
Results
As can be seen, the majority of the sampled advertisements were taken from sources
considered to advertise posts outside of the traditional library and information work
market. Over half of the advertisements used were taken from the Guardian Jobs
website. Fewer than 30% of all the advertisements considered were sourced from the
CILIP Gazette.
4.8. Comparison of IM teaching against IM practice
Data collected for the coverage of topics and subjects within IM courses were compared
to data collected for the requested skills, experience and knowledge, and outlined duties
of posts within job advertisements. For the purposes of this comparison the skills,
experience and knowledge requested within the job advertisements, were combined with
the duties outlined, as it would be expected that an applicant would meet the criteria
specified, as well as carry out the duties described. Where categories appeared as both a
skill, or area of experience and knowledge, and as a duty of post, the counts for both
occurrences of that category were combined for the purposes of the comparison. A table
showing the percentage of advertisements including a category, and the rank position of
that category is available in Appendix 5. A similar table showing the percentage of courses
covering a topic or subject category and the rank position of that category is available in
Appendix 6.
As there were small differences between the coding schemes used for the different data
sources it was only possible to compare those categories which appeared in both
schemes. In total, 24 categories were identified for comparison. Those categories which
are unique to a particular coding scheme have been highlighted within the tables
referenced above.
59
Results
4.8.1. Coverage of categories as grouped within the Core Schema and
Applications Environment areas of the CILIP BPK
100
% of courses
90
% of adverts.
80
70
%
60
50
40
30
20
10
bas
Da
ta
Co
llec
tio
nd
eve
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ent
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orm
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, an
Identified categories
Figure 19: Graph to show percentage of courses compared to the percentage of advertisements
covering the identified categories, as grouped under the Core Schema and Applications
Environment areas of the CILIP BPK.
As can be seen, there are large discrepancies between the coverage of all of the identified
categories between the courses and the advertisements.
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Results
4.8.2. Coverage of categories as grouped within the Generic and transferable
skills area of the CILIP BPK
100
% of courses
90
% of adverts.
80
70
60
%
50
40
30
20
10
es/
sou
rce
s
ng
aba
s
ern
et/
Pro
dat
mo
ti
on
jec
tm
/m
ana
gem
ark
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ent
r
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nag
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ent
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m
an
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ent
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r
/u
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gem
ent
0
Identified categories
Figure 20: Graph to show percentage of courses compared to the percentage of advertisements
covering the identified categories, as grouped under the Generic and transferable skills area of the
CILIP BPK.
There are again large discrepancies between the coverage of the majority of the identified
categories, by the courses and the advertisements. However, there are two categories
with only small discrepancies present, these being: ‘Client/ user education/ training &
support;’ and ‘Other.’ Of these two, the smallest discrepancy is between the coverage of
‘Other’ topics etc., there being a difference in coverage of only 2%.
61
Results
4.8.3. Comparison of category ranking
Identified category
Knowledge & use of ICTs
Project management
Course
ranking
1
2
Advert.
ranking
6
13
Acts, Laws and standards
3
18
Information retrieval
Use of Information Systems
4
5
10
23
6
24
7
8
8
User information needs &
behaviours
Database design/
development/ management
Information products,
sources and services
Information system design/
development/ management
Information policies,
strategies & governance
Management (general)/ of
services
Human Resource
Management
Course
ranking
13
14
Advert.
ranking
7
1
15
15
16
17
16
21
18
4
19
22
20
Records management
Web page & intranet
design/ development/
management
20
17
9
11
Change management
21
9
10
5
22
14
11
12
23
2
12
3
Promotion/ Marketing
Client/ user education/
training/ support
Collection development/
management
24
19
Identified category
Knowledge management
Other/ Unclear
Research/ Searching
internet/ databases/
sources
Service planning &
development
Financial management
Handling, analysis and
presentation of numerical/
textual data
Figure 21: Table to show comparison of category ranking within course coverage and
advertisement coverage.
The table above shows the ranking of the 24 common categories between the courses
and advertisements, as arranged by percentage of coverage. As may have been expected,
the ranking of the majority of categories is completely dissimilar between course
coverage and advertisement coverage. However, there are a number of categories which
can be seen to have similar, if not identical, rankings. ‘Database design/ development/
management;’ ‘Information system design/ development/ management;’ and ‘Management
(general)/ of services;’ all have rankings within 1 or 2 places of each other. ‘Research/
Searching internet/ databases/ sources,’ and ‘Service planning & development,’ have
identically placed rankings, at 15th and 16th, respectively. Yet, no consistency is present
between those categories ranked highest within either course coverage, or advertisement
coverage.
62