Browsing by Author "Raju, Jaya"

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    Open Access
    A critical analysis of the participation of the University of Cape Town community in the advancement of open scholarship: towards a strategy for the promotion of open scholarship
    (2023) Nyahodza, Lena; Raju, Jaya
    Open scholarship (OS) plays a significant role in improving access to knowledge as it removes cost barriers and copyright restrictions related to published research. As part of the openness movement, OS, particularly open access (OA), emerged in scholarly communication to bring radical change in scientific publishing through making publicly funded research immediately available to the reader at no cost. The University of Cape Town (UCT) has embraced the openness philosophy through establishing OA and research data management policies and has declared in its mission statement the desire to share its resources, including research to support development on the African continent. The objective of this study was to critically analyse UCT community's participation in the advancement of open scholarship to develop a strategy for the promotion of OS. The study was informed by the transformative worldview and adopted two theories, critical theory and the capability approach (CA) framework. It used a convergent transformative mixed method approach and a case study design to explore the case of OS at UCT. Both quantitative and qualitative data were collected using an online questionnaire completed by 207 academics and researchers; interviews with 10 representatives of faculty research committees, with volunteer researchers from faculties and with six key informants; focus group and individual discussions with 30 Masters students, PhD students and post-doctoral fellows; and, through content analysis of 17 documents. Quantitative data were analysed using both Excel and Strata while qualitative data were analysed using NVivo. The study found low uptake across the three open scholarship components (open research, open educational resources and open data) that were covered in this study. There was evidence that UCT academics and researchers view open scholarship as critical in supporting human development and social justice, and that they are motivated by social justice imperatives to engage in open scholarship practices. The study found that while there was the provision of OS infrastructure by UCT, funding for article processing charges (APCs) (albeit inadequate), established OA and open data policies, academic promotion at UCT, however, aligns research impact assessment with traditional bibliometrics indicators such as high impact factor of journals, which influence researchers to embrace a closed publishing culture. Lack of inclusion of open scholarship achievements in promotion criteria and inadequate APCs funding have been identified as major contributing factors in academics and researchers' low participation in OS as a social good. Critical theory was useful for engaging a scholarly communication study within a dominant capitalist society characterised by the commodification of knowledge; and this was evident in this study as the cost barrier has become a hinderance in publishing and in accessing knowledge as some of UCT's knowledge was found behind paywalls. A capability approach framework guided academics and researchers to identify strategies they have adopted to participate in OS and to identify elements they regarded as essential for the development of a strategy to support open scholarship including infrastructure, funding and organisational support. Based on academics and researchers' views of essential elements to support open scholarship and what worked for academics and researchers at UCT, this study proposed a strategy to support OS that could be used as a pilot by universities with similar experiences to those of UCT. The study recommends motivation of researchers to participate more in green OA through the incentivising of green OA practice for universities that have funding challenges to support gold OA. It also recommends prioritisation of accredited African-based diamond and gold OA access journals and collaboration to raise funds to support gold OA. The challenges experienced by UCT academics and researchers may be common among their peers in Africa and other global south regions, and hence the study recommends piloting, with adjustments as required, of the proposed strategy for purposes of advancing open scholarship. This could ground African researchers at the forefront of research production in Africa, as the continent is still grappling with inequalities of apartheid and colonialism and therefore require access to knowledge to support human development.
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    Open Access
    Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe
    (2019-05-13) Dabengwa, Israel Mbekezeli; Raju, Jaya; Matingwina, Thomas
    This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.
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    Open Access
    Analysis of the approaches of senior management teams towards adoption of next generation library management systems: case study of Cape Library Consortium Institutions
    (2014) Mfengu, Andiswa Yolanda; Underwood, Peter G; Raju, Jaya
    Sophistication of technology has resulted in libraries having to manage print, digital and electronic resources. Managing all resource types and formats with traditional integrated library systems is ineffective as the systems were designed for physical resources. Next generation library management systems are expected to change this by integrating all library resources and providing access through a single platform, reducing the number of transaction the user has to perform. Additionally libraries will save large proportions of their budgets on hardware and software, as the systems are accessed through a web browser this will be an added benefit for libraries as the cost of acquiring electronic resources is continuously increasing. Next generation library management systems are not yet implemented in academic libraries in the Western Cape Province. To investigate the reasons for this, the author employed a qualitative case study approach in which a minimum of two members of the Executive Management of each of the four Cape Library Consortium institutions were interviewed. Data collected was analysed using NVivo analysis software, responses being analysed within the institution and compared across the other institutions.
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    Open Access
    Astronomers' contribution to library and information services in their quest to understand the Universe
    (2024) de Young, Theresa; Raju, Jaya
    Astronomers rely heavily on access to scientific publications to conduct astronomical research leading to discoveries that push the frontiers of our understanding of the Universe. This article argues that astronomers contributed to the development of the astronomical library at the South African Astronomical Observatory (SAAO), over a two-hundred-year period of the historical development of astronomy in South Africa. It draws from a qualitative empirical study where data were collected at the SAAO through interviews with experts in the fields of astronomy and library and information services (LIS); the analysis of relevant documents from the SAAO archive; autoethnography; and a review of relevant global literature. The research findings provide the basis for this article’s argument, with three overarching LIS themes presented, giving evidence and contributing a South African and African angle as to how astronomers started and developed astronomical LIS, whilst introducing conversations around what this means for current astronomical LIS.
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    Open Access
    Challenges with measures used for assessing research impact in higher education institutions
    (2024) Mfengu, Andiswa; Raju, Jaya
    Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers’ behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments. Significance: • The study highlights the importance of understanding the challenges and influence of current measures used for assessing research impact in higher education institutions. • There is a need for higher education leaders, policymakers and funders to advocate and support responsible metrics. • Higher education leaders, funders and policymakers need to collaborate at the national level to initiate and support research assessment reform.
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    Open Access
    Competency requirements of academic librarians in providing research data management services: the case of two university libraries
    (2022) Badenhorst, Patricia; Raju, Jaya
    The objective of this study was to identify, using the Mangosuthu University of Technology (MUT) and the University of KwaZulu-Natal (UKZN) libraries as case studies, the competency requirements of academic librarians in providing research data management services. The following research questions guided the study: What knowledge, skills and other competencies do librarians at MUT and UKZN currently possess to support research data management services?; What knowledge, skills and other competencies do academic librarians require in order to effectively provide research data management services to their research communities?; and, What strategies are required to ensure that academic librarians are equipped with the necessary knowledge, skills and other competencies in order for them to effectively provide research data management services to the library's research communities? The study was situated within in an interpretivist paradigm and a qualitative approach was adopted to obtain the in-depth data required from study participants. A multiple case study design was used and the target population included academic librarians from MUT and UKZN. Non-probability purposive sampling was employed to select participants for the study and semi-structured interviews were used to collect data from librarians with different job profiles at the two academic institutions. This data collection was supplemented by document reviews involving content analysis of relevant academic library job advertisements. The study's conclusion presents a blend of knowledge, skills and personal attributes required by academic librarians to support research data management services. It recommends robust training as well as institutional support in various forms in order for academic librarians to upskill for effective provision of data management services (RDM) to their research communities. The study also recommends academic library collaboration and cooperation with relevant institutional departments for effective implementation of RDM services to the university's research communities.
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    Open Access
    Diversity, inclusion, and social justice in the information context: global south perspectives
    (2020) Raju, Jaya
    This is an editorial of the special issue of the International Journal of Information, Diversity, & Inclusion 4(3/4), 2020 authored by the guest editor (Jaya Raju).
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    Open Access
    Future LIS education and evolving global competency requirements for the digital information environment: an epistemological overview
    (2020) Raju, Jaya
    In the context of an evolving digitally-oriented library and/or information science (LIS) discipline and framed by Andrew Abbott’s (2001) Chaos of Disciplines theory, this paper presents an epistemological overview of evolving competency requirements for a global digital information environment and the implications of this for future LIS education. In doing so it draws from i) an international case study of ongoing research by the IFLA BSLISE (Building Strong LIS Education) Working Group into the development of an international framework for the assessment of quality standards in LIS education, and ii) a national (South African) case study involving the compilation of a LIS competency index in a highly digitally-oriented information environment. The Chaos of Disciplines theory was originally conceptualized to demonstrate the evolution of disciplines in the social sciences. Its core principals of The Interstitial Character of a Discipline and Fractal Distinctions in Time are employed as a heuristic tool to connect the empirical evidence from these two purposively selected case studies to the inherent nature of the LIS discipline and the implications of this for i) competency requirements for professional practice in a highly digitized global information environment, and ii) future LIS education responding to these competency exigencies.
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    Open Access
    Health information dissemination among undergraduate students in Zimbabwe with particular reference to the National University of Science and Technology : a study in developing an integrated framework for health information dissemination
    (2015) Matingwina, Thomas; Raju, Jaya
    University students in Zimbabwe lack immediate access to accurate health information. There is lack of explicit and integrated structures for disseminating health information to students in Zimbabwe. This inductive study proposes a needs-based, integrated information dissemination framework for promoting health amongst students at the National University and Science and Technology (NUST). The study assessed the health information needs of students and evaluated existing health information dissemination methods at NUST in developing a framework for disseminating health information. The study is informed by the Salutogenetic Theory of health which culminated into an integrated theoretical framework that combines information dissemination and behaviour change theories. A case study strategy was used to gather data within the pragmatic paradigm of grounded constructivism. The population comprised of undergraduate students, the Dean of Students, the Student Counsellor, and the Nursing Sister. Within-method triangulation with complementary data gathering instruments was used to improve reliability of data. Questionnaires, interviews and focus group discussions were used to gather data. A sample of 426 students and 3 members of staff participated in the study. Qualitative and quantitative content analysis was used to determine the confounding factors that informed the design of the framework. The data was supplemented with health information dissemination principles and procedures drawn from literature. The findings reveal that students need health information on a wide range of health topics. Students prefer mobile electronic media, workshops, qualified health professionals, and peers for their health needs. There are significant gaps between the strategies that are being used by NUST to disseminate health information and the health information needs of the students. The university is using traditional information dissemination media and channels that are not in line with the needs of the students. NUST needs to use more interactive and ICT based information dissemination methods. There is also a need for staff recruitment, training and infrastructural development. The proposed framework emphasizes the need for integration of activities, a viable policy, health information literacy training and the use of a mix of persuasion techniques.
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    Open Access
    Histories intertwined: tracing the evolution of the South African Astronomical Observatory Library and information service within the historical development of astronomy in South Africa
    (2024) de Young, Theresa; Raju, Jaya
    This paper explores, in detail, how library and information service provision to the South African Astronomical Observatory (SAAO) evolved in the context of the historical development of astronomy in South Africa. It is based on empirical research that collected data through the examination of literature, SAAO archival material as well as via semi-structured interviews with a purposefully selected sample of individuals who are experts in the field of astrophysics or astronomy libraries. The study collected information on the role of library and information services in astronomy and documented the historical significance of the library in the context of astronomical research at the SAAO. This paper aims to contribute toward the existing literature covering the history of the SAAO, close the gap in the literature covering the history of its library and information service, as well as to contribute towards the international history of astronomy. The paper suggests a future library and information service that remains closely tied to exciting developments in astronomical research within an electronically connected research landscape.
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    Open Access
    Impact of the digital divide on information literacy training in a higher education context
    (University of Stellenbosch, 2012) Naidoo, Segarani; Raju, Jaya
    This paper reports on a master's study undertaken to investigate the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). Since 1994 the demographics of higher education institutions in South Africa have changed. Today these institutions comprise heterogeneous groups of students, by race, economic background, digital background, etc. and consequently with different levels of literacy, information and otherwise. The problem that this study addressed was the impact of having both digitally advantaged and digitally disadvantaged students in the same information literacy classroom, expecting them to reach learning outcomes without frustrating students from either group. The objective of the study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The study employed a mixed method approach in its research design. Data was collected from ECP students (of 2010) by means of a questionnaire; an interview schedule was used to collect data from Subject Librarians involved in teaching the IL module to ECP students; a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative and quantitative data collected were prepared for analysis by means of content analysis and numerical coding, respectively and then subjected to statistical analysis via SPSS, which produced percentage and frequency distributions to ascertain findings. The findings of the study revealed that the digital divide does impact on IL training in ways such as: slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom; and that digitally disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommended computer literacy training should precede IL training and that various creative teaching and learning methods such as group work, online tutorials, games and interactive websites should be incorporated into IL education to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.
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    Restricted
    Knowledge and Skills Competencies for Humanities Librarians Supporting Postgraduate Students
    (De Gruyter, 2018) Johnson, Glynnis; Raju, Jaya
    This paper reports on an aspect of a 2016 masters study which addresses the research question: what knowledge and skills do humanities librarians require to effectively provide support to postgraduate students in the digital age? The study adopted a qualitative approach using a multiple case study design, within a constructivist paradigm, to respond to the research question, with core competency theory used to provide theoretical support. Data were collected via semi-structured interviews and focus group discussions with purposively sampled librarians and postgraduate students from Stellenbosch University, the University of Cape Town and the University of the Western Cape, all of which are situated in the Western Cape of South Africa. A significant finding of the study is that a mixture of discipline-specific knowledge and skills, generic skills and personal attributes are required by humanities librarians to effectively support postgraduate students, especially in the current digital age. The study presents a knowledge and skills framework that could be used to ascertain humanities librarians’ current knowledge and skills as well as establish areas for further knowledge and skills acquisition.
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    Open Access
    Knowledge and skills for the digital era academic library
    (Elsevier Ltd, 2014) Raju, Jaya
    Technology has altered the traditional academic library beyond recognition. These dramatic changes have impacted significantly on the knowledge and skills requirements for LIS professionals practising in this environment. While there have been studies in other parts of the world which have investigated the knowledge and skills requirements for the digital era academic library environment, to date no comprehensive study has 'drilled' down into this area in the South African context. This paper reports on a preliminary study which is part of a wider study aimed at developing a comprehensive skills statement which would provide an objective framework against which professional LIS practitioners in the modern academic library environment in South Africa may both measure their existing competencies and also identify the need for further skills acquisition. The research question guiding this preliminary investigation was: What key knowledge and skills are required for LIS professionals to effectively and efficiently practise in a digital era academic library in South Africa? The triangulated findings (using content analysis of job advertisements and semi-structured interviews) from this preliminary investigation are used to ascertain an initial picture of key knowledge and skills sets required for LIS professionals in this environment. These preliminary findings also proved useful in teasing out some of the parameters for the wider study targeting the development of a comprehensive skills statement for higher education libraries in South Africa. The study reported here has relevance for the academic library context in other parts of the world as well.
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    Open Access
    Knowledge and skills requirements of National University of Lesotho librarians in meeting information needs of humanities undergraduate students in the digital age
    (2017) Nkuebe, Mantoetse Pontso Alice; Raju, Jaya
    This study attempted to ascertain what knowledge and skills are required for NUL librarians to meet the information needs of humanities undergraduate students in the digital era academic library environment. To address the objective of this study, the following research questions were generated: what are the library related information needs of NUL humanities undergraduate students in the current digital age?; what knowledge and skills are required of NUL librarians in meeting the library related information needs of humanities undergraduate students in the current digital age?; to what extent has technology affected the roles and functions of NUL academic librarians?; to what extent are NUL librarians readily adapting to and embracing technological changes affecting academic library resources and services?; and, what type of education and training are required for NUL librarians to effectively meet the information needs of humanities undergraduate students in the digital age academic library environment? The study was supported by organizational learning theory. It employed a convergent parallel mixed methods approach within a pragmativist paradigm for the collection of both quantitative and qualitative data to respond to the research questions guiding the study. A case study design was adopted in identifying humanities undergraduate students' information needs and concurrently ascertaining knowledge and skills requirements of NUL librarians. The target population included NUL librarians and humanities undergraduate students. Non-probability purposive sampling was employed to collect qualitative data (from the librarians) whist probability stratified random sampling was adopted to obtain quantitative data (from humanities undergraduate students). Data were collected via face-to-face semi-structured interviews with librarians and a structured questionnaire for students. In concluding, the study presents, inter alia, a blend of required disciplinary, generic and personal competencies for NUL librarians to meet the library related information needs of humanities undergraduate students in the current digital age. It recommends, inter alia, the adoption of effective organizational learning to build on NUL librarian's existing knowledge and skills so that they may more easily adapt to rapidly evolving technology and more fully meet the information needs of humanities undergraduate students.
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    Open Access
    The knowledge, skills and competency requirements for music librarians in academic music libraries in the Western Cape, South Africa
    (2017) Adams, Brandon; Raju, Jaya
    The objective of this study was to determine the knowledge, skills and competencies required for music librarians in academic music libraries in the Western Cape of South Africa, in order for these libraries to effectively serve their scholarly communities. In addressing this objective, the following research questions were generated: What are user expectations of academic music library services in the Western Cape?; To what extent are these expectations currently being met?; and, What are the knowledge, skills and competency requirements for music librarians in academic libraries in the Western Cape of South Africa? The study was supported generally by Core competency theory and more specifically by the Music Library Association (MLA) core competencies for music librarians. The study's research approach was qualitative and exploratory, incorporating a multiple case study design. Empirical data were collected via semi-structured interviews and focus group discussions with purposively sampled music librarians, academics and postgraduate students at the two higher education institutions in the Western Cape, Stellenbosch University and the University of Cape Town. Both these universities have music departments and music libraries. The data collected were analysed using thematic content analysis from recorded interviews and focus group discussions. The study's conclusions are centered on the main findings and discussion in the context of the reviewed literature and the theory supporting the study. It presents, based on the findings, knowledge, skills and competencies required to professionally and confidently serve the music library's scholarly community. While the study is empirically grounded in the music library and university environment in the Western Cape of South Africa, it has both practice and theoretical relevance to the broader world of music librarianship. The findings of this study to a large extent concur with the MLA core competency framework for music librarians but also updates it in terms of the modern digital information environment as well as a transformative society sensitive to cultural contextuality. It recommends to the music librarianship practice environment and contributes to the existing body of knowledge on competencies for music librarianship, an adjusted and extended MLA core competency framework (Hunter, 2002) which it hopes will be basis for further practice and research in the area of music librarianship.
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    Open Access
    Levels of research evidence in health policy assessment in Malawi
    (2019) Mapulanga, Patrick; Raju, Jaya; Matingwina, Thomas
    Purpose – The paper examines levels of health research evidence in health policies in Malawi. Design/Methodology/Approach – The study selected a typology of health policies in Malawi from 2002 to 2017. The study adopted the SPIRIT conceptual framework and assessed the levels of research evidence in health policy, systems and services research using the revised SAGE policy assessment tool. Documentary analysis was used to assess levels of health research evidence in health policies in Malawi. Findings – In 29 (96.7%) of the health policies, policy formulators including healthcare directors and managers used generic search engines such as Google or Google Scholar to look for heath research evidence. In 28 (93.3%) of the health policies they searched for grey literature and other government documents. In only 6 (20%) of the heath policy documents, they used academic literature in a form of journal articles and randomised controlled trials. No systematic reviews or policy briefs were consulted. Overall, in 23 (76.7%) of the health policy documents research evidence played a minimal role and had very little influence on the policy documents. Research limitations/implications – The empirical evidence in the health policy documents are limited due to insufficient research citation, low retrievability of health research evidence in the policy documents and biased selectivity of what constitutes health research evidence. Practical implications – The paper indicates that unfiltered information (data from policy evaluations and registries) constitutes majority of the research evidence in health policies both in health policy, systems and services research. The paper seeks to advocate for the use of filtered information (peer reviewed, clinical trials and data from systematic reviews) in formulating health policies. Originality/value – There is dearth of literature on the levels of health research evidence in health policy-making both in health policy, systems and services research. This study seeks to bridge the gap with empirical evidence from a developing country perspective.
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    Open Access
    Library and Information Services (LIS) in astronomical research: an analysis of the contribution of LIS to the historical development of astronomy at the South African Astronomical Observatory
    (2021) de Young, Theresa; Raju, Jaya
    The objective of the study was to undertake a historical analysis of the contribution of library and information services (LIS) to the South African Astronomical Observatory (SAAO) in the context of the historical development of astronomy in South Africa. Three critical questions guided the study: How has library and information service provision to the SAAO evolved historically in the context of the historical development of astronomy in South Africa?; What is the current status of LIS in astronomical research at the SAAO?; and, What possible new roles could the SAAO Library and its librarians play in an astronomy research facility such as the SAAO to contribute to South African astronomical research? In order to find shared experiences and trends relating to in the field of LIS in astronomical research, data were gathered using semi-structured interviews with purposively selected individuals experienced in the field of astronomical research as well those associated with astronomical LIS; relevant literature sources; primary documents from the SAAO Library archive; and, the researcher's own experiences at the SAAO Library (autoethnography). In adopting a qualitative approach via a phenomenological historical design, the study did not use explicit theory, but anticipated 'theory' in the form of patterns and trends emerging, inductively, at the end of the study out of the data collected. Content analysis together with qualitative research software application, NVivo 12 Pro, were used for analysis and coding of data collected for the study.
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    Open Access
    LIS Education in the Digital Age for an African Agenda
    (Johns Hopkins University Press, 2015) Raju, Jaya
    To provide an exposé of digital-age library and information science (LIS) education for an African agenda, this paper adopts an emergent qualitative research design by drawing on the literature on LIS education in Africa. It also draws on data gleaned from a survey of heads of schools of LIS in South Africa, and from content analyses of LIS school websites in South Africa and selected parts of the continent. The paper locates its narrative within Abbott’s chaos of disciplines theory and concludes that the LIS discipline’s “interstitial nature,” its “fractal distinctions in time,” and the resulting chaos of disciplines should not be seen as a crisis for LIS education in Africa and globally, but as an opportunity for a paradigm shift to broaden the LIS disciplinary domain and to stake an intellectual claim on this extended domain—and so contribute to the growth and development of LIS services in Africa within the context of an African development agenda.
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    Open Access
    Research impact assessment in Africa and the evolving role of academic libraries
    (2022-12-30) Mfengu, Andiswa; Raju, Jaya
    Information technology has influenced scholarly communication and how higher education institutions assess research impact. This has extended the role that the academic library plays in supporting researchers in the research life cycle. These global trends have impacted academic libraries in Africa too, albeit to different extents. This paper reports from the literature and empirical findings of a single aspect of a wider study on research impact assessment that enquired into best practices for assessing research impact in higher education institutions in Africa and the evolving role of academic libraries in support of research impact assessment. The paper draws from a qualitative aspect of the wider mixed-methods study informed by research impact theory, and specifically findings from semistructured interviews with relevant stakeholders such as academic librarians, university research office personnel, and African research council managers. The paper concludes that librarians traditionally have been well placed to play a pivotal role in research impact assessment due to their professional competencies. Academic libraries will continue to evolve and in doing so play a significant role in the research life cycle of higher education knowledge systems. African academic libraries need to contextualize research impact assessment such that it speaks to the research needs of African contexts.
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    Open Access
    The shape and form of the 21st century academic library in South Africa : the case of the University of Cape Town libraries
    (2015) Pietersen, Jeremiah; Raju, Jaya
    This study sought to ascertain the shape and form of the 21st century academic library in South Africa, using the case of UCT Libraries. The objective was supported by sub-objectives, namely: to ascertain, via a rigorous review of literature, how far along academic libraries worldwide are with incorporating technological advances in their services; to identify the progress of UCT Libraries in establishing itself as a 21st century academic library; to ascertain how readily staff adapt to changes and new technology in the library; and, to ascertain user expectations of a modern, digital era academic library. A qualitative design with a case study approach was employed by the study. The study was supported by organizational learning theory. Themes emanating from the literature include, inter alia, open access, MOOCs, digital humanities and research data management. Further data was collected via interviews and a questionnaire survey of purposively sampled library staff. Stratified random sampling was used to extract samples from the targeted user population (UCT undergraduates, postgraduates and, academics and researchers) for surveying by means of online questionnaires. The study concludes that academic libraries, the world over, are adapting their services according to user demands and users’ use of current technology; that UCT Libraries is currently in the process of establishing itself as a 21st century academic library and that the progress and procedures currently in place to encourage new developments, holds UCT Libraries in good stead towards establishing itself as a 21st century academic library service; that the prevailing culture of organizational learning in UCT Libraries bodes well for constantly adapting to new technologies; and, that users are generally satisfied with the services they are receiving from the Library. Although the case of UCT Libraries was used in this study, in many ways this case is typical of academic libraries in other parts of South Africa as well as in other parts of the world and hence this study of the shape and form of the 21st century academic library has relevance to other academic library contexts as well.