Practitioner involvement in teaching LIS at UWE
Purpose - This paper aims to review the practitioner-based teaching model for the MSc in Information and Library Management (ILM) at the University of the West of England (UWE). With input from students, practitioners and academics it considers the advantages and disadvantages of this approach and questions whether this is indeed the way forward for US education. Design/methodology/approach - A case study approach is used with views gained from students, practitioners and academic staff involved in the course. These views were gained from a combination of informal focus groups, informal interviews and a short e-mail questionnaire asking current students their views on practitioner involvement in the course. Findings - Findings reveal a model of practitioner-based learning on the MSc HA at UWE, which is meeting student and employer needs in terms of the skills they require in their future roles. Findings also raise questions as to how one can best ensure the involvement of practitioners in the future of the course; whether practitioner input is needed from a broader range of roles outside the library and information service; and how one can best maintain a balance of academic and practical skills. Practical implications - The study suggests that more thought may be needed on securing practitioner involvement in the development and delivery of US education and further consideration on whether some of that involvement should be from a wider range of roles. Originality/value - The paper identifies the need to consider how to best ensure the ongoing involvement of practitioners in US education, particularly those outside academic libraries, whilst maintaining the balance of academic rigour. It is valuable to those involved in designing and delivering course content and to those thinking about getting involved.
library management education information science united kingdom