Content uploaded by Amara Malik
Author content
All content in this area was uploaded by Amara Malik on Mar 29, 2020
Content may be subject to copyright.
The employment landscape and
LIS education in Pakistan:
challenges and prospects
Amara Malik and Kanwal Ameen
Department of Information Management, University of the Punjab,
Lahore, Pakistan
Abstract
Purpose –This study aims to explore the current and future employment opportunities for library and
information science (LIS) graduates. It identifies future employers and emerging competitors in the
information landscape. The strategies that may be used to respond to and capture the future job market are
also presented for LIS schools in the light of the study findings.
Design/methodology/approach –The qualitative approach coupled with the interview technique was
used for collecting insight into the phenomena. Face-to-face and telephonic semi-structured interviews were
conducted with 17 faculty members (professors, associate professors and assistant professors) from 8 LIS
departments. A thematic analysis approach was used to analyze the data to present the participants’opinions
regarding various aspects of the job marketin the country.
Findings –It was found that the jobmarket was still traditional (library) and would continue to be so for the
next five to seven years. However, the findings also indicated the emergence of a non-traditional job marketin
the country. New job titles and functions relevant to the emerging job sector other than libraries in the
information environment were noted.
Originality/value –Findings may have a direct impact on the future orientation, survival and
sustainability of LIS programs in the country. The study may inform curriculum revision and updating
efforts to make it more relevant and responsive to future needs.
Keywords Pakistan, Employment, Emerging job market, Job market, LIS curriculum,
LIS programs
Paper type Research paper
Introduction
The information profession has been witnessing an increasing range and diversity of
employment opportunities since the past couple of decades. The emergence of the
information economy has offered new job avenues, which are not necessarily limited to
libraries. Literature suggests an increasing trend of employment opportunities for librarians
growing and diversifying in non-traditional contexts including consulting companies,
corporations and governments departments (Wise et al., 2011). Even in a traditional library
context, a significant portion of LIS graduates are employed in new information roles such
as digital librarians, metadata professionals or web content managers (Casarosa et al.,2009;
Wise et al.,2011) The emergent market constitutes a potential growth area for LIS schools.
This is already reflected in the expansion and diversification of the LIS programs toward
broader information landscape. They aimed at educating graduates not only for traditional
libraries but also for new career paths in non-library settings (Weech, 2015). As the
education programs are largely responsible for providing a well-equipped and trained
workforce with relevant knowledge and skills, it is imperative to develop a clear
understanding of the current marketplace, to identify the actual and potential future
Employment
landscape and
LIS education
Received 2 December2019
Revised 10 February2020
Accepted 19 February2020
Global Knowledge, Memory and
Communication
© Emerald Publishing Limited
2514-9342
DOI 10.1108/GKMC-11-2019-0146
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/2514-9342.htm
employers and competitors. Succinctly put, the understanding of the job market will provide
a road map to LIS schools for the futuredirection of their programs.
Literature review
Historically, LIS education has been preparing professionals for employment in areas such
as librarianship, information management, archives and records management. However, in
this technological era, modern librarianship is a profession with a diversity of opportunities
and challenges. Increasingly converged professional and changing employment landscape
has led to new information roles and responsibilities in public and private sectors across the
globe. The information society has ensured the presence of information roles everywhere.
Consequently, an expanded job market for professionals is emerging. An increasing ratio of
the graduates is performing new roles in traditional and non-traditional settings (Cherry
et al.,2011; Genoni and Smith, 2005; Johnson, 1998;Partridge et al.,2011). The broadening
employment landscape has implications for preparing future information professionals (IPs)
(Ocholla and Shongwe, 2013;Partridge et al.,2011;Tedd, 2008).
The literature reported a wide range of new job avenues in electronic media, telecom,
NGOs, business industry and banks with new job titles and functions such as information
manager, records manager, information officer, information analyst, information specialist
data manager, web content manager and knowledge manager (Ocholla and Shongwe, 2013;
Partridge et al., 2011;Tedd, 2008;Wise et al., 2013).
A study by Orme (2008) in the UK revealed an increasing demand for IPs in business
content management,web management and other information management sectors.
Partridge et al. (2011) reported the findings of the workforce sub-study by collecting data
from 467 job advertisements, an online survey from 370 employees and interviews of 9
employers. The results revealed that the traditional public sector libraries were the major
employer in Australia. Furthermore, the study highlighted the potential diversity of LIS
careers emerging in a wide variety of information contexts including information
architecture, records management, information and knowledge management, data analysis
and design. A study by Kennan et al. (2006) revealed a change in job patterns and
employers’expectations in Australia. Yu and Davis (2007) identified the need for reforms in
academic program structure and curricula contents to grab future job opportunities.
Ocholla and Bothma (2007) reported rapidly growing career opportunities in emerging
settings other than libraries in Africa. In another study, Ocholla and Shongwe (2013) noted
increasing number of new job titles (e.g. chief information officer, information specialist,
knowledge manager, etc.) and avenues in public and private sector from 2009 to 2012.
Various studies showed the changing education and training needs of information
professionals and the failure of the curricula to cope up with them in Africa (Chikonzo et al.,
2014;Edegbo, 2011;Okello-Obura and Kigongo-Bukenya, 2011).
In far east Asia (Japan, Thailand, Taiwan, China, Singapore and Korea), a trend of
changing the job market was noted (Miwa, 2006). In Singapore, auspicious emerging
opportunities in information-intensive job sectors were reported instead of traditional
library jobs by Khoo (2004). The LIS job market largely determines the type of knowledge
and skills needed for the professionals. The dynamic nature of the profession has been
leading to the broadening of the job market and transformation of functions in traditional
and non-traditional settings, which demand a combination of professional, technological and
personal skills. Harvey and Higgins (2003) called this situation for LIS educators as
“walking in a tightrope”to accommodate the demands. New roles and responsibilities are
being created for information professionals (IPs) by reinventing traditional positions and
GKMC
creating new job roles with required skill sets that are missing in LIS programs (Wise et al.,
2013).
In Pakistan, a number of studies on LIS education highlighted the deficiencies in
curriculum and its implementation (Ahmad and Mahmood, 2011;Ameen, 2006,2007,2013;
Warriach et al.,2016). Some studies reviewed the LIS curriculum and competencies needed
for librarians by involving stakeholders from employers, alumni and senior professionals
(Mahmood, 2002,2012;Mahmood and Shafique, 2012) while others explored the nature of
the job market, job title, needed qualification and skills through content analysis of job
advertisements (Ansari, 2012;Mustafa and Ansari, 2012). Mahmood (2012) developed a list
of requisite competencies of academic librarians from literature, got it validated from chief
librarian then compared these competencies with LIS curricula and identified serious gaps
between the two. Warraich and Ameen (2011) analyzed the opinions of senior and young LIS
professionals regarding the needed employability skills and made a comparison of their
presence in the curricula of LIS school at the Punjab University of Punjab. Implementation
of the curricula was the main problem identified in the study.
The above mentioned studies generally called for reforms in academic programs and
curriculum to meet the needs of the changing paradigm of the profession in the country.
However, no study was found about the nature of the future job market and how LIS schools
should respond to it. The faculty being a key stakeholder plays a vital role in preparing
future professionals by creating and implementing curriculum, contributing to research and
identifying future trends. The present study explores their views regarding the future
employment landscape in the country and the prospects of preparing the students for such
roles and functions.
Objectives
The study aims to:
explore the current and future job market avenues and trends in Pakistan;
identify the competitors of the future job market; and
suggest strategies for LIS schools to capture the future job market.
Research design
The qualitative approach was considered suitable for collecting views, experiences and
insights on the above mentioned objectives. A semi-structured form of the interview was
used to collect in-depth qualitative data developing an interview guide (Appendix)
comprising the topics to be covered. Data were collected from LIS faculty members of eight
LIS schools. The faculty members were selected using a purposive sampling technique with
the aim to pick “information-rich cases”for the study. The faculty members were considered
as a good source of knowledge regarding LIS education in Pakistan. More often, they are a
part of various institutions’selection boards in the public and private sectors. They
frequently interact with the employers as subject specialists during job interviews of the LIS
graduates. Being teachers, they are well aware of the various course contents being taught
at LIS schools and skills being inculcating among students. They also actively publish and
present their research at national and international forums, which enable them to become
aware of new trends and development in the profession. This unique combination as a
subject specialist, teacher and researcher positions enables them to offer a novel perspective
on the job market, professional development of the librarians and promising areas to be
covered in the curriculum. After careful consideration, faculty members from the pool of
Employment
landscape and
LIS education
professors, associate professors and assistant professors were selected for the interviews.
Face-to-face and telephonic interviews were conducted with 17 faculty members, who
agreed to make themselves available.
Prior to conducting interviews, telephone calls were made to request them to take part in
the study. On having acceptance and fixed time, the interview guide with a formal letter
requesting participation was sent via e-mail. The participants were provided with a choice
to speak in English or Urdu to avoidlanguage barriers in getting their real insight.
Data analysis
The interviews were transcribed from a digital recording. The process was carefully done
by listening to the audio recordings again and again. As most of the interviews were
conducted in Urdu or bilingual language (Urdu and English), interviewees’quotes
were translated from Urdu to English with the consultation of the English language expert.
The principal author belonged to the same country and being a faculty member since the
past six years was also familiar with teaching and subject jargon. The participants also
talked bilingually, hence the researcher did not face any difficulty in English translation.
Nevertheless, the process was carefully done.
Thematic analysis
A thematic approach was used to analyze interview transcripts. This analysis method is
extensively used in a qualitative approach due to its flexibility for identifying, analyzing
and reporting patterns (themes) within data. Braun and Clarke (2006) stated that “thematic
analysis is a method for identifying, analyzing and reporting patterns (themes) within data”
(p. 79). The themes represent something important in data. It is a popular method with
thematic freedom. The study applied this method as it enabled the researcher to find out
“meanings of realities.”Moreover, the interview guide used for conducting interviews was
also based on the themes that emerged from the literature. Other approaches such as
interpretative phenomenological analysis (IPA) or grounded theory were not considered for
the analysis due to their unsuitability with the research design. IPA is an approach to
qualitative research with an idiographic focus.
It aims to offer insights into how a given person, in a given context, makes sense of a given
phenomenon. Usually these phenomena relate to experiences of personal significance, such as a
major life event, or the development of an important relationship. It has its theoretical origins in
phenomenology (Reid et al., 2005, p. 20).
The grounded theory approach usually involves the construction of theory through the
analysis of data (Charmaz, 2006).
After reading the interview guide and each interview transcript several times, a list of
codes or code sheet was developed. The coded data was entered into Nvivo 11; however, the
first round of coding occurred on transcripts. The codes developed from the interview guide
and the first couple of interviews worked as a base for the remaining interview transcripts.
The additional codes, which emerged inductively from the data were also added as needed.
Findings
The analysis of qualitative data provided the perceptions of the respondents about issues,
challenges and prospects of the current and future LIS job market, employers and emerging
competitors in the e-environment. The strategies to capture the present and the prospective
job market are also presented.
GKMC
Demographic information of participants
There were 13 male and 4 female interview participants. Among them, two were professors,
six associate professors while the remaining were assistant professors. At the time of data
collection in 2018, there were only three professors and six associate professors in all the
nine LIS schools of the country. A major chunk of the LIS faculty members was assistant
professors and lecturers. A diversity and maturity with regards to participants’age and
experience can be observed in Table I.
Employment issues
The respondents talked about the prevailing and emerging employment issues in the
country. The pointed out issues were categorized and presented in Figure 1.
Prevailing issues
The absence of service structure that leads to the inconsistency of designations, grades and
required qualifications was the major issue mentioned by the respondents. “There is
confusion in public as well as in private sector over designation, scale and required
qualifications”(R1).
Certain instances were mentioned where jobs requiring professional qualification had
been advertised in para-professional grade and vice versa. Several cases were shared where
the graduates initially accepted para-professional jobs due to such confusion. The
interviewees believed that the absence of service structure in the country had led to such
confusion for the professionals and employers. A small cadre of librarians was another
reason for the absence of proper service structure.
Except some large universities and a few public libraries in the country, frequently there is one
librarian, who is managing all. So, small cadre itself is a reason [absence of service structure]
(R 12).
The salary package was considered more important for job satisfaction than designation or
job title. The job market was regarded as generally good but not the salary packages. The
Table I.
Demographic
information of the
participants
Interviewees
Gender
Male 13
Female 4
Designation
Professor 2
Associate Professor 6
Assistant Professor 9
Age range
30-40 4
41-50 7
51-60 6
Experience
Up to 10 3
11-20 6
21-30 6
31 and above 2
Employment
landscape and
LIS education
observations were shared where the graduates were getting very nominal salary packages.
Other reasons for job dissatisfaction included a monotonous work routine, limited career
growth and professional advancement.
Most of the respondents talked about the low social profile of the profession in society. A
few mentioned that the society did not acknowledge the value and worth of libraries and
quoted the grievances frequently mentioned by the librarians regarding lack of due respect
and recognition in the society.
On the other hand, a majority of the respondents (11 out of 17) claimed that it was more of
a phenomenon created by the librarians themselves as respect and recognition does not
come with grades and scales. “Respect is not associated with grades or designations. It
comes with services rendered to users”(R4).
Furthermore, the profession’s low status was considered as a global phenomenon,
“prevailing all over the world, even in the developed world where libraries are well
established”(R3).
Emerging issues
A few respondents also pointed out the saturation in the job market. It was shared by some
faculty members that their graduates were facing difficulty in getting suitable jobs due to
increased competition within and outside of the discipline and a lack of jobs in the
government sector. They predicted that in future this situation would further exacerbate.
“Overall graduates’production has increased in the country as more and more institutes are
now involved in LIS education.”(R12). “Graduates of other disciplines such as IT,
management and mass communication are occupying our job sector”(R9).
The scarcity of jobs specifically available in the government sector was another
reason for job saturation. For the past several years, jobs in the government sector have
not been announced while several seats of librarian and teaching cadre were lying
vacant in the government sector. Furthermore, many vacant seats were abolished
lately, which indicated little interest in the government in recruiting librarians. It was
shared that sometimes graduates had to accept paraprofessional jobs due to job
saturation.
Figure 1.
Employment issues
Employment
Issues
Emerging
•Job Saturaon due to Increased
compeon
•within LIS discipline e.g.
increased number of LIS
departments
•Emerging competors from
other disciplines e.g. IT,
computer science,
management
•Lack of jobs in government
sector
•Lack of uniformity in service
structure
•Inconsistency in job
designaon, pay scale and
required qualificaon
•small cadre
•Lack of job sasfacon
•low salary packages & social
status
Prevailing
GKMC
Current and future job market
The respondents were asked to identify the current and future job market trends in terms of
potential employers and competitors. Almost all the respondents firmly believed that the job
market was expanding. They mentioned that new opportunities were emerging in
traditional and non-traditional settings of the public and private sectors. The respondents’
opinions are categorized into two clusters:
(1) Library job sector; and
(2) Non-library job sector.
Library job sector
Considering local circumstances, almost all the interviewees believed that the libraries were
a major job market and would continue to be so for the next five to seven years. They
substantiated their views by mentioning that most of their graduates were still getting jobs
usually in the libraries.
Our job market is still traditional libraries (R9).
Within the traditional library sector, academic institutions were declared a big job avenue.
Academic libraries especially universities, private schools and colleges were considered as
major employers and would continue to be for the foreseeable future. A few respondents
further added that within the academic institutions, school library media centers would
prove to be a huge job pool in the future as it was the most neglected one in the past.
However, they wanted the implementation of the school registration conditions in terms of a
well-equipped library with a professional librarian.
The available job opportunities of the college sector were categorized into two cadres,
namely, librarians and academics. Several seats in the librarian cadre were lying vacant for
the years in government colleges while new colleges were also opening in both the public
and private sectors. It was further added that if the idea of introducing LIS subjects at the
intermediate and bachelor level got matured in the country, it would also create more job
opportunities for the graduates.
Non-library job sector
An analysis of the provided responses also indicated a changing future employability
landscape of the profession. The mentioned emerging non-library job settings included
managing archives and records, information and data centers in various sectors such as
telecom, media industry, NGOs, business industry and banks. A few opportunities were
already there. However, an increase in such opportunities was anticipated in the future. A
few even predicted that in future every organization would be a potential employer with the
transformation of local society into a knowledge economy; information experts would be
needed everywhere. Consequently, the non-traditional job sector other than libraries would
emerge. These positions might be titled as an archivist, records managers, information or
data manager, etc.
Our job market is expanding (R13).
Another interviewee also stated the same, “A few job opportunities are emerging in
information and data centers of business and media industry. I hope in future they will
increase”(R16). “NGO sector is another emerging sector where information professionals
Employment
landscape and
LIS education
will be needed”(R3). “Every industry will be our potential employer when our society
completely transformed into information society”(R7) (Figure 2).
Competitors in emerging job market
The respondents believed that professionals with IT knowledge and skills from computer
science, information systems design and software development would be the major
competitors as the tremendous impact of ICTs has transformed the functions and working
patterns of the organizations. The professionals from the disciplines such as history,
sociology, statistics, management and mass media would-be competitors. In response to the
question, “How to compete them”, they mainly talked about inculcating analytical, IT and
interpersonal skills along with professional skills.
Prospects for capturing the job market
The respondents were in favor of capturing job avenues both in traditional and emerging
non-traditional settings. During the discussion, almost all the respondents proposed the
possible ways for the said purpose (Figure 3). Their suggestions are presented under the
following headings.
Uniformity in service structure for professional and para-professional
All the respondents urged for uniformity in the service structure. Approved service
structure should be formally conveyed to the employers and other departments involved in
the recruitment process of the professionals such as Federal Public Service Commission
(FPSC) and Provincial Public Service Commissions (PPCs). A Master’s degree was
recommended to be considered as a professional degree for entry-level jobs. The participants
were further asked who would be responsible to get the service structure approved across
Figure 2.
Future LIS job
market
Tradional Employers
Academic instuons
(School, college, university
libraries)
inEducaon Sector
Emerging Employers
Data & informaon, archives &
records centers in NGOs, media,
business, telecom & banking
sector
Figure 3.
Prospects for
retaining and
enhancing the job
market
Prospects for Retaining &
Enhancing Job Market
Uniformity in service structure
for professionals & para-
professionals
Markeng of the graduates’ skills
by developing liaison with
emerging employers
Compability analysis of
curriculum & graduates’ skills with
Job market
Curriculum expansion through
muldisciplinary approach
GKMC
the country. In total, 14 out of 17 interviewees were of the view that the national association
(Pakistan Library Association) should come forward and play its role for the uniformity of
service structure in the country. A few faculty members thought that the departments
should take a lead to get approved a service structure for their graduates.
Compatibility analysis of curriculum, graduates’skills with job market
In total, 13 of 17 respondents proposed a systematic and comprehensive compatibility
analysis of the curriculum and graduates’skills with the current job market. Such exercise
would enhance their understanding of the employers’needs and expectations and identify
gaps in the LIS curriculum and the graduates’skills. It is evident from the following
comments of the respondents: “we should try to understand their [employers] needs and
develop such skills in our graduates”(R16); “we should identify the needs of every sector to
produce multi-skills graduates who are information identifier, evaluator, organizer presenter
and interpreter and above all able to deliver customized services”(R6).
Conducting a SWOT analysis of the graduates, curriculum and job market would
definitely help to understand not only the job market but also ways to respond efficiently.
Involving alumni, professionals and employers to get know about the job market needs was
proposed.
We should conduct a need analysis of the job market or have informed feedback of employers to
identify their needs and required graduates’skills that should be inculcated among our students
(R8).
Curriculum expansion
Almost all the respondents strongly emphasized the idea of broadening the intellectual
domain of the profession to capture the emerging job market in non-traditional settings.
They realized that the job market with the traditional skills set was not very impressive.
They firmly believed that:
If we are teaching them (students) only traditional things obviously they will get traditional jobs.
If we want to expand our job market we have to think out of librarianship (N14).
They thought that the value of information professionals had increased than ever before
with the realization of “information as competitive edge.”They called to think out of the box
and capture the opportunities produced by the information society. They proposed to
expand the curriculum with an interdisciplinary and multidisciplinary approach for
developing competitive skills among graduates. They also proposed to offer specializations
such as data science, research data management, scientometrics, information visualization,
informatics to secure better jobs in the emerging information environment.
With the emergence of the information management era, libraries are not becoming extinct but to
target only libraries is not a wise decision. We have to explore such sectors where information is
needed and managed and luckily information is needed everywhere (N12).
While talking about the increased need of information professionals in the emerging
information society another interviewee also believed that “our (LIS department’s) focus,
nature of programs, faculty and curriculum will determine our potential employers in
emerging information environment”(N7).
The respondents also unfolded the importance of preparing graduates with multiple and
dynamic skills (including IT and interpersonal skills) for expanding the job landscape in the
emerging information society of the country.
Employment
landscape and
LIS education
In a knowledge society, every sector has jobs for us. However, it is a challenge to capture
the job market by understanding its needs and preparing graduates according to it. We have
to offer specialized courses. We should develop a needs-based curriculum (N6).
If we imbed ICTS in our programs, curriculum we will have more jobs opportunities (N 5).
We can’t compete until we develop IT skills in our students (N 3).
As IT skills were considered as major competitive skills, the respondents emphasized
incorporating an advanced level of IT components into the curriculum. However, a few
respondents took a practical stance in this regard. They thought that IT competence should
be according to market needs anddemands.
LIS schools, employers and alumni should be integrated into one system. If our
curriculum is very high tech but not required in the market, it is of no use (N7).
Marketing of the graduates’skill set
A number of the respondents also believed that the graduates, by and large, possessed the
required skills and competencies. They felt the need of creating awareness among
employers in this regard. They were of the view that employers of the emerging job sector
were unaware of the graduates’skills. “They (employers) do not know what types of
services our graduates can offer to them. They are also unaware of their skills and
competencies”(N1).
“We do not know what we know and we are not aware of what we are doing. We are not
aware how to market what we are doing”(N 2). At this point one respondent further added
to inform and educate the graduates about the jobs in non-traditional settings.
“We have skills. Need is to market them, to make people aware about students’skills and
also sensitize student about such jobs opportunities”(N13).
Another respondent proposed that “strategies should be developed to make them
(employers) aware that we can help them in meeting their information needs”(1). Many
teachers thought that departments should work between the product and job market. They
further explained some strategies for creating awareness and developing liaisons with the
job market. They indorsed to organize seminars, workshops and other social events such as
job fairs to make both parties (employers and the departments) familiar with each other. The
participants were in favor of developing liaison with both present and potential employers.
They assumed that such collaboration would keep both parties informed about each other’s
needs. They further added that such collaboration should be developed on serious nodes
categorically with NGOs, textile industry,banks and education sector.
“We should have to collaborate with our employers and various stakeholders in public
and private sector”(N3). They thought of developing a formal and informed system to create
a liaison between the department and the job market.
They believed that liaison with industry would enhance LIS educationist’s
understanding of employers’specific needs. “Liaison with industry means to understand the
market demands and their employment needs in terms of skills set that our student should
be equipped with them”(N 13).
Simultaneously, they showed their concerns regarding the absence of any consortium or
collaboration of the departments with job market. They further added that academics were
doing research in isolation. While employers were also unaware of the academic research
and potential capability of providing solution for the information needs through developing
effective and efficient information systems. As a respondent commented, “there is no such
evidence where we have taken some industry issue as an academic research project or any
GKMC
PhD or MPHIL research that is sponsored by industry”(N13). Another teacher stated that
“we are conducting research on market needs. However, there is a need to integrate it with
industry. We have to develop liaison with them”(N8).
They also discussed other reasons including the lack of time, awareness and interest on
the part of both parties behind this situation.
Discussion
The findings of the study establish that traditional library settings are still a major
avenue and will continue to be so for the next five to seven years in the local
perspective. Furthermore, from traditional settings, academic libraries are the major
employer due to growth of schools, colleges and universities in the country both in
public and privates sector since the past decade. With the emergence of the private
sector, education industry is growing and the number of schools, colleges and
universities are increasing. Warriach et al. (2016, p. 426) also declared academic
libraries as the main job market in both public and private sectors. Furthermore, the
private sector seemed to be a growing employer of LIS graduates, rather than public
libraries in the country. This can be safely attributed to the limited number of public
libraries, their poor condition and the lack of government interest in building new ones
as reported by Warraich and Ameen (2011).
Job saturation that is emerging particularly in the Punjab and Baluchistan provinces can
be safely attributed to the increased competition within the discipline as the overall number
of LIS departments has increased particularly in the Punjab province where three
departments are well-established in public sector, while two are newly established in the
private sector. Moreover, the commencement of evening programs along with regular ones
producing a large number of graduates every year. The emergence of competitors with IT
knowledge and skills from computer science, information systems design and software
development has further intensified the situation. Other factors are a lack of jobs in the
government sector and low job satisfaction (i.e. low social status and low salary packages).
Ahmad and Mahmood (2011) also reported about the job saturation in the same provinces
where graduates were faced with job adjustment problems.
The lack of uniformity in service structure is a local problem, while low social status is a
global one. A uniformed 4-tier service structure, recently approved in the Punjab province
can be adopted in the whole country to avoid confusion in the job market.
Job market expansion in the future with new opportunities emerging in traditional and
non-traditional settings of public and private sectors indicate a changing future
employability landscape of the profession in the country. The emerging non-traditional job
settings other than libraries may include archives and records departments, information and
data centers in various sectors such as telecom, media industry, NGOs, business industry
and banks. The findings of the present study also projected the proliferation of such
opportunities in the future. In addition, new roles are also emerging even in the traditional
job sector.
The appearance of more and more scholarly communication in digital formats, the
tremendous impact of ICTs on the functions and working patterns of the libraries make a
clear sense of professionals with IT knowledge and skills. As IT skills are indispensable for
the current and future information professionals for providing effective and efficient
services, professionals from computer science, information systems design and software
development were identified as major competitors in the emerging non-traditional market.
A systematic and comprehensive analysis of the graduates, curriculum and job market is
proposed to enhance the understanding of current nature and future prospects of the job
Employment
landscape and
LIS education
market and employers’expectations regarding the graduates’skills. Such a survey will also
inform about the level of curriculum compatibility with the market needs. Warriach
et al. (2016) recommended that periodic alumni and employee surveys should be
conducted to understand the changing dynamics of the job market and preparing the
graduates accordingly. Admission criteria for programs of any level should be based on
sound principles relating to manpower requirements in the country. The number of
quality students intake should be given due importance keeping in view the needs of
the job market to avoid unemployment and job saturation. Furthermore, seminars,
workshops and other social events such as job fares were declared important for
marketing the graduates’skills. Such collaboration would keep both parties informed
about each other’s needs and characteristics. A study conducted by Miwa (2006) also
highlighted the need for marketing the abilities of the graduates in the information and
knowledge management sector.
Amaster’s degree was considered essential for an entry-level professional job.
Partridge et al. (2011) report that in Australia, market forces have already determined
the master’s degree as the preferred level to awardforLISprofessionals,andthisis
reflected in the declining demand for undergraduate programs in Australia. In the USA
and the UK, a master’sdegreeisthemainstreamqualification level (Um and Feather,
2007).
The findings regarding the job market support the idea of capturing the emerging
job market in non-traditional settings by expanding the LIS horizons. A job market
with the traditional skills set is not very impressive and associated with low salary
packages and low social status. The departments have to think outside the box and
capture the opportunities produced by the information society. Curriculum expansion
with an inter and multidisciplinary approach for developing competitive and generic
skills among graduates is a workable idea. Offering specializations and need-based
courses to secure an expanding job landscape in the emerging information society of
the country is also effective in this regard. Inclusion of modern IT concepts such as web
programming, software development, and application of information systems and
development of customized information systems should be geared to equip graduates
with competitive skills for securing jobs in the future. The inclusion of advanced IT
courses is the pressing demand from employers as well. The results of the present study
are in line with previous studies, which emphasized on expanding the intellectual
domain of the profession and focus on ICT oriented contents for grabbing future
employment opportunities (Hallam et al.,2004;Johnson, 1998;Marshall et al., 2001;
Miwa, 2006;Okello-Obura and Kigongo-Bukenya, 2011;Pettigrew and Durrance, 2001;
Raju, 2004).
Conclusion
Pakistan is considered as an emerging information society where the role of the
profession is obviously more valued and important. There is a low ratio of jobs
currently available in the non-traditional sector. However, it can be predicted that in
future information roles will be needed everywhere. Consequently, the non-traditional
job sector other than libraries will emerge robustly. LIS schools have to open their
wings to capture the emerging job sector by reorienting academic programs, offering
specializations, redesigning their curriculum, hiring relevant faculty and expanding the
scope of teaching programs.
GKMC
References
Ahmad, S. and Mahmood, K. (2011), “Library and information science education in Pakistan –a decade
of development –2000-2009”,Pakistan Library and Information Science Journal, Vol. 42 No. 3,
pp. 3-12.
Ameen, K. (2007), “Issues of quality assurance (QA) in LIS higher education in Pakistan”, Paper
presented at the 73rd IFLA General Conference and Council, Durban, available at: https://
archive.ifla.org/IV/ifla73/papers/114-Ameen-en.pdf (accessed 25 May 2016).
Ameen, K. (2006), “Challenges of preparing LIS professionals for leadership roles in Pakistan”,Journal
of Education for Library and Information Science, Vol. 47 No. 3, pp. 200-217.
Ameen, K. (2013), “The need and impact of learning ‘personality development and communication
skills’in LIS education: a case study”,Malaysian Journal of Library and Information Science,
Vol. 18 No. 1, pp. 15-25.
Ansari, M.N. (2012), “Trends of library professionals’job market in Pakistan from 1991 to 2011”,
Chinese Librarianship, Vol. 34.
Braun, V. and Clarke, V. (2006), “Using thematic analysis in psychology”,Qualitative Research in
Psychology, Vol. 3 No. 2, pp. 77-101.
Casarosa, V., Tammaro, A.M., Jelušic, T.A., Gradman, S., Saracevic, T. and Larsen, R. (2009), “DL
education in the EU and in the US: where are we? Where are we going?”,In International
Conference on Theory and Practice of Digital Libraries, Springer, Berlin, Heidelberg, pp. 378-379.
Charmaz, K. (2006), Constructing Grounded Theory: A Practical Guide through Qualitative Analysis,
Sage, London.
Cherry, J.M., Duff, W.M., Singh, N. and Freund, L. (2011), “Student perceptions of the information
professions and their master’s program in information studies”,Library and Information Science
Research, Vol. 33 No. 2, pp. 120-131.
Chikonzo, A.C., Bothma, T.J.D., Kusekwa, L. and Mushowani, A. (2014), “An assessment of the
changing needs of information professionals in Zimbabwe”,African Journal of Library, Archives
and Information Science, Vol. 24 No. 1, pp. 107-118.
Edegbo, W.O. (2011), “Curriculum development in library and information science education in
Nigerian universities: issues and prospects”,Library Philosophy and Practice, available at: http://
digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1591&context=libphilprac (accessed 9
January 2014).
Genoni, P. and Smith, K. (2005), “Graduate employment outcomes for qualifying library and records
management courses at Curtin University of technology, 1998-2002”,The Australian Library
Journal, Vol. 54 No. 4, pp. 336-352.
Hallam, G.C., Partridge, H.L. and McAllister, L.M. (2004), “LIS education in changing times”,Australian
Law Librarian, Vol. 12No. 2, pp. 11-32.
Harvey,R.andHiggins,S.(2003),“Defining fundamentals and meeting expectations:
trends in LIS education in Australia”,Education for Information, Vol. 21 Nos 2/3,
pp. 149-157.
Johnson, I.M. (1998), “Challenges in developing professionals for the ‘information society’–and some
responses by the British schools of librarianship and information studies”,Library Review,
Vol. 47 No. 3, pp. 152-159.
Kennan, M.A., Willard, P. and Wilson, C.S. (2006), “What do they want? A study of changing employer
expectations of information professionals”,AARL, Vol. 37 No. 1, pp. 18-37.
Khoo, C.S.G. (2004), “Trends in LIS education in Singapore”, Paper Presented At The 1st Liper
International Seminar, available at: www.jslis.jp/liper/record/singapore-e.pdf (accessed 12
August 2015).
Mahmood, K. (2002), “Competencies needed for future academic librarians in Pakistan”,Education for
Information, Vol. 20 No.1, pp. 27-43.
Employment
landscape and
LIS education
Mahmood, K. (2012), “LIS curriculum review using focus group interviews of employers”, Library
Philosophy and Practice (LPP).
Mahmood, K. and Shafique, F. (2012), Alumni participation in LIS program review: the case of MLIS at
University of Punjab. Library Philosophy and Practice (LPP), Vol. 2012.
Marshall, V., Wilson, T., Marshall, J.G. and Harris, R. (2001), “Plus ça change, plus c’est différent: a
report from the KALIPER project on six case studies in LIS education: KALIPER project: final
report”,Journal of Education for Library and Information Science, Vol. 42 No. 3, pp. 206-219.
Miwa, M. (2006), “Trends and issues in LIS education in Asia”,Journal of Education for Library and
Information Science, Vol. 47 No. 3, pp. 167-180.
Mustafa, G. and Ansari, M.N. (2012), “Job openings for library professionals in Pakistan: a content
analysis”,Library Philosophy and Practice (e-journal).
Ocholla, D. and Bothma, T. (2007), “Trends, challenges and opportunities for LIS education
andtraininginEasternandSouthernAfrica”,New Library World, Vol. 108 Nos 1/2,
pp. 55-78.
Ocholla, D. and Shongwe, M. (2013), “An analysis of the library and information science (LIS) job
market in South Africa”,South African Journal of Libraries and Information Science, Vol. 79
No. 1, pp. 35-43.
Okello-Obura, C. and Kigongo-Bukenya, I.M.N. (2011), “Library and information science education and
training in Uganda: Trends”,Education Research International.
Orme, V. (2008), “You will be ...: a study of job advertisements to determine employers’requirements
for LIS professionals in the UK in 2007”,Library Review, Vol. 57 No. 8, pp. 619-633, doi: 10.1108/
00242530810899595.
Partridge, H., Hanisch, J., Hughes, H., Henninger, M., Carroll, M., Combes, B., Genoni, P., Reynolds, S.,
Tanner, K., Burford, S. and Ellis, L., (2011), Re-Conceptualizing and Re-Positioning Australian
Library and Information Science Education for the 21st Century, Australian Learning and
Teaching Council, Sydney, NSW.
Partridge, H. Helen, L. Carroll, M. Hanisch, J. and Henninger, M. (2011), “Building the profession
together: towards holistic library and information science education”, available at: https://core.
ac.uk/download/pdf/10910359.pdf (accessed 12 May 2014).
Pettigrew, K.E. and Durrance, J.C. (2001), “KALIPER: introduction and overview of results”,Journal of
Education for Library and Information Science, Vol. 42 No. 3, pp. 170-180.
Raju, J. (2004), “General education in library and/or information science education and training”,
Education for Information, Vol. 22 No. 2, pp. 77-97.
Reid, K., Flowers, P. and Larkin, M. (2005), “Exploring lived experience”,Psychologist, Vol. 18 No. 1,
pp. 20-23.
Tedd, L.A. (2008), “Future pathways for LIS education at the 2010 university: some views from Wales”,
available at: www.ub.edu/biblio/aula/seminaris/presentacio_Lucy%20Tedd.pdf (accessed 17
October 2016).
Um, A.Y. and Feather, J. (2007), “Education for information professionals in the UK”,The International
Information and Library Review, Vol. 39 No.3, pp. 260-268.
Warraich, N.F. and Ameen, K. (2011), “Employability skills of LIS graduates in Pakistan: needs and
expectations”,Library Management, Vol. 32 No.3, pp. 209-224.
Warriach, F.N., Malik, A. and Ameen, KL. (2016), “In search of new horizons: Agenda of LIS
schools in Pakistan”,InSeadle,M.,Chu,C.M.,Stockel,U.andCrumpton,B.(Eds),
Educating the Profession: 40 Years of the IFLA Section on Education and Training,De
Gruyter, pp. 420-432.
Weech, T. (2015), “New career opportunities and their impact on library and information
science degrees: an exploratory study”,Bid: textosuniversitaris de biblioteconomiai
documentacio 35.
GKMC
Wise, S., Henninger, M. and Kennan, M.A. (2011), “Changing trends in LIS job advertisements”,
Australian Academic and Research Libraries, Vol. 42 No. 4, pp. 268-295.
Yu, H. and Davis, M. (2007), “The case for curriculum reform in Australian information management
and library and information science education: part 1. Technology and digitization as drivers”,
Information Research, Vol. 12 No. 4, available at: http://informationr.net/ir/12-4/colis/colise05.
html (accessed 17 October 2016).
Further reading
Kaser, D. (1992), “Asa Don Dickinson: A librarian of his times”, in Rehman, S., Chaudhry, A.S. and
Qarshi A.H. (Eds), Library Education in Pakistan: Past, Present and Future, PULSAA, Lahore,
pp. 3-10.
Mahmood, K. (2003), “A comparison between needed competencies of academic librarians and LIS
curricula in Pakistan”,The Electronic Library, Vol. 21 No. 2, pp. 27-43.
Appendix. Interview guide
Current job market and employment issues.
Future job market avenues and trends (potential employers).
Competitors in information market place.
Potential threats posed by competitors.
Strategies of LIS school to capture job market.
Corresponding author
Amara Malik can be contacted at: amara.im@pu.edu.pk
For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com
Employment
landscape and
LIS education
