Participation of librarians in university governance with special reference to curriculum development: a case study of the universities of Dar es Salaam, Malawi and Cape Town
| dc.contributor.author | Mwaimu, Pamphil Dominic | |
| dc.date.accessioned | 2019-11-27T10:47:06Z | |
| dc.date.accessioned | 2020-01-07T15:56:53Z | |
| dc.date.available | 2019-11-27T10:47:06Z | |
| dc.date.available | 2020-01-07T15:56:53Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form, East Wilbert Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF Z682.4.C63M852) | en_US |
| dc.description.abstract | This study examined participation of Librarians in university governance with specific reference to Curriculum Development at three selected universities, namely the universities of Dar es Salaam, Malawi and Cape Town, and to propose strategies for ensuring full participation of librarians in curriculum development. The study focused on the extent to which librarians are represented in university curriculum matters and university governance and factors that enhance or deter their effective participation, academic status of librarians, perceptions of teaching staff on librarianship as an academic discipline. A review of related literature and theoretical framework provided a basis for deeper understanding of the linkages between curriculum development, the role of librarians in curriculum development vis a viz university governance. The theoretical framework was based on two models, the university bureaucracy model and the university as a collegium or community of scholars. A comparison of the two revealed that the university as a collegium or community of scholars model is the most popular and has been widely applied over the years, creating the impetus for expansion of teaching /library staff participation in governance matters in institutions of higher learning. An overview of university governance issues and concerns revealed the emergence of governance paradigms which challenge the long standing bureaucratic and scientific views of organizations. The new governance paradigms provide insights into how governance can be improved in institutions of higher learning through alternative methods which create meaningful governance change on university campuses. Empirical Data for this study was collected using a combination of methods (triangulation) and included a self administered structured and standardized questionnaire with both open and close ended questions and library research. A questionnaire was administered to 240 purposively selected respondents, including teaching staff, heads of departments, deans and directors, top administrators, librarians and student leaders. Key findings revealed that librarians are not involved in curriculum development or review due to a number of factors, including inadequate understanding on the role played by librarians in te | en_US |
| dc.identifier.citation | Mwaimu, P.D(2013)Participation of librarians in university governance with special reference to curriculum development: a case study of the universities of Dar es Salaam, Malawi and Cape Town,Master dissertation, University of Dar es salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/2901 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Agriculture | en_US |
| dc.subject | Information services | en_US |
| dc.subject | Selective dissermination of information | en_US |
| dc.subject | Climate change | en_US |
| dc.subject | Farmers | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Participation of librarians in university governance with special reference to curriculum development: a case study of the universities of Dar es Salaam, Malawi and Cape Town | en_US |
| dc.type | Thesis | en_US |