The study investigated the impact of accreditation, a process of external quality assurance (EQA) on university libraries in Kenya. The study demonstrated that globalization and commercialization had affected higher education systems. An increasing emphasis was towards outcomes of higher education and evaluators were looking for new data and indicators that demonstrate that students have mastered specific objectives because of their education. The philosophy of pragmatism formed the basis of this study and the mixed research method was used for data collection. This study adopted a sequential mixed model design and data was collected in two phases. Questionnaires and interview survey methods were used to collect both quantitative and qualitative data for this study. A total of 27 (87%) of the 31 respondents from private and public universities completed and returned the questionnaires. Based on the findings from the questionnaire survey five heads of university libraries were interviewed. The findings of the study established that accreditation had made significant impacts on university libraries in Kenya. It was evident that the university librarians did not undertake self-assessment as a step prior to the accreditation visit. The standards used for evaluation of university libraries only covered inputs. The types of measures collected were only descriptive inputs of the libraries. From the findings, it was evident that there was no collection of statistics nationally. It was also evident from the findings that there were no specific performance indicators to facilitate self-assessment and benchmarking between university libraries.The study recommended that CHE should also advocate the use of self-evaluation in university libraries and evaluate university libraries based on evidence of normative practice, hence the need for revision of the standards. The standards should focus on outputs and outcomes of the library programs as primary indicators of quality. The study further recommended that university libraries in Kenya adopt the use of standardized instruments for data collection such as LibQual. In order to develop a culture of assessment in university libraries in Kenya the study recommended a performance evaluation model with a set of nine criteria including 26 indicators. / Information Science / D. Litt. (Information Science)

The study investigated the impact of accreditation, a process of external quality assurance (EQA) on university libraries in Kenya. The study demonstrated that globalization and commercialization had affected higher education systems. An increasing emphasis was towards outcomes of higher education and evaluators were looking for new data and indicators that demonstrate that students have mastered specific objectives because of their education. The philosophy of pragmatism formed the basis of this study and the mixed research method was used for data collection. This study adopted a sequential mixed model design and data was collected in two phases. Questionnaires and interview survey methods were used to collect both quantitative and qualitative data for this study. A total of 27 (87%) of the 31 respondents from private and public universities completed and returned the questionnaires. Based on the findings from the questionnaire survey five heads of university libraries were interviewed. The findings of the study established that accreditation had made significant impacts on university libraries in Kenya. It was evident that the university librarians did not undertake self-assessment as a step prior to the accreditation visit. The standards used for evaluation of university libraries only covered inputs. The types of measures collected were only descriptive inputs of the libraries. From the findings, it was evident that there was no collection of statistics nationally. It was also evident from the findings that there were no specific performance indicators to facilitate self-assessment and benchmarking between university libraries.The study recommended that CHE should also advocate the use of self-evaluation in university libraries and evaluate university libraries based on evidence of normative practice, hence the need for revision of the standards. The standards should focus on outputs and outcomes of the library programs as primary indicators of quality. The study further recommended that university libraries in Kenya adopt the use of standardized instruments for data collection such as LibQual. In order to develop a culture of assessment in university libraries in Kenya the study recommended a performance evaluation model with a set of nine criteria including 26 indicators. / Information Science / D. Litt. (Information Science)

Well-resourced and functional school libraries are important resource centres for teachers and learners, particularly in historically disadvantaged communities where other information services such as public or community libraries and multipurpose centres are few or virtually non-existent. However, only a minority of the schools in South Africa have well-stocked and well-staffed school libraries. In the Limpopo Province, the situation leaves much to be desired because only 2.3 % of the state schools have well-resourced and functional school libraries. Importantly, for the different school library facilities to be functional, an approved school library policy with endorsed school library standards and models is essential. Amazingly, there is no approved and legislated national school library policy in South Africa to support a progressive, constructivist and resource-thirsty curriculum. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. With well-stocked and functional school libraries, teachers and learners can access the library-based resources for curriculum support. The study was limited to public high schools only in both urban and rural communities of the province. The study is based on the constructive teaching and learning theory which emphasises the use of different resources to stimulate progressive and constructivist teaching and learning styles in schools. A multi-case study research design was adopted for data collection. Qualitative and quantitative research approaches were adopted in the study to investigate the focus of the study in-depth and intensively. Data were collected through questionnaires administered to 163 teacher-librarians or principals of the sampled 306 public high schools. The education officials, that is, the senior manager and two chief education specialists were interviewed face-to-face using an interview schedule. The findings of the study established that more than 33% of the public high schools in the study had a library facility. However, the findings indicated that the majority of the school library facilities were non-functional because the fundamentals of school library development such as a legislated school library policy are not in place. The absence of an overarching library policy leads to, lack of strategic direction, inadequate provision of resources, compromised functionality as well as the poor standing and value of school libraries. The study recommends that the newly launched National Guidelines for School Library and Information Services (2012) be legislated to become school library policy so that school library standards can be implemented in different school library models to enable teachers and learners to have access to library resources to support the constructivist and resource-based curriculum. / Information Science / D. Litt. et Phil. (Information Science)

Well-resourced and functional school libraries are important resource centres for teachers and learners, particularly in historically disadvantaged communities where other information services such as public or community libraries and multipurpose centres are few or virtually non-existent. However, only a minority of the schools in South Africa have well-stocked and well-staffed school libraries. In the Limpopo Province, the situation leaves much to be desired because only 2.3 % of the state schools have well-resourced and functional school libraries. Importantly, for the different school library facilities to be functional, an approved school library policy with endorsed school library standards and models is essential. Amazingly, there is no approved and legislated national school library policy in South Africa to support a progressive, constructivist and resource-thirsty curriculum. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. With well-stocked and functional school libraries, teachers and learners can access the library-based resources for curriculum support. The study was limited to public high schools only in both urban and rural communities of the province. The study is based on the constructive teaching and learning theory which emphasises the use of different resources to stimulate progressive and constructivist teaching and learning styles in schools. A multi-case study research design was adopted for data collection. Qualitative and quantitative research approaches were adopted in the study to investigate the focus of the study in-depth and intensively. Data were collected through questionnaires administered to 163 teacher-librarians or principals of the sampled 306 public high schools. The education officials, that is, the senior manager and two chief education specialists were interviewed face-to-face using an interview schedule. The findings of the study established that more than 33% of the public high schools in the study had a library facility. However, the findings indicated that the majority of the school library facilities were non-functional because the fundamentals of school library development such as a legislated school library policy are not in place. The absence of an overarching library policy leads to, lack of strategic direction, inadequate provision of resources, compromised functionality as well as the poor standing and value of school libraries. The study recommends that the newly launched National Guidelines for School Library and Information Services (2012) be legislated to become school library policy so that school library standards can be implemented in different school library models to enable teachers and learners to have access to library resources to support the constructivist and resource-based curriculum. / Information Science / D. Litt. et Phil. (Information Science)