The purpose of this paper is to report on an investigation of the service quality of the Aga Khan University library in Kenya. The total quality management philosophy which forms the basis of this report has been demonstrated by the use of SERVQUAL, a userbased assessment tool, in the evaluation of service quality. The research was conducted among 123 Aga Khan University library users – nursing and medical faculty and nursing and medical students – with an aim to investigate the quality of its services based on the satisfaction of library users with the services and as expressed by and based on users’ expectations and perceptions. The data was gathered through the SERVQUAL structured questionnaire and a 63% response rate was realized. The findings generally established that the expectations of Aga Khan University library users are higher than their perceptions. The results also show that there are service quality gaps in a number of services offered by the library. This research is deemed important as there is lack of information showing libraries in Kenya having involved library users in service quality evaluation through the use of objective and user-based tools. Thus this paper may lead to libraries in Kenya embracing objective measurement tools for the evaluation of library service quality. It is hoped that this article will contribute to a better understanding of philosophies such as total quality management in an academic library environment in developing countries, users’ expectations and perceptions of quality

Background: The process of improving the quality of health care delivery requires that health systems function efficiently and effectively. A key component of health care systems’ efficiency is the administration of records that are often poorly managed. Any improvement in the management of records has to be done in full cognisance that records are generated in an organisational setting and based on a national legislative and regulatory framework.Objectives: The purpose of this article is to assess the contextual legislative and regulatory framework of South Africa’s health care system and its impact on the effectiveness of records management in public health care institutions.Method: Data for the study were obtained from two sources. On the one hand, the study conducted a review of literature that not only provided background information but also informed the research process. On the other hand, a varied number of respondents were identified through purposive sampling, and their expert knowledge solicited through semi-structured interviews.Results: The literature review, as well as the interviews, revealed that findings on the legislative and regulatory environment are multi-layered. For instance, respondents echoed observations made from the literature review that, whilst South Africa had a complex array of legal instruments, compliance levels at public health institutions were very rudimentary and contrary to the levels of sophistication expected by the legal instruments. A number of respondents noted the lack of specific guidelines for health records and that in most government departments there was ‘a very low key focus on the regulatory issues’. Several respondents stated that even when there were general guidelines for managing records, very few public institutions were compliant. A majority of the respondents noted a lack of an integrated approach in the different legislative and regulatory instruments, for instance, on the issue of records retention.Conclusion: The study revealed three related observations: firstly, that there is substantial legislative and regulatory dissonance in the management of health records in the country’s public health sector; secondly, understanding the complex interplay of different legal and regulatory instruments in the country’s public health sector is a critical first step, but it remains the beginning of the process; thirdly, there are lessons to be drawn from the extensive experiences of other countries such as the United Kingdom in addressing the legislative and regulatory challenges.

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The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

Many African universities have employed distance education to expand access to education and digital libraries can ensure seamless access to information for distance learners. The purpose of this study was to investigate the availability of policies and strategic initiatives for developing digital library services in distance education at the University of Education, Winneba in Ghana. The study relies on the results of semi-structured interviews with selected librarians of the University, and institutional document analysis. The study found that digital library use in distance education at the University is seriously hampered due to the absence of strategic support, consistent policies and dedicated funding for digital library initiatives.