A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka

Abstract

A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka Pradeepa Wijetunge Article information:To cite this document: Pradeepa Wijetunge, (2009),"A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka", Library Review, Vol. 58 Iss 9 pp. 670 -684 Permanent link to this document: http://dx. AbstractPurpose -A comprehensive analysis of the LIS education system was carried out covering the 2004-2007 period and it was established that currently 24 LIS education programs are conducted in Sri Lanka by eight educational institutions. The purpose of this paper is to present a critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka based on the major research. Design/methodology/approach -The research used both quantitative as well as qualitative research methods to determine the present status of affairs and the study was based on primary and secondary data collected by means of questionnaires, semi-structured interviews, participatory observations and review of documents. Primary data were collected from the LIS course co-ordinators, teachers and policy makers. Researcher's own reflections were also used. Findings -The empirical survey identified that six main subjects are taught across most of the LIS programs; that most programs provide a general knowledge in LIS but not opportunities for specialisation; appropriate levels of complexity were not evident across the different levels of programs; and there is no national core in LIS so that all programs cover a set of common subjects at appropriate depths and breadths suitable for different levels of programs. Findings with regard to the curriculum development strategies identified that most of the curricula documents are not comprehensive, and that the Sri Lankan LIS curriculum developers do not use any formal curriculum development model. Analysis of the curriculum development teams indicated that most members have no training in curriculum design, and the teams lack contributions by other stakeholders except LIS professionals. Several recommendations are presented to eliminate the weaknesses of the curriculum development strategy in the LIS programs. Research limitations/implications -This paper is based on a broader empirical study of the LIS education system of Sri Lanka and throws some light on specific research on identifying the most appropriate curriculum development model for Sri Lanka. Practical implications -The findings of the research are directly applicable to the tasks of the curriculum developers and the LIS education policy makers in Sri Lanka and they can use the findings for the improvement of the LIS education programs. Originality/value -Contents or the curriculum development strategy of the current Sri Lankan LIS education programs have not been critically analysed before and this paper presents the original research findings relevant to all the programs conducted in 2007.

Development of students’ commercial awareness within the curriculum of professionally accredited courses

“…They suggested increasing the development of graduates' practical skills through the use of sandwich programmes, work experience, case studies and on-site training, stating that as part of the curriculum redevelopment process, it is important to consider employers' concerns and needs, and incorporate improvements in order to make graduates work ready. This comment reinforced the importance of incorporating employers' views, as mentioned for other industries (Cox and King, 2006;Nicholson and Cushman, 2000;Thacker, 2002;Wijetunge, 2009;Wright et al, 2002).…”

“…Literature focused on other disciplines such as human resource management, retail, textiles, information technology and library information systems has also stated the importance of incorporating employers' comments into curriculum design (Thacker, 2002;Nicholson and Cushman, 2000;Wright et al, 2002;Cox and King, 2006;Wijetunge, 2009). However, the level of support from employers in the property sector to the development of students studying property courses and newly-graduated employees can be enhanced (Poon, 2012).…”

“…In addition to employers, Wijetunge (2009) also stated the importance of contributions by curriculum experts, current and past students and other stakeholder groups (e.g. professional organisations that provide accreditation) in order to ensure successful curriculum development and design.…”

“…In addition to raising the importance of constructive alignment, various studies have also highlighted the importance of incorporating employers' input into curriculum development and design, including their involvement in the design, delivery and assessment of courses in different subject areas such as human resource management (Thacker, 2002), retail (Nicholson and Cushman, 2000), textiles (Wright et al, 2002), information technology (Cox and King, 2006) and library information systems (Wijetunge, 2009). In addition to employers, Wijetunge (2009) also stated the importance of contributions by curriculum experts, current and past students and other stakeholder groups (e.g.…”

“…Curriculum development and design is important for the overall development of students (Eskandari et al, 2007;Roffe, 2010;Thacker, 2002;Wijetunge, 2009). The Commission on Colleges of the Southern Association of Colleges and Schools (Southern Association of Colleges and Schools, 2005) summarised the importance of curriculum development and design, stating "(curriculum) coherence is a critical component of a programme and should demonstrate an appropriate sequencing of courses, not a mere bundling of credits, so that student learning is progressively more advanced in terms of assignments and scholarship required and demonstrates progressive advancement in a field of study that allows students to integrate knowledge and grow in critical skills" (cited in Veltri et al, 2011, p. 12).…”