Change and innovation in European LIS education

Abstract

This paper examines current trends and developments in higher education (HE) and the responses of HE institutions to these changes. The contribution of Library and Information science (LIS) institutions to innovation in Europe is examined through three case studies -the Manchester Metropolitan University (MMU), the Robert Gordon University (RGU) and the Tallinn Pedagogical University (TPU). Technology, globalisation, and competition have caused the ground to shift under HE worldwide. HE institutions have had to rethink their environment in the light of new technologies. During the last five years MMU, RGU and TPU have developed new programmes and courses, new teaching and learning approaches and used information communication technology to support teaching and learning. All staff members have been actively involved in change and the innovation process. In most cases changes have been incremental and the impact of these changes has been rather positive.

Continuing professional development for library and information science

“…The ideal curriculum for library and information science per se is far from settled, with divergent views as to what should be its 'core' -if, indeed, such a concept is realistic -and equally divergent views as to how to adapt library/information education to a changing technical, economic and social environment: see, for example, from various national and international perspectives, Kajberg and LÝrring (2005), Aina 2005, Badovinac and Juznic 2005, Virkus and Wood (2004), van Heusden 2004, Ashcroft (2004, Markey (2004), andHorvat 2003. This reflects onto the CPD situation, where there is little agreement as the most important and appropriate topics to be covered, although there is usually an assumption that CPD should cover the more immediately practical and vocational -and, perhaps, local and ephemeralaspects.…”

General Introduction to the Role of the Library for University Education

“…It is acknowledged that universities all over the world face an imperative to adapt and adjust to a whole series of profound changes that fall into six major categories: the increased demand for HE in a lifelong learning context, the internationalisation of education and research, the need to develop co-operation between universities and industry, the proliferation of places where knowledge is produced, the reorganisation of knowledge, and the emergence of new expectations (European Commission, 2003, Virkus andWood, 2004a).…”

“…The main trends and developments that have influenced and are going to have a major role in the future of HE in Europe are the following (UNESCO, 2003: 28-29;Virkus & Wood, 2004a):…”

“…They are also significant players because of their increasing role in the complex process of innovation, along with their other contributions to economic competitiveness and social cohesion, e.g. their role in the life of the community and in regional development (European Commission, 2003;Virkus and Wood, 2004a).…”

“…Therefore, along with all other sectors of society, education is undergoing major transformation, rationalization, restructure and redefinition (Inglis et al, 2002) to respond to many socio-economic developments and educational needs of the modern society. Several observers have pointed out that during the last decade, technology, globalisation, and competition have caused the ground to shift under higher education worldwide, defying national borders and calling into question honoured traditions, scared myths, and previously unquestioned assumptions (Green, Eckel & Barblan, 2002: 7;Virkus & Wood, 2004a).…”