Employability skills of LIS graduates in Pakistan: needs and expectations

Abstract

Purpose -This paper aims to analyze the opinion of young and senior library and information science (LIS) professionals in Pakistan on LIS curricula and its relevance to market needs to enhance employability. Design/methodology/approach -A mixed research method was used to collect data from professionals through two questionnaires, focus group and personal experiences. Findings -The findings reveal that the LIS curriculum offered at the University of the Punjab (PU) is up to date and well designed but it is not fully meeting the needs of young graduates and employers. Both groups were dissatisfied with employability skills due to lack of implementation of LIS curricula and shortage of specialized faculty members at the time of data collection in May 2008. The employers complained of weak communication, practical and presentation skills. They expect graduates with more multidimensional and market oriented skills. However, the school takes a lead in introducing new curricula among the rest.Research limitations/implications -The paper only focuses on the graduates of Department of LIS, University of the Punjab, among the eight library schools in Pakistan. Practical implications -The study divulges very valuable information for the planning and revision of the LIS curriculum and change in teaching practices in all eight library schools of Pakistan. It will also be helpful for LIS graduates to learn more market oriented and multi dimensional skills to meet the changing demands of the information marketplace and enhance their employability. Originality/value -This is first ever study in any library school of Pakistan about the employability skills of its graduates.

University Students’ Employability Skills Model Based on Chinese Employer Perspective

“…The generic skills [12][13][14] are not only the ability of initial employment, but also the potential development. In general, employers now pay more and more attention to the employability and employability skills of the staffs [15][16][17][18][19][20][21]. How to know and understand the employability skills which the employers value [11][12][13][14] is now being an important issue which the education sectors need to confront with.…”

Employability skills of alumni students: requirements and expectancies

“…The study provides an overview of the di culties library and information science (LIS) education and the reasons why employers and professionals in the eld are dissatis ed. The study's results may assist not only LIS educators but other elds such as management, marketing and tourism related spheres in developing and designing necessary skills (Ameen & Warraich, 2011).…”

“…WIUT LRC has a lot of activities, workshops, training and blended mode courses which can enhance the students' transferable skills that can assist in their employability. Ameen & Warraich (2011) describe employability as required skills for getting the job and doing it professionally. They can be taught based on academic and thinking skills and individual qualities.…”

Assessing library and information science graduates’ skills and knowledge against 21st-century employability demands

“…In addition, studies conducted by several researchers have outlined a number of employability skills (e.g. Mgaiwa, 2021; Pradhan, 2015; Warraich and Ameen, 2019). In particular, these studies have identified presentation skills, problem-solving aptitude, report-writing skills, online-searching skills, customer service skills, a positive attitude, time-management capability, teaching skills, learning skills, planning skills and organizational skills as important in the job market.…”

“…Generally, LIS schools are adapting their curricula to the technological and socio-economic changes taking place. For example, in addition to revising and revitalizing their curricula, some schools are increasing their collaboration with other academic departments to enhance the customizability of their academic programmes (Ismail and Khan, 2021; Warraich and Ameen, 2019). Likewise, schools have changed their names, practices and courses offered (Buarki et al, 2011).…”