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Describes a free market economy as a competitive, self‐regulating market. In this environment, marketing becomes a powerful instrument for matching products and services to people′s needs. The competitive nature of the market necessitates a continuous exploration of changes in people′s needs and a constant adaptation of the organization and its output to these changes. The success of this adaptation enhances product or service quality and ensures institutional survival. Explains that adult and continuing education can become more effective by adopting marketing strategies, and provides important marketing strategies that may be found relevant in the administration of adult and continuing education programmes under a free market economy.

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

The need for continuing professional education (CPE) for librarians is discussed. The libraries and educational institutions in Tamil Nadu are briefly examined and attempts at CPE programmes in India are traced. A draft plan for CPE for librarians in Tamil Nadu is presented and the New Education Policy of the Government of India and role of the UGC and staff colleges are highlighted. Obstacles to CPE are listed.

The 15‐year study of excellence in public relations and communication management in the USA, the UK and Canada produced an explanation of the value of PR to an organisation and a set of theoretical principles describing how the communication function should be organised, structured and practised in an organisation. These principles provide a theoretical benchmark for auditing the quality of a PR unit. This paper identifies the implications of these principles for PR education at the undergraduate, postgraduate and continuing education levels and for management education in MBA programmes. The excellence study suggests, first, that all PR education must instil in students the view that PR is a strategic managerial function rather than a technical support function for other managerial functions. Undergraduate programmes should continue to develop superior communication skills in their students, but they must frame these technical skills in principles of strategic management, research and ethics and social responsibility. Postgraduate and continuing education programmes should focus on strategic management and research skills and educate future managers to be ethics officers in the organisation. MBA programmes should include a unit on PR in a subject area such as strategic management, public affairs or corporate social responsibility to prepare them to work with PR professionals when they become senior executives. PR education at all of these levels and in both communication and MBA programmes should educate students to practise PR globally.

Discusses issues relating to professional development and manpower training in Kenya. Provides background information on the libraries and information sciences training programmes situation. Gives attention to issues and trends affecting the information profession in training, curricula development, application of information technology, cost of information materials and the crisis in supply and demand in regard to manpower development in the information profession. Suggests that institutions for training information professionals need to observe the supply and demand trends in their environment and to adjust both the curricula and intake of trainees to the national situation. The training institutions also need to broaden the courses offered in their programmes to include computer skills, communication studies, economics of information, marketing, research methodologies, management, publishing and booktrade, resource sharing and continuing education. The market for information professionals needs to be provided with products with diversified knowledge and skills. Concludes with observations on how the problems of manpower development and training in information sciences in Kenya may be handled.

Sustainable development is considered by many to be an essential direction for our world to move towards. To educate for sustainability is not an easy task and it is essential for all the education practitioners to make their contribution. It is important to accept and adapt changes for sustainable development, and continuing education sector itself has undergone dramatic changes in development since the formulation of the concept by the United Nations Education Scientific and Cultural Organization in the 1960s. Coping with the metamorphosis of society and its increasing demand for multi‐disciplinary, continuing education in the tertiary institution is a continuous learning process on its own. Leadership empowerment becomes one of the sharpening tools for bringing about the change in the institutions. Looks at an integral and practice‐oriented approach of one of the subject areas to introducing sustainable development into continuing education in Hong Kong as well as to explore the significance of leadership empowerment in bringing change and learning to the continuing education in the tertiary education.

Until the past few years, distance education has been slow to find support in the USA, particularly for advanced degree programmes. As distance education gains popularity in the USA, academic departments in US colleges and universities have seen the opportunity to expand into off‐site programmes. Much attention has been given to the logistics and methodology of teaching such off‐site courses. Less attention has been given to providing information services for the off‐site programme. This paper discusses the collaboration of the University of Virginia Library with the UVa Division of Continuing Education to provide library services for off‐site students.

This paper aims to discuss the challenges posed by the contemporary library environment, which are the results of ICT and the digital revolution, and call for developing new competencies and skills as well as a new set of proficiencies. It also seeks to analyse the role of professional bodies, especially in India, in preparing librarians to meet these challenges.

Part I of this paper on emerging trends in academic librarianship at the global level has been consolidated from the literature that has discussed this problem in various forums, and from personal experience. Part II principally assesses the role played by library associations in preparing professionals to face the challenges offered by trends that emerge from time to time. This is done with the aid of a case study of the Indian Association of Special Libraries & Information Centres (IASLIC), Kolkata (India). A questionnaire and personal interviews were utilised to gather information and opinions.

It is found that the modern academic librarian, besides the common attributes, should be technology‐savvy and eager to learn and adopt any technology development for the benefit of users. Regular updating of professionals is sine qua non. In the Indian context, it is found that professional bodies like IASLIC did play a yeoman's role in bringing India to the forefront of global librarianship. It is concluded that India does need a well‐laid out policy and programmes of updating and equipping its librarians continuously and can benefit from the experiences of ALA and CILIP.

This is the first time a study of IASLIC has been conducted from the angle of its role in meeting the new challenges posed by ICT. This study should benefit all professional bodies in India in their education programme.

In this chapter the notion of ‘the third context’ is presented as a useful perspective in order to reduce the gap between work and continuing education, as continuing education is argued to be an activity different from work as well as education, namely as something ‘third’. Consequently, ‘the third context’ is an alternative to the predominant understanding of work and education as two incompatible entities based on different paradigms. The understanding of incompatibility between work and education had extensive influence on learner engagement and learning outcome in two continuing education courses based on Facilitated Work Based Learning (FWBL). FWBL focuses extensively on integrating work and continuing education with the purpose of increasing employee involvement and engagement: Theoretically, FWBL is inspired by John Dewey and Problem Based Learning. Obstacles occurred during the FWBL courses, especially in relation to the question of ‘how can work and continuing education be integrated?’ More extensive use of information technology is argued to be a method supporting the alignment of processes between the FWBL course and the workplace.

The purpose of this paper is to identify and explore curriculum related to makerspaces and making within library and information science graduate programs and continuing education opportunities available to librarians. These findings are compared against prior assessments of makerspace-related educational offerings, as well as contrasted with recent practitioner survey results indicating the number of library practitioners involved in makerspace work and their needs.

This paper employs content analysis to assess makerspace topics within American Library Association (ALA)-accredited library and information science Masters programs’ course catalogs and in continuing education opportunities for librarians.

This work identified a total of eight courses from seven ALA-accredited Masters of Library Science programs relating to makerspace and making topics. A series of past and current makerspace-related continuing education opportunities were noted, with a variety of durations and structures, all offered in online format. As compared to prior research, these findings describe a notable increase in training and curriculum relating to library makerspaces.

A limitation of this work is the difficulty in assessing frequency of course offerings, details regarding special topics courses and the potential continuing education materials that may have been removed from the internet since their offering.

Although significant research efforts have focused on makerspaces, little work has directly assessed the ongoing impact of the makerspace trend on library and information science graduate programs and continuing education opportunities.