Search results

The purpose of this paper is to assess the level of digital information literacy (DIL) skill and use of electronic resources by humanities graduate students at Kenneth Dike Library, University of Ibadan, Nigeria.

This paper uses the survey research design and 200 graduate students from the 12 departments that made up the Faculty of Arts in the University of Ibadan participated in the study. A self-devised structured questionnaire was used as instrument for data collection. A pilot questionnaire was first sent to a small random sample of the respondents, with feedback used to fine-tune the final questionnaire. Respondents were requested to rate their level of proficiency in the use of digital devices, web-based tasks, information finding, evaluation and utilisation of available e-resources and challenges encountered. Ethical consideration of informed consent, institutional permission, confidentiality and anonymity of participants was strictly followed. Data collected were analysed and result presented using descriptive statistics including frequencies, percentage, mean and inferential statistics such as regression analysis and Pearson’s product moment correlation coefficient were used to test the research question and hypothesis, respectively.

Humanities graduate students at the University of Ibadan possessed high level of DIL skills in respect of digital devices usage, web-based tasks, information finding and evaluation, but low in e-resources utilisation. This study identified inadequate knowledge of e-resources availability, irregular internet access, inadequate training on e-resources utilisation, inadequate staff assistance, lack of continuity in e-resources subscription and paucity of local contents in the e-resources as main challenges encountered by graduate students in the use of e-resources. To ensure that those who can most benefit from e-resources utilisation are not further marginalised, this study recommends that active steps should be taken to increase e-resources awareness, regular internet access, training/support, continuity of e-resources subscription and increased local content so that all may benefit from the opportunities of the information age.

This paper has demonstrated that DIL skills can enhance effective utilisation of e-resources if users have adequate knowledge of e-resources availability, regular internet access, adequate training and assistance on e-resources utilisation, continuity in database subscription and adequate local contents e-resources.

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.

Riviere’s article questions qualifying exams in US graduate education, completed after 1–2 year of PhD coursework and before submitting a dissertation proposal, as an assessment tool for graduate students’ preparedness as “stewards of the discipline” (Golde, Walker & Associates, 2006). A qualifying portfolio containing examples of professional work and reflections by the student on her own progress assesses disciplinary and professional knowledge. Graduate coursework prepares students to produce research in two important genres: the journal article and the monograph (practiced as seminar papers and the dissertation, respectively). Other professional genres of writing, such as the scholarly book review, the course syllabus, and the peer review process are rarely explicitly taught. All three are a required element of an academic career, and indicative of the kinds of lines of inquiry demanded of a scholar in the humanities. Beyond the preparation for an academic career, the chapter suggests that a portfolio would also be useful evidence of qualifications for careers outside the university. Riviere focuses specifically on graduate students in the humanities, but the suggestions for can be usefully extrapolated to other disciplines.

This paper investigates the two-way relationship between foreign direct investment (FDI) inflows and higher education across 36 Organisation for Economic Co-operation and Development (OECD) countries for 1998–2019 periods. To demonstrate this relationship, the authors take into account the total number of graduates as well as the number of graduates from different fields. Accordingly, the authors gathered graduates in four groups which are education, social sciences, technical sciences (tech) and health. In addition to investigating two-way relationship between FDI and graduates, the authors also examined the contribution of primary and secondary level education to FDI.

The authors use two models to investigate the bidirectional relationship between FDI inflows and graduates from four fields. In the first model, the dependent variable is FDI inflows, and in the second model, graduates from each field are the dependent variable. To investigate the dual relationship, the authors employ ordinary least squares (OLS) and two-step system generalized method of moments (GMM) developed by Arellano Bover (1995) and Blundell Bond (1998).

For the first model, the results show that secondary level and higher education have a positive impact on FDI. In terms of graduates by fields, it is seen that education and health graduates contributed the most to FDI. For the second model in which the authors analysed the effect of FDI on total graduates and graduates from different fields, the authors find that FDI positively affects the number of graduates from all fields, and the strongest effect is on graduates from the social science field.

Based on the results, the authors can say that well-educated people promote FDI inflows to OECD countries, and FDI is also a driving force in raising highly educated people. So, the authors think that the results will help design higher education policies in accordance with FDI and higher education connection.

To the best of the authors’ knowledge, this paper is the first to examine the impact of FDI inflows on graduates by fields and also to investigate the impact of graduates by fields on FDI.

This study aims to answer the following questions about humanities graduate students: what are the characteristics of the documents cited in their theses? Where and how do they obtain those citations? Do students use and cite electronic resources? Do students favour electronic resources over paper versions?

The study's participants were 20 humanities graduate students. Following an analysis of the citations in their theses, list‐checking and follow‐up interviews were conducted.

The results showed that these humanities graduate students cited considerably more print materials than electronic resources. Most of the documents cited were supplied by the university library. Only a small proportion of the documents were available in electronic format either from the university library or from the internet. The availability ratio of journals was higher than that of books. Students' acceptance of e‐journals was higher than that of e‐books.

The findings of the study could help researchers and librarians gain a better understanding of how humanities graduate students use electronic resources.

To identify levels of awareness and patterns of usage of electronic books by scholars in the humanities.

A survey of the University of Denver community assessed knowledge about and usage of electronic books. The results for humanists are presented here.

Scholars in the humanities have a higher level of awareness of e‐books than their colleagues across campus but use e‐books at the same rate. Their patterns of use are different, with humanists using less of the e‐book than do other groups. Humanists still prefer printed books to electronic texts at a higher rate than do other groups and care less about added features, such as searchability, than they do about content.

Humanists conduct research differently than do most other scholars, using the library catalog and browsing as primary means of finding information, and valuing the book more than other resources. No previous research has assessed whether humanists have similarly unique patterns of usage for electronic books.

Enrolling in an academic discipline or selecting the college major choice is a dynamic process. Very few studies examine this aspect in India. This paper makes a humble attempt to fill this gap using NSSO 71st round data on social consumption on education. The purpose of this paper is to use multinomial regression model to study the different factors that influence course choice in higher education. The different factors (given the availability of information) considered relate to ability, gender, cost of higher education, socio-economic and geographical location. The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

The present paper follows the same approach as that of Turner and Bowen (1999). The Multinomial regression is specified as P ( M i = j ) = ( exp ( β j × X i ) / ∑ j − 1 5 exp ( β j × X i ) ) , where P (M_i=j) denotes the probability of choosing outcome j, the particular course/major choice that categorizes different disciplines. This response variable is specified with five categories: such as medicine, engineering, other professional courses, science and humanities. The authors’ primary interest is to determine the factors governing an individual’s decision to choose a particular subject field as compared to humanities. In other words, to make the system identifiable in the MLR, humanities is treated as a reference category. The vector X_i includes the set of explanatory variables and β_j refers to the corresponding coefficients for each of the outcome j. From an aggregate perspective, the distribution of course choices is an important input to the skill (technical skills) composition of future workforce. In that sense, except humanities, the rest of the courses are technical-intensive courses; hence, humanities is treated as a reference category.

The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. This course and regional imbalance need to be worked with multi-pronged strategies of providing both access to education and employment opportunities in other states. But the predicted probabilities of medicine and science remain similar across the board. Very few research studies on the determinants of field choice in higher education prevail in India. Research studies on returns to education by field or course choices hardly exist in India. These evidences are particularly important to know which course choices can support student loans, which can be the future area of work.

The research evidence is particularly important to know which course choices can support student loans, which can be the future area of work, as well as how to address the gender bias in the course choices.

The paper has social implications in terms of giving insights into the course choices of students. These findings bring in implications for practice in their ability to predict the demand for course choices and their share of demand, not only in the labor market but also across regions. India has 36 states/UTs and each state/UT has a huge population size and large geographical areas. The choice of course has state-specific influence because of nature of state economy, society, culture and inherent education systems. Further, within the states, rural and urban variation has also a serious influence on the choice of courses.

The present study is a value addition on three counts. First, the choice of courses includes the recent trends in the preference over market-oriented/technical courses such as medicine, engineering and other professional courses (chartered accountancy and similar courses, courses from Industrial Training Institute, recognized vocational training institute, etc.). The choice of market-oriented courses has been examined in relation to the choice of conventional subjects. Second, the socio-economic background of students plays a significant role in the choice of courses. Third, the present paper uses the latest data on Social Consumption on Education.

The aim of this paper is to examine whether an information literacy course/module is an appropriate intervention during the initial months of a humanities PhD, and if there is more that can be learned from the course participants that might provide a better understanding of their information behaviour.

A questionnaire was distributed to new humanities PhD students prior to their attending the course. A second questionnaire was distributed to those who had completed the course in full. Interviews were conducted with six participants to gain a richer understanding of how their information-seeking needs had evolved.

Despite the relatively generic nature of the module, and the diversity of humanities research, the course had clear benefits for the participants. In their first year, scoping their topic and finding quality information can pose a challenge. The participants reported that the most appropriate time to attend the course is during the initial months. Some preferred to attend (or repeat) particular units later as workshops. The most valued elements were those that helped them bridge initial gaps. Face-to-face delivery is preferred. There is some potential for further one-to-one contact with librarians and additional follow-up workshops.

This study can inform how librarians can better support PhD researchers in the humanities.

The study is based around an established and accredited humanities PhD course that has already been adapted in various ways in terms of content and timing of delivery. Drawing on Kuhlthau's “Information Search Process”, the study seeks a deeper understanding of a specific humanities group during the initial months of their PhD research.

University libraries are increasing their e‐book collections. The purpose of this study is to investigate graduate students' usage of and attitudes towards e‐books at National Taiwan University.

A total of 20 graduate students from the fields of humanities, social sciences, science and technology, and medicine were interviewed.

The results indicated that graduate students used e‐books mainly for the purposes of study and research. Monographs were the type of e‐book that students used most often, followed by textbooks and reference tools. While they appreciated the convenience of using e‐books, students mentioned several limitations. They liked the keyword search function of e‐books. Most of the time, graduate students browsed a few paragraphs or pages online and then printed out copies for further reading. They also borrowed the corresponding paper versions of the e‐books from the library. Students preferred that university libraries supply both the electronic and paper versions. In certain aspects, students' use behaviour was found to vary among disciplines.

This study highlights multiple aspects of graduate students' use behaviour with respect to e‐books. The findings could be used to enhance e‐book collection development in university libraries.