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This study aims to examine the state of embedded librarianship in African academic libraries by exploring the extent of librarian embedment in research processes in selected academic libraries in Africa.

A survey was conducted to collect data using an online questionnaire. The study population was comprised of librarians who directly support researchers throughout the research process in the scholarly communication and information services sections. Purposive sampling was used to select librarians, and 63 responses were received from the target of 100. The collected data were analysed using the statistical package for the social sciences (SPSS) software, and content analysis was used to analyse open-ended questions.

The study results showed that the extent and nature of librarians' embeddedness in the research process vary across different university contexts in Africa. Challenges and areas of research skill gaps among librarians were identified, and propositions to address the research skill gaps were provided.

The study findings can be used as a framework for libraries to embed librarians in the research process. The study made recommendations with practical implications for library practitioners in academia, and institutions offering library and information science education, and the library management responsible for the research process.

A study brings a novel perspective by examining the state of embedded librarianship in the African context. Its contribution generates knowledge and insights that inform the development of effective embedded librarianship practices in African academic libraries to enhance research support services and advancement of scholarly research in the region.

This study assessed the technology readiness of library commons in selected universities in Ghana from the perspectives of both clients and service providers.

A sample survey research design was used to carry out the study, and the study consisted of quantitative and qualitative approaches. The data were collected from 157 of the 430 commons’ users and six library directors/commons librarians, using a questionnaire and an interview schedule respectively. The quantitative data were analysed using descriptive statistics and inferential analysis with SPSS Ver. 22, and structural equation modelling with AMOS Ver. 23.

The study found significant relationships between the availability of learning resources and users' experience, use and satisfaction with the commons. Additionally, there were significant relationships between the readiness of the commons, users' perceptions and their satisfaction levels. The library/commons managers identified key preparedness issues, including inadequate planning and poor space allocation. Furthermore, the study revealed negative feelings among library/commons managers, such as insecurity, resistance and low confidence.

The academic libraries in Ghana should evaluate their commons following the findings of this study, and use other readiness implementation tools to identify and address the gaps in their implementation of the commons.

This study was based on the opinions of the users and operators of the commons and focused primarily on technology-related factors. However, it is essential to evaluate other readiness factors, such as change and services, and institutional factors, using frameworks such as Hess and Ostrom’s (2005) Institutional Development Framework, to provide complementary results that can guide better implementation of the commons and improve the quality of services.

This study surveyed users and librarians who have been transforming libraries into a complex cultural space by reflecting the trends of the times, investigated and analyzed various status of complex cultural spaces, including perceptional differences among different groups and made an attempt to present a direction for the diversification of library's role.

This study analyzes the difference between the level of importance and the level of satisfaction for the operational style and use of complex cultural spaces, current status and use of programs and services of libraries as well as the perceptual difference between librarians and users. In order to do so, opinions were collected from librarians who operate complex cultural spaces and users who use the spaces.

First, the study compared to see if there is a difference between the preferred complex cultural space of libraries and the type of complex cultural space actually provided by libraries. Libraries do not only have data spaces but also made education space, performance space, exhibition space, rest space, community space and experience space available for users. Users were found to more frequently use exhibition space, performance space, rest space and education space among other spaces whereas the utilization rate of community space and experience space was identified to be significantly low. Second, this study also compared to see if there is a difference between users' preference for the type of programs operated by library's complex cultural spaces and the actual programs offered. The comparison of perceived differences between librarians who are the operators of the programs and users who participate in the programs is to compare and improve the consistency of supply and demand. As a result, it was found that the supply and demand for educational programs were most consistent, which would lead to higher participation rate and enhanced operational performance and satisfaction with libraries. Lastly, investigations were carried out to see whether there is a difference in the levels of importance and satisfaction for the operation of complex cultural spaces and perceptional difference between libraries and users. Comprehensively analyzing the results, in the first quadrant of “Keep the Good Work,” librarians showed a higher level of perception compared to users. In particular, librarians were found to have a different perception towards programs (contents) compared to users. Based on such results, a systematic program must be considered when planning for library programs in order to increase uses' satisfaction. In addition, in the second quadrant of “Concentrate Here,” with a high importance and low satisfaction, users showed a high level of importance for programs (contents) whereas libraries identified accessibility as a more important factor, indicating a big perceptional difference between users and librarians.

This study examines the differences between the opinions of operators who create complex cultural spaces and operate programs in the spaces and the opinions of users who participate in the spaces and programs, and it was found that no other studies in Korea and overseas have done the same yet. In addition, it carries a significant meaning in that it does not only investigate the perceptions towards importance and satisfaction, but also suggests improvement directions based on the perceptional differences between users and librarians. In other words, librarians who implement policies at actual sites seem to be able to reflect the results of this study and decide the operation direction of the library.

Users also participate in various services and programs that library's complex cultural spaces offer and enjoy their cultural life. It carries a significant meaning in that the study evaluates the importance-satisfaction of factors affecting the use of complex cultural spaces of libraries by examining perceptions of those users who actually have the experience of using library's complex cultural spaces when the number of libraries attempting to transform into a multicultural space increases. The study made an attempt to enrich the knowledge and understanding of users' visit/use of libraries, suggest improvement directions and factors to focus. Continuous efforts and additional studies must be made in order to vitalize library's complex cultural spaces and secure the position of a cultural facility as well as a communication space located at the heart of regional society.

Ghanaian public universities have fully embraced the concept of open access. This is evident in the increasing numbers of institutional repositories (IRs) by universities in Ghana. However, to ensure the sustainability of these IRs, it is vital the current IR infrastructure is capable of responding to current and future demands. The purpose of this study is to investigate the sustainability of the current IR infrastructure of public universities in Ghana.

The convergent parallel mixed methods design was adopted. A total of 830 respondents comprising IR managers, library staff (digitisation and e-resources units), postgraduate students, lecturers and university librarians from five public universities in Ghana were sampled for this study. A questionnaire and a semi-structured interview guide were the main instruments used for data collection.

The findings of this study revealed that the IR infrastructure of public universities in Ghana is robust and has the capacity to expand when the need arises. However, funding, cost of internet connectivity, personnel and erratic power supply were identified as major challenges confronting IRs in Ghana.

This study highlighted Ghana's existing IR infrastructure situation. This study is a significant contribution to the literature from West Africa because there is not much research on IR infrastructure from this part of the world.

The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions.

Grounded Theory methodology was used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Data collection and analysis developed until theoretical saturation was reached.

Emergent academics’ conceptions concerning the temporal properties of e-learning indicate the existence of unregulated and unaccounted for dynamics, which are a direct consequence of transitioning from campus-based lecturing to teaching online using the affordances of virtual learning environments. This transition produces disruptions to established workload metrics and work patterns, as well as conflicts with dominant modes of instructional delivery that are not synchronised with the demands of online interaction and immediacy.

This paper is valuable to e-learning strategists and administrators. An understanding of the temporal properties of e-learning as perceived by academics provides actionable knowledge that is directly applicable to the design of suitable work arrangements, normative frameworks and e-learning practices that address perceived time-related barriers. To mitigate the time-related conflicts and disruptions identified in the study the authors suggest the establishment of university-wide norms of virtual presence and the implementation of temporal protocols to sustain the productive engagement between instructors and learners.

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.

This paper explores the information needs and behaviors of undergraduate engineers.

The paper reports on a qualitative study employing semi-structured interviews with 18 students.

The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.

The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.

The emergence of Research Management and Administration (RMA) is a result of the pressure on academics to secure research funding from external sources, the increasing competition for these funds, as well as the rising requirements of research funders in terms of reporting and compliance with regulations. This is relevant in the case of the current Horizon Europe Framework Programme for Research and Innovation (HEU) funded by the European Union (EU) which requires important level of professionalisation of the research support staff on behalf of the applicant institutions. Data management, open science, research ethics and integrity, achieving impact beyond academia and the valorisation of project results can be regarded as non-research specific criteria which have to be met by applicant organisations to secure the highly competitive funding. Meeting these non-specific criteria is not always possible in countries whose performance is lagging behind compared to the Western European competitors in EU-funded programmes, such as Hungary.

Our findings reveal two things. First, research support in Hungary is in its early stage of maturity, similary to many countries in Central and Eastern Europe. In several cases, Research Managers and Administrators (RMAs) do not possess the knowledge necessary to meet the non-research specific criteria even if the knowledge is present at the institution or with other colleagues. Second, due to the continuously increasing participation in EU-funded framework programmes (FPs), the state of research support in Hungary is constantly evolving. There is also willingness to learn and improve capacities, which needs strategic planning, studying others’ examples and their adaptability. Such processes can support the capacity building and professionalisation of research offices not only in Hungary, but in countries of the Central and Eastern European region with a similar maturity level of RMA.

The purpose of this research is to focus on work-based problems catalysed by the COVID-19 global pandemic, based on a case study of a multi-continental, multi-campus university distributed across Kenya, Tanzania, Uganda and Pakistan. Higher education institutions (HEIs) in developing countries lacked pre-existing infrastructure to support online education and/or policy and regulatory frameworks during the pandemic. The university's programmes in Pakistan and East Africa provide lessons to other developing countries' HEIs. The university's focus on teaching and learning and staff development has had a transformational organisational effect.

Case study with participatory approaches aimed at co-production of responsive systems and co-creation of effective curriculum and faculty training is used.

Systems and processes developed across the university in the effort to ensure educational continuity. From the disruption to all educational programmes and the disarray of regulatory bodies' responses, collaboration emerged as a key driver of positive change. The findings reiterate the value of trust and provision of opportunities for those with the requisite competencies to lead in a participatory and distributive manner whilst addressing limited human and financial resources. The findings reflect on previous work respecting organisational change recast in the digital age.

This paper reflects the authors' work in real-time as they led and managed changes encountered during the COVID-19 pandemic. The paper will be of value to management and leadership cadres, particularly in developing contexts, responsible for recovery and sustainability of the higher education sector.

The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.

The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.

The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.