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035 a| (Sirsi) o1105587418;

035 a| (OCoLC)1105587418;

043 a| n-us---;

049 a| EREE;

090 a| Z668.2;

100 1 a| Baker, Elizabeth,e| author.=| ^A1382681;

245 10 a| Quality and library education :b| a phenomenological study of LIS faculty conceptualizations of library program curriculum /c| by Elizabeth Baker.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2019.;

300 a| 314 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.547 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2019.;

500 a| Presented to the faculty of the Department of Educational Leadership;

500 a| Advisor: David Siegel;

500 a| Title from PDF t.p. (viewed August 8, 2019).;

520 3 a| This dissertation aimed to examine the perceptions of faculty about the curriculum taught in a Master's level degree library program. It was motivated by one research question: How do faculty in a Library and Information Studies (LIS) program in the United States conceptualize a quality library education? It utilized a two-part conceptual framework, particularly relying on the work of Harvey and colleagues (Harvey, 2001; Harvey & Green, 1993; Harvey & Newton, 2004; Stensaker & Harvey, 2010) in which they conceptualized quality in higher education as exceptionalism, perfectionism, fitness-for purpose, value-for-money, transformation, compliance, political or symbolic, employability, and accountability and Argyris and Schon (1992) in which theories-in-use are the actual beliefs and practices while espoused theories are the professed beliefs and practices of professionals. This study employed a phenomenological methodology, utilizing the lifeworld approach as conceptualized by Dahlberg, Dahlberg, and Nystrom (2008), which stresses a whole-part-whole approach to data analysis. The study concluded that the faculty in the selected LIS program conceptualize a quality library education for their students as community building, student engagement, service, student learning, employability, and transformation. Thus, the faculty in this study identified only two of the nine elements of a quality education as conceptualized by Harvey and colleagues (Harvey, 2001; Harvey & Green, 1993; Harvey & Newton, 2004; Stensaker & Harvey, 2010). Using the study's findings as their theories-in-use and the program's learning outcomes as their espoused theories, it was determined that these two elements mostly match each other, with the exception of student engagement not explicitly appearing in their espoused theories.;

504 a| Includes bibliographical references.;

650 0 a| Library educationz| United States.=| ^A25405;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Education, Higherx| Aims and objectivesz| United States.=| ^A373583;

653 a| quality;

653 a| LIS faculty;

653 a| LIS education;

653 a| LIS faculty perceptions;

653 a| theories-in-use;

653 a| phenomenology;

653 a| Lifeworld approach;

700 1 a| Siegel, David J.,d| 1966-e| degree supervisor.=| ^A755705;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/7212;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5111032;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5111032-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/24/2019x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5111032-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/24/2019x| ETDz| HERESOURCE;

Quality and library education : a phenomenological study of LIS faculty conceptualizations of library program curriculum / by Elizabeth Baker.

Author/creator	Baker, Elizabeth author.
Other author	Siegel, David J., 1966- degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2019.
Description	314 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Library education--United States. Academic achievement. Education, Higher--Aims and objectives. --United States.

Summary	This dissertation aimed to examine the perceptions of faculty about the curriculum taught in a Master's level degree library program. It was motivated by one research question: How do faculty in a Library and Information Studies (LIS) program in the United States conceptualize a quality library education? It utilized a two-part conceptual framework, particularly relying on the work of Harvey and colleagues (Harvey, 2001; Harvey & Green, 1993; Harvey & Newton, 2004; Stensaker & Harvey, 2010) in which they conceptualized quality in higher education as exceptionalism, perfectionism, fitness-for purpose, value-for-money, transformation, compliance, political or symbolic, employability, and accountability and Argyris and Schon (1992) in which theories-in-use are the actual beliefs and practices while espoused theories are the professed beliefs and practices of professionals. This study employed a phenomenological methodology, utilizing the lifeworld approach as conceptualized by Dahlberg, Dahlberg, and Nystrom (2008), which stresses a whole-part-whole approach to data analysis. The study concluded that the faculty in the selected LIS program conceptualize a quality library education for their students as community building, student engagement, service, student learning, employability, and transformation. Thus, the faculty in this study identified only two of the nine elements of a quality education as conceptualized by Harvey and colleagues (Harvey, 2001; Harvey & Green, 1993; Harvey & Newton, 2004; Stensaker & Harvey, 2010). Using the study's findings as their theories-in-use and the program's learning outcomes as their espoused theories, it was determined that these two elements mostly match each other, with the exception of student engagement not explicitly appearing in their espoused theories.
General note	Presented to the faculty of the Department of Educational Leadership
General note	Advisor: David Siegel
General note	Title from PDF t.p. (viewed August 8, 2019).
Dissertation note	Ed.D. East Carolina University 2019.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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