International Accreditation and Recognition of the Master’s in Library and Information Science (MLIS) Degree Curriculum: A Case Study of Zimbabwe
Source of Publication
Journal of Library Administration
This opinion paper discusses the impact of the Library and Information Science (LIS) course/program accreditation, and implications for graduating students when it excludes an international element. The case study describes the accreditation status of Zimbabwe’s LIS training and qualifications, while also gathering insight from international practices. Results reveal the need for a solid support system to the LIS profession from various constituents including LIS curriculum developers, library associations, and an environment that encourages library and information professionals to possess qualifications relevant to their respective markets and innovation. The paper concludes with a recommendation for international accreditation practices, principles and standards that produce well-equipped, versatile LIS professionals. In exploring the process and implications of international accreditation and recognition of library science qualifications in Zimbabwe, the paper holds promise for informing other situations beyond Zimbabwe.
Informa UK Limited
Library and Information Science
Accreditation, case study, curriculum change and development, Improvement assessment paradigms, Library &, Information Science (LIS) Education, Zimbabwe Council for Higher Education (ZIMCHE), Zimbabwe Library Association (ZimLA)
Mavodza, Judith, "International Accreditation and Recognition of the Master’s in Library and Information Science (MLIS) Degree Curriculum: A Case Study of Zimbabwe" (2022). All Works. 5227.
Indexed in Scopus