Knowledge and skills for the digital era academic library     

J. Raju 《The Journal of Academic Librarianship》2014

Technology has altered the traditional academic library beyond recognition. These dramatic changes have impacted significantly on the knowledge and skills requirements for LIS professionals practising in this environment. While there have been studies in other parts of the world which have investigated the knowledge and skills requirements for the digital era academic library environment, to date no comprehensive study has ‘drilled’ down into this area in the South African context. This paper reports on a preliminary study which is part of a wider study aimed at developing a comprehensive skills statement which would provide an objective framework against which professional LIS practitioners in the modern academic library environment in South Africa may both measure their existing competencies and also identify the need for further skills acquisition. The research question guiding this preliminary investigation was: What key knowledge and skills are required for LIS professionals to effectively and efficiently practise in a digital era academic library in South Africa? The triangulated findings (using content analysis of job advertisements and semi-structured interviews) from this preliminary investigation are used to ascertain an initial picture of key knowledge and skills sets required for LIS professionals in this environment. These preliminary findings also proved useful in teasing out some of the parameters for the wider study targeting the development of a comprehensive skills statement for higher education libraries in South Africa. The study reported here has relevance for the academic library context in other parts of the world as well.  相似文献   

University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement     

《Learning and Instruction》2023

This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy—and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students’ academic development and provide direction for psycho-educational interventions.  相似文献   

管理人员心理资本对工作绩效影响的实证研究     

王荣山  李樱 《兰州石化职业技术学院学报》2014,(1):71-73

采用心理资本问卷和工作绩效量表,调研保险公司管理人员的心理资本对工作绩效的影响。数据表明：保险公司管理人员的心理资本与工作绩效呈显著正相关;心理资本维度中的希望和韧性对任务绩效有显著的正向预测作用,韧性和乐观对关系绩效有显著的正向预测作用。  相似文献   

Teachers’ occupational attributes and their psychological wellbeing,job satisfaction,occupational self-concept and quitting intentions     

《Teaching and Teacher Education》2018

Little is known about the determinants of teachers' psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. In this paper, teachers' occupational attributes (i.e. professional and personal characteristics) were investigated as determinants. Henceforth, the Educator Motivation and Attribute Profile (EdMAP) scales were used to describe the nature of 1109 Hong Kong primary and secondary school teachers' occupational attributes. Furthermore, the relationships with the teacher outcomes were investigated. Construct validity and reliabilities of the EdMAP scales were satisfactory. The results showed positive associations between teachers’ occupational attributes and their wellbeing, job satisfaction, and self-concept, and negative associations with quitting intentions.  相似文献   

Relationships between met-expectation and attitudinal outcomes of coaches in intercollegiate athletics     

《Sport Management Review》2019,22(4):477-490

The purpose of this study was to examine direct and indirect relationships between met-expectation and coaches’ attitudinal work-related outcomes (job satisfaction and organizational commitment) through the mediating effects of perceived organizational support. A total of 260 coaches at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions in the United States participated in the online survey. The results of structural equation modeling (SEM) indicated full mediation of perceived organizational support between met-expectation and job satisfaction and partial mediation of perceived organizational support between met-expectation and organizational commitment. In addition, the results of multiple group SEM revealed distinct paths between high profile sports and non-high profile sports. Met-expectation had only indirect relationships with job satisfaction and organizational commitment through perceived organizational support for coaches in high-profile sports. However, met-expectation had both direct and indirect relationships with organizational commitment for coaches in non-high profile sports. The results generally support the effects of met-expectation on coaches’ attitudes, which highlights the importance of clear expectations for coaches and their immediate supervisors.  相似文献