Journal articles on the topic 'Library administrators Leadership Academic libraries'

Purpose – This case study aims to explain why one Canadian academic library chose to design and deliver in-house leadership development training for its employees, rather than taking a consortial approach, and seeks to highlight the impact of this decision on the library's organizational culture. Design/methodology/approach – This paper is presented in three parts: the benefits and challenges of in-house, external and consortial training; the impact of an in-house leadership development program at the University Library at the University of Saskatchewan; and considerations when deciding whether to collaborate on the provision of employee training. The author draws upon her own personal experiences as the Director of Human Resources for the library, and presents evidence acquired through surveys, observations, and conversations. Findings – The paper explains how a deliberate decision to provide in-house leadership training had a transformative effect on individual employees and the organization. Practical implications – When considering collaborating to provide leadership development training, library administrators should ensure the pros and cons of doing so are thoroughly explored; the pressure to collaborate can sometimes lead to participation in activities simply to be seen as a “good library citizen,” and often such activities are not necessarily contributing to the strategic goals of the library. In economically challenging times, library leaders and decision makers will need to be very aware of these implications. Originality/value – This paper discusses why a library chose an in-house approach to leadership development training rather than a consortial approach. This article has value to library administrators as they consider implementing leadership development training in their libraries.

Private-sector research has addressed the issue of leadership competencies as a part of defining the nature of effective leadership, the leadership qualities and areas of knowledge needed by those who contribute to organizational success, and the educational preparation needed by leaders. The societal, organizational, and competitive changes affecting academic libraries point to the need for effective leadership and the identification of leadership competencies for academic librarians. This article presents a rationale for the identification of an important component of such a statement of leadership competencies in the context of the knowledge and skills associated with development and fund-raising. This issue is key for professionals who play an important role in ensuring the value and viability of their employing organizations, as well as in articulating the relevance of academic library and information services to an array of potential funding sources. The research presented here describes the areas of expertise, experience, and skills associated with academic development positions in colleges and universities as a basis for identifying leadership competencies that are relevant to academic librarians and administrators.

This article examines recent statistics provided by the government and the library profession concerning gender, professional, and economic parity among academic library directors. The results revealed that women now hold the majority of library directorships and that women’s economic compensation in some cases exceeds that of their male counterparts. The author conducted a two-part survey that looked at the gender of chief administrators at Carnegie doctoral/research extensive university libraries, these institutions’ geographical location and funding mechanism, and the libraries’ mission/vision statements and organizational hierarchies. Little difference was found between men and women in almost all areas examined. The findings of Hernon, Powell, and Young, which were published in the January 2002 issue of College & Research Libraries, also were examined. The author asks whether the revolution is indeed over and what it might signify for the profession.

Purpose The purpose of this paper is to investigate the influence of leadership style (LS) on employee commitment (EC) in university libraries in South-West, Nigeria. Design/methodology/approach The study adopted a survey research design. The population of the study consisted of 684 librarians from 43 universities in the six states of South-West, Nigeria. A validated questionnaire was used for data collection. Data were analyzed using descriptive and inferential statistics. Findings Findings showed that the level of EC in university libraries in South-West, Nigeria was fairly high (M=2.64 on a four-point scale). LS had a significant influence on EC in university libraries in South-West, Nigeria (β=0.245, R2=0.276, p<0.05). However, transformational LS (β=0.383, p<0.05) relatively contributed more to EC than transactional LS (β=0.183, p<0.05). Research limitations/implications A limitation of the study was that the study was done in all the university libraries in South-Western region of Nigeria which may affect the inference of the study results to other university libraries outside this region. Practical implications The findings of the study will be of benefit to academic institutions, library management and librarians on planning and decision making regarding personnel management. Originality/value The study therefore recommends that administrators, library managers should adopt transformational LS.

Abstract Research depends on prior results. The cycle of transforming research output to disseminated knowledge is changing to engage more researchers to openly discover and thereby shape future contributions to scholarship. No established framework helps librarians understand the opportunities that transition offers librarians. However, through four propositions, this paper addresses some of the changes facing academic librarians as they expand their roles: 1) Research cycles embrace interactive sharing and reuse of data; 2) Managing open research data expands librarians’ roles; 3) Intellectual entrepreneurship roles provide a model to empower others; 4) Librarians demonstrate their entrepreneurial leadership by creating partnerships outside the library. Now academic librarians have opportunities to strengthen their role in how higher education shapes research by shifting greater focus toward research data management [RDM]. Two seasoned administrators and librarians illustrate pathways to prepare academic librarians for these new roles. They offer two practitioners’ impressions of the demands and opportunities for librarians to extend their expertise to support RDM, and illustrate how academic librarians have begun doing so through professional association work (through the Association of College and Research Libraries (ACRL)) and at one academic library (at Drexel University). They urge academic librarians to step out of their comfort zones of organizing, preserving and servicing discovery of information resources and embrace emerging roles for which their values and expertise have prepared them. If librarians ignore these opportunities, they risk being bypassed in efforts to ensure that managing research data and scholarship are central to research protocols.

Purpose – The purpose of this paper is to introduce the concept of social capital to the literature on academic libraries as it pertains to leadership and management as well as to demonstrate the limitations that the current discursive use of the phrase “buy in” represents. Design/methodology/approach – This paper brings critical insights from outside fields of intellectual inquiry, including business, knowledge management, computer and information systems, and sociology. The paper is organized around a series of questions posed at the end of the introduction and serves to introduce its audience to the key findings made in these fields as well as to apply relevant observations about social capital to the unique context of leadership and management in academic libraries. Findings – The paper elucidates a number of limitations to the current practice of using the phrase “buy in” as a way of exploring the concept of social capital. The most significant risk that the phrase’s use incurs is a lack of context and clarity around critical concepts of leadership, including trust, trustworthiness, and shared vision and meaning. Originality/value – This paper argues that a broader contextualization of “buy in” in the scholarship on social capital can lead to a richer dialog that allows academic library administrators to understand the concurrent and competing factors that accompany an exchange where “buy in” is given or withheld.

Succession planning and management are critical parts of strategic planning for libraries in the twenty-first century. Making certain that the right people are in place with the prerequisite training and experience to assume leadership positions is a vital part of strategic planning and talent management in libraries that rely on teams of people working in flatter structures and greater accountability. The Dreyfus Model of Skill Acquisition framework suggests that mentoring, coaching, and professional development empower staff for movement up organizational career ladders as part of succession planning and management. To maximize human capital, administrators need to determine skill development levels among staff so that they can identify skill “gaps” internally, create new career ladders, identify emerging stars, and enhance evidence of values for staff contributions.

Purpose The purpose of this paper is to present the experience of a systems librarian deployed to Afghanistan as an academic advisor from the US Military Academy, West Point. While discussing tasks and challenges faced, the author provides accounts of events that shaped and strengthened professional lessons learned as the first library academic advisor to the National Military Academy of Afghanistan (NMAA). The focus of the paper emphasizes the importance of listening, collaborating, leadership, immersion and integration of disparate teams into a cohesive unit. Design/methodology/approach Utilizing summaries of daily events taken during a six-month deployment along with relevant research on library’s in developing countries and embedded librarianship, this paper provides an overview of the projects, challenges and relationships necessary to become successfully embedded. Findings Integration into various aspects of NMAA and the advisor team leads to successful project outcomes and greater relevance of the library in the academy. Practical implications Administrators and librarians will be able to review the experience and professional lessons learned of an embedded librarian into a foreign environment and team. Originality/value In addition to providing unique perspectives involving embedded librarianship, this paper addresses topics of leadership, team cohesion and influence.

A Review of:
 Meier, J. J. (2016). The future of academic libraries: Conversations with today’s leaders about tomorrow. Portal: Libraries and the Academy, 16(2), 263-288. Retrieved from http://muse.jhu.edu/article/613842
 
 Abstract
 
 Objective – To understand academic library leaders’ decision making methods, priorities, and support of succession planning, as well as to understand the nature, extent, and drivers of organizational change.
 
 Design – Survey and interview. 
 
 Setting – Academic libraries with membership in the Association of American Universities (AAU) in the United States of America and Canada.
 
 Subjects – 62 top administrators of AAU academic libraries.
 
 Methods – Content analysis performed to identify most frequent responses. An initial survey written to align with the Association of Research Libraries (ARL) 2014-2015 salary survey was distributed prior to or during structured in-person interviews to gather information about gender, race/ethnicity, age, time since terminal degree, time in position, temporary or permanent status, and current job title. 7-question interview guides asked about decision processes, strategic goals, perceived impacts of strategic plan and vision, planned changes within the next 3-5 years, use of mentors for organizational change, and succession planning activities. Transcripts were analyzed to identify themes, beginning with a preliminary set of codes that were expanded during analysis to provide clarification.
 
 Main results – 44 top academic library administrators of the 62 contacted (71% response rate) responded to the survey and interview. Compared to the 2010 ARL Survey, respondents were slightly more likely to be female (55%; ARL: 58%) and non-white (5%; ARL: 11%). Approximately 66% of both were aged 60 and older, while slightly fewer were 50-59 (27% compared to 31% for ARL), and almost none were aged 40-49 compared to 7% for the ARL survey. Years of experience averaged 33, slightly less than the reported ARL average of 35. Requested on the survey, but not reported, were time since terminal degree and in position, temporary or permanent status, and current job title.
 
 Hypothesis 1, that most library leaders base decisions on budget concerns rather than upon library and external administration strategic planning, was refuted. Hypothesis 2, that changes to the academic structure are incremental rather than global (e.g., alterations to job titles and responsibilities), was supported by responses. Major organizational changes in the next three to five years were predicted, led by role changes, addition of new positions, and unit consolidation. Most participants agreed that while there are sufficient personnel to replace top level library administrators, there will be a crisis for mid-level positions as retirements occur. A priority focus emerging from interview responses was preparing for next-generation administrators. There was disagreement among respondents about whether a crisis exists in the availability of new leaders to replace those who are retiring.
 
 Conclusion – Decisions are primarily made in collaboration with senior leadership teams, and based on strategic planning and goals as well as university strategic plans in order to effect incremental change as opposed to wholesale structural change.

Function benchmarking, NPV, GASB—the vocabulary of budgets and finance can often seem like another language. Financial Management for Libraries clarifies these concepts by putting them in the context of real-life public and academic library management. For many years, the author, William Sannwald, presented budgeting workshops for the Library Leadership and Management Association (LLAMA), and he based this book on his teaching experience. Written for library science students and the accidental administrator faced with creating a budget, the book can serve as a primer to the entire process of financial management or as a reference resource to consult for guidance. As an aid to library school instructors, each chapter opens with learning objectives and closes with suggested exercises. Chapters also include helpful lists of references for more in-depth information on the topics covered.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

AbstractThis paper aims to examine how librarians construe organizational culture based on employees’ satisfaction, good leadership, and organizational support with knowledge sharing practices relationships. The quantitative research method, using a structured questionnaire comprised of three constructs of Organizational Culture (OC), including employees’ satisfaction, good leadership, and organizational support, and six constructs of Knowledge Sharing (KS) (innovation, collaboration, communication channel, trust, loyalty, and ethics), was considered as the most suitable for this study. Correlation research design and Pearson correlation test were used for examining the relationships between OC and KS with respect to academic librarians. The findings disclosed significant relationships between OC and KS among the study participants. Organizational support followed by good leadership style and employees’ satisfaction are the strong predictors of knowledge sharing practices in the context of this study. This study has some practical implications for academic library administrators to consider the role of effective organizational culture in promoting knowledge sharing practices among LIS professionals. This paper is the first attempt to explore the relationship between OC and KS in library perspective.

Abstract
 
 Objective – This paper is based on a national survey conducted in late 2013 by the authors, then co-moderators of the Visible Minority Librarians of Canada (ViMLoC) Network of the Canadian Library Association (CLA). It is a first survey of its kind, aiming to capture a snapshot of the demographics of the visible minority librarians working in Canadian institutions. The authors hoped that the data collected from the survey and the analysis presented in this paper would help identify the needs, challenges and barriers of this group of librarians and set future directions for ViMLoC. The authors also hoped that the findings would be useful to library administrators, librarians, and researchers working on multicultural issues, diversity, recruitment and retention, leadership, library management, and other related areas. 
 
 Methods – An online survey questionnaire was created and the survey invitation was sent to visible minority librarians through relevant library association electronic mail lists and posted on ViMLoC’s electronic mail list and website. The survey consisted of 12 questions: multiple-choice, yes/no questions, and open-ended. The survey asked if the participants were visible minority librarians. If they responded “No,” the survey closed for them. Respondents who did not identify themselves as minority librarians were excluded from completing the survey. 
 
 Results – Of the 192 individuals that attempted, 120 who identified themselves as visible minority librarians completed the survey. Of these, 36% identified themselves as Chinese, followed by South Asian (20%) and Black (12%). There were 63% who identified themselves as first generation visible minorities and 28% who identified themselves as second generation. A total of 84% completed their library degree in Canada. Equal numbers (38% each) identified themselves as working in public and academic libraries, followed by 15% in special libraries. Although they are spread out all over Canada and beyond, a vast majority of them are in British Columbia (40%) and Ontario (26%). There were 38% who identified themselves as reference/information services librarians, followed by “other” (18%) and “liaison librarian” (17%). A total of 82% responded that they worked full time. The open-ended question at the end of the survey was answered by 42.5% of the respondents, with responses falling within the following broad themes: jobs, mentorship, professional development courses, workplace issues, general barriers, and success stories. 
 
 Conclusions – There are at least 120 first, second, and other generation minority librarians working in (or for) Canadian institutions across the country and beyond. They work in different kinds of libraries, are spread out all over Canada, and have had their library education in various countries or in Canada. They need a forum to discuss their issues and to have networking opportunities, and a mentorship program to seek advice from other librarians with similar backgrounds who have been in similar situations to themselves when finding jobs or re-pursuing their professional library degrees. Getting support from and working collaboratively with CLA, ViMLoC can be proactive in helping this group of visible minority librarians.

Abstract
 
 Objective – The purpose of this study is to understand the practices and approaches followed by Canadian universities in copyright education, permissions clearance, and policy development in light of major changes to Canadian copyright law that occurred in mid-2012. The study also seeks to identify aspects of copyright management perceived by the universities to be challenging.
 
 Methods – In 2015, an invitation to complete an online survey on institutional copyright practices was sent to the senior administrator at member libraries of Canada’s four regional academic library consortia. The invitation requested completion of the survey by the person best suited to respond on behalf of the institution. Study methods were largely adapted from those used in a 2008 survey conducted by another researcher who targeted members of same library consortia.
 
 Results – While the university library maintained its leadership role in copyright matters across the institution, the majority of responding institutions had delegated responsibility for copyright to a position or office explicitly labeled copyright. In contrast, respondents to the 2008 survey most often held the position of senior library administrator. Blanket licensing was an accepted approach to managing copyright across Canadian universities in 2008, but by 2015 it had become a live issue, with roughly half of the respondents indicating their institutions had terminated or were planning to terminate their blanket license.
 
 Conclusion – In just seven years we have witnessed a significant increase in specialized attention paid to copyright on Canadian university campuses and in the breadth of resources dedicated to helping the university community understand, comply with, and exercise various provisions under Canadian copyright law, which include rights for creators and users.

A Review of:
 O'Bryan, C. R. (2018). The influence of political capital on academic library leadership. Library Leadership & Management, 34(4). Retrieved from https://journals.tdl.org/llm/index.php/llm/article/view/7292
 Abstract
 Objective – To understand how library directors use political capital to overcome challenges and reach goals in their libraries. The author defines political capital as social power that is amassed through reputation and alliance building. This social power can be used to influence decisions and change at an organizational level.
 Design – Narrative interview.
 Setting – A large state university system in the Northeastern United States of America. The system includes a network of 64 independent campuses serving different communities with a total population of 460,000 undergraduate and 420,000 graduate students.
 Subjects – 12 library directors from within a single state university system.
 Methods – The author conducted in-depth narrative interviews with participants focusing on critical incidents throughout their careers and recent events. The author used restorying, reorganizing the data into chronological order before coding, and thematic analysis, using a software program to code the data and then revisit all the data with finalized codes to make any adjustments.
 Main Results – Several themes emerged in the interview data including interactions with administration, methods for building political capital, applying and using political capital, and building reputation. Within the interactions with administration theme, the author observed a strong connection in the hierarchy of the institution. Directors expected a high level of engagement and support from their direct reports and felt that providing this type of work to University administration would provide a return on investment for the library in terms of budget and support for new efforts or HR challenges. The theme of administrative turnover emerged as a possible barrier to establishing this relationship. In terms of building political capital, most participants did not set out to do this purposefully but instead sought to develop a reputation as a "team player" willing to participate in campus-wide initiatives and who would return positive outcomes. Participants expressed that it was difficult to know how much political capital they had acquired until they attempted to use it towards a goal. Eight of the participants provided narratives that included applying and using political capital, with two reporting that their political capital diminished after they had applied it towards a goal. Other participants suggested that applying political capital increased their store when it was spent toward accomplishing higher-profile goals. The importance of communication was clear in the building reputation theme, several participants indicated that their communication skills helped establish a reputation for competence and credibility in interactions both up and down the chain of command. Communication was a key factor in developing relationships across the institution, particularly with high-level administrators, and developing relationships was another area of importance for participants.
 Two of the participants indicated that they had and used political capital in specific areas and for smaller, day-to-day changes. Eight participants used their political capital for bigger initiatives, such as budget, human resources, and library space.
 Conclusion – While a few of the directors explicitly linked their activities to political capital and felt that applying their political capital increased their standing with stakeholders, most participants did not generally link the development of political capital to individual events. Instead, they suggested that generally establishing reputation and trust through excellent communication and relationship building would help them achieve success toward their goals.

In the summer of 2010, two researchers interviewed twenty-three library administrators of comparable academic libraries at American universities for their views of the value of research in academic libraries. The interview questions focused on the administrators’ perceived value of academic librarians’ research, incentives given to academic librarians to research, factors that influence the administrators’ thinking about academic library research, opinions about the changes in Americans libraries in the past decades, and directions that they see the academic library heading. This paper reflects the answers of these (anonymous) administrators and attempts to analyze patterns in their responses that will be of value to the academic library and its community in America.

Nearly 80% of American librarians are women. Similarly, the majority of American librarians are White; people of color – e.g., African Americans, Asian Americans, and Latino Americans – represent a small percentage of the U.S. library work-force. Throughout history, library leadership positions, regardless of the type of library (e.g., academic, public, or special), have been held by White males. This library leadership landscape was significantly altered following the enactment of a number of progressive laws and affirmative action programs, starting with the passage of Title VII of the Civil Rights Act of 1964. The problem, however, is that not every underrepresented group benefits from these laws and programs (hereafter policies). In fact, based on the present study, it appears that these policies have done little to help increase the number of people of color who are library directors in some of America’s largest and most prestigious academic libraries.

Purpose The purpose of this paper is to outline the core ideas of adaptive leadership and relates them to challenges confronting academic libraries. Design/methodology/approach The paper provides an overview of the adaptive leadership model and highlights the key concepts. Recent initiatives at the Hong Kong University of Science and Technology Library are used as cases to illustrate how the model may guide the authors’ focus to finding leverage points. Findings Using the model, the key role of positional leaders shifts from the traditional sense of giving direction and protection to followers, to one that orchestrates the change process with the team through difficulties and uncertainties, and to build culture and structure that facilitate adaptive changes. Practical implications Academic librarians can use the concepts and framework of adaptive leadership to design change strategies and manage change processes. Originality/value This is the first paper introducing the adaptive leadership model to academic libraries.

Within the literature exploring the role of research in academic librarianship, very little attention has been paid to the perspectives of upper library administrators. This perspective is critical because library administrators play a key role in hiring, evaluating, supporting, promoting, and tenuring professional librarians. As a way of bringing the administrative perspective to these discussions, our study examines how library administrators within the Canadian Association of Research Libraries (CARL) view the role of research in their own libraries and within academic librarianship, as well as how they perceive the current and future climate for librarians’ research. Our study reveals key areas in need of further research and identifies several issues that librarians and upper administrators would benefit from exploring together to advance discussions about research.

Purpose The purpose of this study is to explore the key challenges of academic libraries in times of changing nature of higher education system and how library leaders can manage the challenges when effective leadership is highly required for academic libraries today. As the time is changing, the kinds of challenges that library leaders face have also changed. Author of this study explores the methods and approaches, which are more effective ways of managing challenges in the reshaping environment of academic libraries. At the same time, change has become a permanent part of academic libraries and they need leaders who are able to lead and manage change efficiently, bring theories into practices, find innovative solutions to challenges, creative thinkers, effective communicators, collaborative mindset and self-motivators. Design/methodology/approach The selective publications have been reviewed to find the best ways to leading changes and managing challenges in academic libraries. The approaches and methods in this study are based on personal experiences of author as director of the university libraries and experiences of library leadership worldwide are conversed. Findings Academic libraries are facing similar challenges around the world. The author found that academic library leadership needs innovative skills and competencies, effective communication abilities and a new way of thinking to deal with challenges and create willingness to adapt the changes. Kotter’s leadership manage change model may apply for creating and implementing organizational change in academic libraries. Originality/value Literature on this topic is comparatively limited. Consequently, this manuscript adds value to the publications of library and information sciences and offers the literature in the field of leadership challenges and manage change in the academic libraries. It also provides guidelines to academic library leadership universally, and how can leaders work with change effectively.

A Review of:
 Perkins, G.H. & Slowik, A.J.W. (2013). The value of research in academic libraries. College & Research Libraries, 74(2), 143-158. Retrieved from http://crl.acrl.org/content/74/2/143.full.pdf+html
 
 Abstract
 
 Objective – To explore academic library administrators’ perceived value of their librarians’ research, specifically the importance to the profession and the library community.
 
 Design – Qualitative, exploratory study using a survey questionnaire.
 
 Setting – Academic libraries in the United States of America. 
 
 Subjects – 23 library administrators. 
 
 Methods – During the summer of 2010, one of the authors conducted 20-30 minute telephone interviews with 23 academic library administrators. Interviews were recorded and transcribed for coding. Interview questions 1-3 and 8-19 were content-analyzed; the authors described common themes for each of these questions. Items 4-7 had Likert scale response formats, and a mean and standard deviation were computed for each of these items.
 
 Main Results – The benefits of librarians’ research included fulfilling tenure-track requirements, enriching relationships with teaching faculty, library faculty recognition, improved services and programs, collaboration with others, research result application to daily issues, development as librarians, and improved knowledge of the research field. 
 
 The perceived current changes and future issues for university libraries included increased digitization of collections, scholarly communication, and expanded instructional engagement of faculty and students, as well as future economic downturn and budget cuts. Administrators noted several methods that influenced their thinking: professional meetings, reading professional journals, informal discussions with colleagues, and social media such as Facebook and Twitter.
 
 Academic library administrators used a variety of methods to support their librarians’ research. These included tenure-track requirements, research incentives, travel funds, grants, sabbaticals, release time, and shared communication about research. Additionally, there was a substantial perceived interrelationship between how librarians’ research benefited the librarian, the library, the university, and the profession. Recognition and new programs and services were thought to benefit all four areas, and monetary rewards were considered benefits for the first three areas.
 
 Conclusion – Based on the sample of 23 academic library administrators, the authors conclude that librarians’ research is perceived as valuable to both the academic and library communities.

This review synthesizes what is known about the characteristics and leadership style of university librarians and academic library directors. It is the leadership of the library that determines whether a philosophy and vision are articulated and to what extent they are implemented. Leadership influences a library's effectiveness, institutional role, and adaptability. Publications on recruitment, leadership potential identification, career development, roles and responsibilities, and characteristics and management style were included.

Purpose The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices. Design/methodology/approach A literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development. Findings Librarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach. Research limitations/implications The publications reviewed were selective; not all papers on the topic were included. Practical implications Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically. Originality/value This paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.

Purpose The purpose of this paper is to reflect on major issues and trends of academic libraries and leadership in the changing nature of higher education. Changing environment of academic libraries has impacted significantly on the knowledge, skills requirement and role of the library leaders, and how organizations can maintain and manage the changing nature of academic libraries as well as leadership while effective leadership is extremely required for the library leaders and organizations are concern about future scenarios. The primary objective is to identify the key challenges in libraries, leadership skills and approaches of the leaders, their effective leadership traits and future perceptions are discussed. Design/methodology/approach The aim of this paper is to facilitate as how to develop effective and successful leadership for the academic libraries during the changing nature of higher education. The findings and recommendations in the paper are based on personal experience of leadership positions in an academic library as well as experience of library leaders across the world. Findings Academic libraries are facing similar challenges and issues across the world. This paper identifies that library leaders need to be effective communicators, strategic thinkers, visionary, and able to examine the new ways of working. Originality/value This paper discusses why academic library leaders need a set of new skills and how can they develop leadership skills and competencies in the changing nature of academic libraries.

Purpose – The purpose of this paper is to focus on academic library leadership in the digital age. Primarily, the goals are to identify: first, the top five major challenges facing academic library leadership; second, the top five most important leadership skills required for effective academic library leadership; and finally, the top five best ways to develop these academic library leadership skills. Design/methodology/approach – A survey was conducted to elicit responses from individuals who hold senior library leadership positions in American academic libraries throughout the USA. The participants were identified through several means: the web sites of the ALA and its divisions; the web sites of American universities; referrals; and the author’s professional contacts. To simplify the survey research process, e-mails including the survey research questions were sent to potential participants. In all, 38 invitations (n=38) were sent out to large and medium-size academic libraries throughout the USA. Over 36.8 percent (n=14) of the participants returned the survey. The participants represent a wide spectrum of libraries. Findings – The top five major challenges are how to: demonstrate the library values to the university community, operate the library under fiscal uncertainty, retrofit outdated library facilities to accommodate new services, strike a balance between digital and print materials, and keep the library staff trained and current. The top five essential academic library leadership attributes are: vision, integrity, management skills, collaboration skills, and communication skills. The top five best ways to acquire these skills include the need to have mentors, to attend leadership development programs, to gain practical library leadership experience, to seek leadership roles, and to know oneself. Originality/value – Research in this area is rather limited. As a result, this study will contribute to the academic library leadership literature and help current and aspiring academic library leaders worldwide with insightful leadership lessons needed to lead academic libraries successfully in this transformational era.

This article is a review and summary of the ISO Standard 16439, Information and Documentation: Methods and Procedures for Assessing the Impact of Libraries which gathers together recent thinking and approaches to the difficult question of seeking and finding evidence that an academic library indeed makes a tangible difference to its users. Both librarians and library administrators who are grappling with the increasingly imperative need to demonstrate the value of their services will find this article of interest.

This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library’s instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional—teaching and presentation—and two more recently adopted by librarians—instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as directions future studies can take, are discussed.

PurposeThe purpose of this paper is to explore academic library leadership behaviors and the methods for integrating the democratic and transformational leadership styles.Design/methodology/approachEleven structured interviews were conducted with academic deans and directors. A thematic content analysis was conducted on their responses, analyzing the frequency of certain topics and identifying emergent themes. These themes were then used to construct a democratic communication model.FindingsThe interview responses were grouped into five general leadership themes: participation in decision-making, relationship building, frequent and honest communication, equality and knowing the environment.Research limitations/implicationsThe structured interview format did not permit for unplanned follow-up questions, and some topics may not have come up in every interview unless specifically asked by an interview question. Due to the qualitative nature of this study, the perspectives of the participants may not be generalizable to the larger population.Practical implicationsThis study identifies core themes of leadership practice that extend beyond the focus of transformational leadership alone. It suggests a democratic communication model to assist in integrating democratic leadership methods with transformational practices and goals.Social implicationsThis study suggests a greater emphasis on the communication and engagement practices of democratic leadership. In doing so, it suggests that the American Library Association's emphasis on transformational leadership alone should be reconsidered and that library science schools should increase focus on democratic leadership practices.Originality/valueMost library leadership style studies emphasize transformational leadership. While there are some studies that explore elements of democratic leadership such as engagement and a flattening of organizational hierarchy, there is limited research on the integration of democratic and transformational leadership practices.

Purpose – The purpose of this research paper is to look at the overall instructional performance of academic librarians in Sri Lanka and shed light on the challenges and potential problems facing the implementation of quality information literacy (IL) in university libraries. Design/methodology/approach – Data were collected by means of a questionnaire, which was sent to all professional academic librarians working in Sri Lankan university libraries. The results were analyzed using frequency and percentage distributions. Findings – The results reveal that the organizational structures of academic libraries do not clearly acknowledge the academic librarians’ role in library instruction. Though most academic libraries had formal instruction policies, the majority had not appointed instruction coordinators. Academic librarians were not satisfied with the assessment of their teaching by library administrators, even though most of them had teaching experience. Most of the user education programs which they practiced were not up-to-date. Academic librarians’ interest and positive attitudes with regard to library instruction, particularly for IL was the other significant factor explored by the study. Research limitations/implications – The study focuses only on academic librarians. The exclusion of other university stakeholders such as teaching staff, students, administrators and others from the study poses a significant limitation. Originality/value – The results of this study can be generalized to academic libraries in Sri Lanka and to academic libraries in other developing countries.

Research has confirmed that strong school libraries are linked to academic achievement. Yet, school librarians often confront significant difficulties in obtaining support from administrators. Thoughtful and informative programs to educate administrators demonstrate the vital educational role of the library and librarian in building a strong academic environment.

This study explores how directors of libraries with membership in the Association of Research Libraries (ARL), who are engaged in entrepreneurial leadership, define and view it. Through structured interviews and analysis of supporting documents, it examines how entrepreneurial leadership can be used as a means for creating new organizational structures, generating income, developing information delivery and technology solutions, building new partnerships, and improving services. This study has implications for library directors and administrators, organizational development specialists, and leadership trainers.

Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts that are currently facing many academic libraries. Preferred mentoring activities include those belonging to psychosocial support, career guidance, and role modeling themes. Other results find that librarians who were mentored as new librarians, have more than 10 years of experience, and work in large academic institutions are significantly more likely to mentor others. Although currently not well-supported by academic administrators, this research shows that mentoring programs could be sustainable. Mentoring improves the professional experience for librarians who are more satisfied and engaged with their careers, which in turn benefits the organization with less turnover. Practical information from this research will guide academic library practitioners in current mentoring relationships, and library leaders can extrapolate results to support planning and implementation of mentoring programs. Implications for LIS education are also discussed.

Purpose Academia’s overwhelming reliance on non-tenure track, or contingent, faculty is a well-known fact. While the status and working conditions of contingent classroom faculty have been well studied and documented, the corresponding trend in academic libraries has not been explored as deeply. As this paper reviews the limited LIS literature on the subject, the purpose of this paper is to provide administrators and managers with a deeper understanding of the benefits and drawbacks of contingent appointments. It also offers strategies for fostering a workplace culture that recognizes contingent librarians’ contributions and promotes their professional growth. Design/methodology/approach An overview of scholarly and professional literature on contingent librarianship, this paper is based on published research studies and academic articles; given the prominence of anecdotal and personal writing on the subject, columns and first-person essays from trade publications, as well as library-related blogs and job search sites, are also included. Findings Contingent librarians have been a steady presence in academic libraries for the last few decades. The trend is continuing. There are specific practices that can be applied to effectively manage contingent librarians. Originality/value The paper offers academic library administrators and managers a concise yet comprehensive overview of the issues related to contingent appointments.

A Review of:
 Harrington, M. R., & Marshall, E. (2014). Analyses of mentoring expectations, activities, and support in Canadian academic libraries. College & Research Libraries, 75(6), 763-790. doi: http://dx.doi.org/10.5860/crl.75.6.763 
 
 Abstract
 
 Objective – To determine the extent to which formal and informal mentoring is present in Canadian academic libraries and how such activities meet expectations for new librarians, practising librarians, and library administrators.
 
 Design – Online surveys.
 
 Setting – Canadian college and university libraries.
 
 Subjects – Three groups were defined and surveyed: graduates from one Canadian MLIS program; librarians practising in a Canadian academic library, and library administrators directing a Canadian academic library.
 
 Methods – Participants were selected using stratified, purposeful sampling and were invited to participate in an online survey in December 2010. Three surveys were distributed in total; one for each of the three target groups defined. The surveys contained both closed- and open-ended questions. Students from one specific MLIS program graduating in December 2010 and Spring 2011 were directly invited to participate. An incentive was offered to the student group and the librarian group to encourage participation.
 
 Main Results – Mentoring programs in Canadian colleges and universities are present but are largely informal. Mentoring activities are positively correlated with student population, how long a mentor has worked professionally, and whether or not librarians had been mentored early in their careers. 83% of new graduates expected to be mentored when hired by a Canadian academic library while less than one quarter of librarians and no administrators reported having similar expectations when starting their professional academic careers. Over 50% of the students who responded to the survey reported that they had experienced some form of mentoring while completing their MLIS, though that may be related to the cooperative placement component of their educational program. All respondents, with the exception of university administers, indicated that library colleagues are appropriate mentors, while academic librarians and administrators felt that the mentorship relationship would not benefit were the mentor also the supervisor. 
 
 Respondents placed the greatest weight of importance on mentoring activities related to academic expertise, career guidance, psychosocial support and role models, while indicating that evaluation was not considered to have a significant place in the mentor-mentee relationship. Networking, cultural complexities, general encouragement, and career counseling were seen as important mentorship aspects for both new graduates and practising librarians. Administrators in both college and university libraries were less likely to support mentoring particularly in the areas of assisting with grant writing, evaluation, and career counseling. In general, administrators were reluctant to develop or support formal mentor programming even though a significant percentage agreed that it would benefit succession planning. 
 
 Conclusion – New graduates and practising librarians expect to participate in some form of mentoring activities yet there are very few Canadian academic libraries providing formal mentorship programming. The value of the mentor-mentee relationship with respect to organizational planning, recruitment and retention, as well as career planning, is perceived as high amongst new graduates, practising librarians, and administrators.

Introduction. Libraries as a dynamic environment have supported dynamic interactions in various aspects of life. These interactions occur in several frames such as culture, social, and ideology that pose power in library leadership at universities.
 Data Collection Method. In-depth interviews with nine informants, consisting of heads, librarians, and library staff in three libraries, conducted unstructurally between 2018 and 2020. Interview data was used as the main data collection technique, supported by observations and documentation.
 Data Analysis. Miles and Huberman's model with three stages, i.e. data reduction, data presentation, and conclusion or verification, was employed to interpret findings.
 Results and Discussion. The results showed five main issues, which are directly related to power representation in libraries. These issues include religious understanding, institutional vision, temporary power, seniority of library personnels, and the influence of the library collection development.
 Conclusion. The representation of power in library leadership practices has emerged in the frames of religiosity, organizational ideology, seniority, power, and impact of library collection. Therefore, this research contributes to library science theorists and practitioners concerning the awareness of the power representation issues.

Professionals in academe today are faced with an ever-increasing number of technological advances, and few feel the effects of these changes more than library professionals. With each change comes a new vocabulary that has the potential to cause communication rifts between departments in academic libraries. Through a comprehensive literature review and a selective survey of administrators of information technology, public services, and technical services in academic libraries belonging to the Association of Research Libraries, the authors show how the new terminology has affected communication among professionals in these positions, specifically in the context of technological decision-making, and ideas are put forth for ways to overcome this problem.

This article analyzes 12 semi-structured interviews within the framework of transformational leadership, using a set of open-ended questions addressed to 12 directors (six men and six women) of academic libraries in high-ranking universities in four different countries (Australia, New Zealand, the United Kingdom, and the United States of America). It also investigates the interviewees’ approach to managing and leading their library organizations within the context of the opportunities and challenges facing their organizations as well as their parent institutions. The interpretation of the participants’ responses is based on the four ‘I’s, the four dimensions of the concept of transformational leadership: (1) Idealized influence, (2) Inspirational motivation, (3) Intellectual stimulation, and (4) Individualized consideration. The findings indicated that academic library directors who chose to implement transformational leadership noted its significance as a major contributing factor to the enhancement of inner communication and building mutual trust, and respect within the library organization. This, in turn, has fostered a motivated and creative work environment that has ensured personal and collective success and institutional advancement. Transformational leadership contributes to promoting sustained organizational performance based on adaptability to the rapidly changing environment of academic libraries worldwide.

Purpose – Asian Americans (AAs) are underrepresented in leadership roles in academic libraries in the USA. Instead of exploring the factors contributing to their under-representation, the purpose of this paper is to focus on exploring the major factors that have helped AA academic librarians, albeit small in number, to attain, maintain, and advance further into leadership positions in academic libraries. Design/methodology/approach – A survey was conducted to garner responses from AAs who have held or currently hold senior leadership positions in American academic libraries. In total, 12 participants participated in the study: five women and seven men. The participants included three retired deans/directors/university librarians; seven deans/directors/university librarians; one associate dean/associate director/associate university librarian; and one assistant dean/assistant director/assistant university librarian. The participants represented a multiplicity of institutions, including community colleges, Ivy League institutions, and small as well as large private and public universities. Findings – The results of the survey revealed several important success characteristics of AA academic library leaders, including wanting to serve, willing to assume leadership roles, taking non-AA traditional career path, seeking visibility, and developing communication skills. Originality/value – This is the first and most comprehensive study on AA academic library leaders in the USA. Its goals are to: fill a gap in the literature on AAs and academic library leadership; raise awareness about the challenges facing AAs in their efforts to attain leadership positions in US academic libraries; and highlight some characteristics of successful AA academic library leaders that aspiring AA academic leaders will want to develop.

Purpose – The purpose of this paper is to identify contributing factors, both internal and external, that will ensure a successful collaboration between Omani academic libraries. Design/methodology/approach – A qualitative research approach was adopted, and 23 individual interviews were conducted with representatives from participating libraries. Findings – Collaboration among Omani libraries is a complex situation and its chances for success are dependent upon a host of factors, including the participating libraries' staffing, management, financial resources, and available technology as well as support from university administrators. Originality/value – This paper presents the findings of original research conducted by the author and reports on the nascent stages of library cooperation in Oman and in a region that is not often covered in library literature.

This study examines how frequently parental leave and other related childcare policies are available to academic librarians across the United States. It also looks at the relationships between policies offered and types of academic libraries that offer those policies. The author surveyed administrators at academic libraries serving baccalaureate, master’s, and research institutions and discovered that benefits available to academic librarians are not as generous as those available to faculty, and that tenured and tenure-track librarians fare better than counterparts who are not eligible for tenure.

Introduction. In academic libraries, transformational and situational leadership is important as it can change organizational behavior and increase the staff performance.There is limited discussion types of leadership. This research discusses two types of leadership and develops a framework in academic libraries of ideal leadership. 
 Data Collection Method. The paper used a qualitative approach and considered literature review from books, journals, and other sources related to the theme.
 Data Analysis. The paper analyzed various literature, examined and selected data, developed a theoretical framework, and conceptualized the contents. 
 Result and Discussions. Transformational leadership in the academic library is appropriate to create a vision, however, staff commitments develop slowly. The leadership can be appropriately applied to the academic library with a few human resource as itemphasizes two-way communication to motivate staff. Meanwhile, in the situational leadership, organizational vision can be achieved when staff commitments are developed effectively. The situational leadership can be implemented in the academic libraries with large number of staff by using direct and two-way interaction, as staff motivation may increase when they are trusted.
 Conclusion. The transformational and situational leadershipsare effective when applied to the proper circumstances to achieve set goals. Library leaders need to consider strengths and weaknesses of the leadership style.

PurposeThe purpose of this study is to examine leadership qualities and style as panacea for job productivity and effective service delivery among library staff members in academic libraries in Nigeria. This study will help to ascertain the leadership style that is mostly adopted by university library management staff members in university libraries in South South, Nigeria, ascertain the type of leadership style that can be adopted by library management to attain productivity and effective service delivery among staff members in university libraries in South South, Nigeria and identify the leadership qualities that allows for productivity and effectiveness of staff members in university libraries in South South, Nigeria among others.Design/methodology/approachA descriptive survey research design was adopted for this study. The target population for this study comprises 672 library staff members from 23 university libraries across the South South region of Nigeria. Total enumeration sampling technique was used to sample the entire population. The instrument used for data collection was a structured questionnaire. A total of 672 copies of the questionnaire were administered and total of 623 were duly completed and found useable, therefore there was 93% response rate. The data collected for this study was analyzed using simple percentage/frequency counts and weighed mean.FindingsFinding from the study revealed that the leadership style mostly adopted and practiced by the staff members at the management level in academic libraries in South South, Nigeria is the autocratic type of leadership. Also, Almost all library staff members in academic libraries in South South, Nigeria upholds the view that democratic type of leadership, if practiced by staff members at the management level in academic libraries will allow for maximum job productivity and effectiveness among library staff members, that commitment and passion for their job, excellent communication skills, good decision-making skill, delegation of authority/subordinate empowerment among others are qualities a good leader.Originality/valueThis submission is a work by the researcher and to the best of the researcher's knowledge contains no materials previously published or written by another person.

Purpose – Leadership is always important but is especially important at times of rapid and even fundamental change. The purpose of this paper is to discuss and evidence the changes and decisions facing librarians in our world against the backdrop of international disrupted business models for libraries. The traditional mode of operation for libraries is changing dramatically in order to stay relevant and connected to our library users. This paper will aim to explore future leadership styles which will be required for special librarians. This will be set in the context of the NextGen Leadership program which this author established and conducted across Hong Kong, Singapore and Shanghai. The paper will also seek to draw on the author's experiences seeking new scenario futures for special libraries in Australia. Design/methodology/approach – This paper will explore future leadership styles which will be required for special librarians. This will be set in the context of the NextGen Leadership program which this author established and conducted across Hong Kong, Singapore and Shanghai. It will also draw on the author's experiences seeking new scenario futures for special libraries in Australia. Findings – The evaluation of the Next Gen Leadership program is reviewed in this paper. Research limitations/implications – The implications are that librarians need programs such as Next Gen in order to be able to test new ways of adopting management behaviours. These new ways of operating can be tested through programs such as Next Gen which operate over a lengthy period of time. Practical implications – It is crucial that existing managers of academic libraries establish these leadership programs into the future as a means of ensuring good succession planning. Originality/value – This is a genuinely original program spanning three countries/cities; Hong Kong, Singapore and Shanghai. The opportunity for participants in this course to meet, inter-mingle and network into the future with similar colleagues is unique. The opportunities to test new modes of management in such a course, remote from the work environment, are of value to the management styles of each individual into the future.

Purpose This study aimed to use both quantitative and qualitative methods for assessing Saudi Arabian students’ experiences in using the library of a small American university and to compare the findings against those of a representative sample of American classmates. Design/methodology/approach The project used a paper survey in querying 164 Saudi Arabian and 273 American students studying at Robert Morris University in 2017. Findings The study found that Saudi subjects were much more likely to believe that their informational needs were misunderstood by librarians than American participants in the survey. Research limitations/implications Poor participation in the qualitative phase limited, to some degree, the interpretation that could be carried out of the study’s quantitative results. Practical implications The study’s findings strongly reveal the need for libraries and librarians to highly prioritize effective communication when providing service to international students. Originality/value This is only the second study to ever focus on the library experiences of Saudi Arabian students in American academic libraries, and it is the first to concentrate on the subjective aspect of understanding between librarians and international students. It is of value to library administrators, as well as librarians and library staff who interact with international students.

First-generation college students have a profound impact both inside and outside the classroom on the strategic goals of universities, yet in-depth, firsthand information about their experiences are difficult for researchers and university administrators to find. Oral histories are a data-rich method of collecting narratives that legitimize the perspectives of underrepresented communities whose stories are often absent from the written record. This article provides a brief overview of first-generation populations, a review of literature relating to the increasing involvement of libraries and archives in capturing and preserving the stories of underdocumented communities in the twenty-first century, and shares three case studies of first-generation initiatives at public universities in California, Colorado, and Nebraska.