In Vietnam the need for digital library education (DLE) has increased significantly in the last two decades. Educating staff to establish and manage digital libraries has become a critical issue. However, there are no DLE programmes offered by library and information management (LIM) education providers in Vietnam and we do not know why this is the case. The aim of this study is to investigate and understand the factors affecting the development of DLE for LIM practitioners in Vietnam. The interpretive study employed a qualitative approach and its findings are based on the analysis of data gathered in 17 individual interviews and 11 focus groups with key stakeholders, as well as from documentary evidence. The stakeholders involved in this study include LIM practitioners, LIM managers, LIM lecturers, library school deans, government policy makers, academic library directors, professional association chairpersons and LIM students. To guide the data gathering and analysis, an initial conceptual model of factors affecting DLE was developed from three sources: Fullan’s Educational Change theory, Nowlen’s Performance Model in continuing education for practitioners, and Rogers’s Diffusion of Innovations theory. The study found seven major factors were affecting the development of DLE in Vietnam: the government, the information technology infrastructure, the prevailing social and cultural values, the efforts of change agents, the attitudes of key stakeholders, the characteristics of DLE design, and the nexus of the educational needs of library staff and the libraries in which they were working. Of these the government factor was the most influential. These factors were interrelated and affected DLE development at different levels. The initial conceptual model was revised based on the studys findings. The revised model provides a contribution to educational change theories relevant to the identification and understanding of factors affecting professional educational programmes in universities in developing countries. The study’s findings are also of value to governments, libraries, library schools and library associations for developing relevant policies and new curricula for DLE, and for establishing new professional development programmes in DLE for library staff.
CONTEXTUAL FACTORS AFFECTING THE DEVELOPMENT OF DIGITAL LIBRARY EDUCATION IN VIETNAM By HUNG VAN DO A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Library and Information Management School of Information Management Victoria University of Wellington 2015 -1- -2- Acknowledgements It is with immense gratitude that I acknowledge the support and help of my supervisors, Dr Daniel G Dorner and Dr Philip Calvert who always stood by me during my PhD journey Definitely, without their supervision, empathy, patience, kindness and encouragement, this study would not have been possible I also thank Prof Gary E Gorman who supervised me at the proposal stage of my PhD study I am indebted to all deans, managers, librarians, lecturers, officials and students who participated in this study Their cooperation and sharing were essential to my study I would like to thank the Ministry of Education and Training of Vietnam and Victoria University of Wellington (VUW) for their scholarships My special thanks to staff, academics and PhD students at the School of Information Management, and staff at the Student Learning Support Services at VUW Your support and encouragement are appreciated I share the credit of my work with my colleagues at the University of Social Sciences and Humanities, and my friends who supported and cheered me up throughout this journey Finally, I am deeply grateful to my mom, my wife, brothers, sister in-law and nephews Thanks for your heartfelt support, encouragement and love i To mom - For your love and sacrifice In loving memory of dad ii Abstract In Vietnam the need for digital library education (DLE) has increased significantly in the last two decades Educating staff to establish and manage digital libraries has become a critical issue However, there are no DLE programmes offered by library and information management (LIM) education providers in Vietnam and we not know why this is the case The aim of this study is to investigate and understand the factors affecting the development of DLE for LIM practitioners in Vietnam The interpretive study employed a qualitative approach and its findings are based on the analysis of data gathered in 17 individual interviews and 11 focus groups with key stakeholders, as well as from documentary evidence The stakeholders involved in this study include LIM practitioners, LIM managers, LIM lecturers, library school deans, government policy makers, academic library directors, professional association chairpersons and LIM students To guide the data gathering and analysis, an initial conceptual model of factors affecting DLE was developed from three sources: Fullan’s Educational Change theory, Nowlen’s Performance Model in continuing education for practitioners, and Rogers’s Diffusion of Innovations theory The study found seven major factors were affecting the development of DLE in Vietnam: the government, the information technology infrastructure, the prevailing social and cultural values, the efforts of change agents, the attitudes of key stakeholders, the characteristics of DLE design, and the nexus of the educational needs of library staff and the libraries in which they were working Of these the government factor was the most influential These factors were inter-related and affected DLE development at different levels The initial conceptual model was revised based on the study's findings The revised model provides a contribution to educational change theories relevant to the identification and understanding of factors affecting professional educational programmes in universities in developing countries The study’s findings are also of value to governments, libraries, library schools and library associations for developing relevant policies and new curricula for DLE, and for establishing new professional development programmes in DLE for library staff iii Keywords: Digital library education, digital library, digital librarian, LIM practitioner, educational change, library and information management, Vietnam iv Table of Contents Abstract iii Figures ix Tables x List of Abbreviations xi Chapter Introduction 1.1 Motivation 1.2 The research problem 1.3 Research questions 1.4 Research objectives 1.5 Significance of the research 1.6 Background of Vietnam and the LIM field 1.6.1 An overview of Vietnam 1.6.2 The library and information field 1.7 Organisation of thesis 11 Chapter Literature review 13 2.1 Digital libraries 13 2.2 Digital library profession 18 2.2.1 Library and information management practitioners in the information age 18 2.2.2 Digital librarians 21 2.3 LIM educational change and digital library education 25 2.3.1 LIM educational change 26 2.3.2 Digital library education 28 2.4 Digital libraries and LIM educational change in Vietnam 35 2.4.1 The development of digital libraries 35 2.4.2 LIM educational change and digital library education 36 2.5 Conclusion 39 Chapter Theoretical framework and conceptual model 41 3.1 Theoretical framework 41 3.1.1 Introduction 41 3.1.2 Educational change 42 3.1.3 Performance model 51 3.1.4 Change agents in the Diffusion of innovations theory 55 3.2 The initial model 57 v 3.3 Conclusion 64 Chapter Methodology and research design 65 4.1 Research paradigm 65 4.2 Methodological approach 65 4.3 Research process 66 4.3.1 Overview of research process 66 4.3.2 Gathering data - documentary evidence 68 4.3.3 Gathering data - Interviews 69 4.4 The research sample 72 4.4.1 Research sites 73 4.4.2 The sample population 82 4.5 Data analysis tools and methods 87 4.5.1 Overview of analysis procedures 87 4.5.2 Transcribing the interview data 88 4.5.3 Data reduction 89 4.5.4 Data display 91 4.5.5 Drawing conclusions and verifications 92 4.6 Validity 92 4.7 Reliability 93 4.8 Ethics 93 4.9 Language translation 94 4.10 Conclusion 94 Chapter Internal factors 95 5.1 Stakeholder attitudes 96 5.1.1 Understanding of digital libraries 96 5.1.2 LIM profession need for digital LIM practitioners 104 5.1.3 Changing attitudes 107 5.1.4 The younger generation’s perspective 109 5.1.5 Cooperation among stakeholders 110 5.2 Digital library education characteristics 114 5.2.1 Educational needs of organisations and managers 115 5.2.2 Educational needs of LIM practitioners 116 5.2.3 Methods and levels of education 123 5.2.4 Digital library subjects in the current LIM educational programmes 125 5.2.5 Library and information management schools 127 vi 5.3 Personal and organisational nexus 140 5.3.1 Organisational development policies and strategies 141 5.3.2 Individual needs 147 5.4 Conclusion 151 Chapter External factors 153 6.1 Information and communication technology infrastructure 153 6.1.1 Internet and digital content development 154 6.1.2 Application of IT to the LIM field 156 6.2 The government 159 6.2.1 Policies for education and technology development 159 6.2.2 Government’s management of the LIM field 163 6.2.3 Viewpoints of stakeholders on government management 167 6.2.4 Evaluating roles of LIM associations 172 6.3 Social and cultural values 174 6.3.1 Stakeholder beliefs with regard to education 174 6.3.2 Vietnamese society’s view of the LIM field 176 6.3.3 Power distance 180 6.4 Conclusion 181 Chapter Change agents 183 7.1 Defining change agents in the LIM field 183 7.2 Change organisations 184 7.2.1 Libraries as change organisations 184 7.2.2 LIM schools as change organisations 187 7.2.3 Information technology companies as change organisations 189 7.3 Change agents 190 7.3.1 Change agent characteristics 190 7.3.2 Change agent roles 193 7.3.3 Factors affecting the success of change agents 198 7.4 Communication channels 202 7.5 Conclusion 205 Chapter Discussion and revised model 207 8.1 Contextual factors 207 8.1.1 The government 208 8.1.2 Stakeholder attitudes 212 8.1.3 Digital library education characteristics 218 vii 8.1.4 Information technology infrastructure 224 8.1.5 Social and cultural values 225 8.1.6 Personal and organisational nexus 228 8.1.7 Change agents 232 8.2 Model revision of contextual factors 237 8.2.1 Change between initial model and revised model 237 8.2.2 The revised model 239 8.3 Educational needs 244 8.3.1 Who will be offered digital library education 245 8.3.2 Digital library education content 246 8.4 Conclusion 250 Chapter Research implications and conclusion 251 9.1 Empirical findings 252 9.2 Implications and contributions 256 9.2.1 Practical implications 256 9.2.2 Theoretical contributions 258 9.3 Limitations of the research 260 9.4 Recommendations for further research 261 9.5 Conclusion and last thoughts 263 References 265 Appendix Interview protocol 293 Appendix Letter of introduction, Information sheets and Consent forms 299 viii Interview process I should be following the stages of the interview to ensure every interview goes smooth Stage 1: Preparation Contact interviewees/organisation to arrange an interview, make schedule for the interview Check equipment for the interview: recorders, batteries, laptop, notebooks, pens and so on Contact the interviewees the day before the interview Stage 2: Conduct the interview Introduce the study and myself Make a clear statement of the purposes of the interview, ensure the interviewees are anonymous in the study, emphasise the important role of interviewees for the research, and make clear that their participation is voluntary Describe the format of the interview, and indicate how long the interview normally takes Provide evidence that confirms I am a PhD student, and provide email and phone number to ensure respondents have a chance to ask any questions Verify the recorder before starting the interview Keep the interview running smooth, let interviewees have chances to provide their full feedback, encourage the silent interviewee to participate, control the time Write down any observations made during the interview Thank respondents for their participation State 3: Close the interview 294 Copy and backup all audio files to the safe driver Summarise the interview with the keys points Restructure my written notes and make comments for the later data analysis Make recommendations for the next interview 3.Sample of key interview questions Questions for LIM practitioners What is your educational background? How long have you been working in this organisation? And what are your tasks in your organisation? What is your view on the roles of the LIM field in our society? What are skills and knowledge that you think are important for your job? What courses relating to digital libraries have you taken? What are your learning needs in terms of digital libraries’ competence What enables or prevents you from participating in continuing education? Questions for LIM managers What is your educational background? What is your view on the roles of leaders in the development of the LIM field? What DL projects has your organisation carried out? What is your view on the roles of the LIM field in our society? What are the educational needs of librarians in your organisation? How can you balance the development of organisation and staff? And what are challenges? In your opinion, what are the issues (enablers or hindrances) for the development of DLs and DLE in Vietnam? How they affect DLE development? Who you think are change agent(s) in the LIM field? What are the characteristics and roles of change agent(s) in the LIM field? Questions for LIM deans How has the curriculum changed in the last 10 years? Have subjects which relate to digital libraries been introduced? Why is it important or unimportant for your programme to provide courses in DLE? For current students? As continuing education for practitioners? 295 What are your strategies and plans for implementing digital library education in the near future? If someone advised you to add more subjects relating to information technologies and digital libraries into the current curricula, What would you think? What are the challenges if a LIM practitioner/organisation wants to introduce an idea or technology in the LIM field? In your opinion, what are the key issues (enablers or barriers) for DLE development? For example, has your LIM programme implemented any development for DLE that has been successful/unsuccessful? What in particular, has facilitated/held back this development? Which person or persons in your institution are trying to establish DL courses or programmes? Who you think are change agent(s) in the LIM field? What are the characteristics and roles of change agent(s) in the LIM field? What are the roles of the government in LIM education? 10 From your perceptions, are there any other factors that should be considered with regard to DLE development? Questions for LIM lecturers What subjects are you teaching? If someone advised you to add more DLE subjects in the current curricular, what would your perception? Have you been asked to teach a DL subject? If yes, what are challenges? What are your view of DLE development in Vietnam? Questions for Officials What plan does the government have for developing DL in universities/the LIM system? What you have been doing for LIM education/the LIM profession? What are government’s strategies for the development of LIM education? 296 What role should the professional associations play? What has been done by the professional associations in terms of professional development? What are the challenges for introducing a new idea or technology? Who you think are change agent(s) in the LIM field? What are the characteristics and roles of change agent(s) in the LIM field? Questions for students What is your reason for choosing to study in this field? And what is your perception of your future jobs What is your evaluation of the current LIM educational programme? What are your favourite subjects in the educational programme? Why? What knowledge and skills you desire to acquire? What is your image of the LIM profession in the digital age? 297 298 Appendix Letter of introduction, Information sheets and Consent forms Letter of introduction from supervisors 299 Consent to access research organisation 300 Information sheet for focus group 301 302 303 Consent form for focus group 304 Information sheet for individual interviews 305 306 307 6.Consent form for individual interviews 308