Information Literacy Skills As Factors Influencing Research Productivity of Academic Staff

INFORMATION LITERACY SKILLS AS FACTORS INFLUENCING RESEARCH PRODUCTIVITY OF ACADEMIC STAFF IN NIGERIAN FEDERAL UNIVERSITIES

BY

OLATOKUNBO CHRISTOPHER OKIKI

MATRIC NO: 75281

A PhD PRE-FIELD SEMINAR PRESENTED

AT

THE DEPARTMENT OF LIBRARY, ARCHIVAL AND INFORMATION STUDIES, UNIVERSITY OF IBADAN, NIGERIA

SUPERVISOR

Prof. Iyabo M. Mabawonku

23RD FEBRUARY, 2011

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

The production of new knowledge through the process of research and scholarship is the fundamental principle of the university’s mission. The university is the citadel of learning where students acquire knowledge in different disciplines to increase their knowledge base. Universities also equip students with skills in reading, inquiry and independent thinking, which propel them to strive to develop their creativity, insight and analytical skills (Arem, 2005). It is an institution of higher learning, which participates in the evolution of knowledge, provides facilities for teaching and research; and it is authorised to hold examinations and grant academic degrees (Sanyal, 1995). The central purpose of a university in any given society is to offer an atmosphere for learning and research for the benefit of the learner.

Nigerian higher education originated with the establishment of the Yaba Higher College by the colonial government in 1934; and the University College Ibadan which was established in 1948 and later metamorphosed into the University of Ibadan in 1962. At the moment, there are a total of ninety six (96) universities in the country. Of this number, 35 are state owned and 34 are private universities, while 27 are run by the Federal Government. Nineteen of the federal universities are conventional universities while eight are specialized. The specialty of five of these universities is technology, while three are universities of agriculture (http://www.nuc.edu.ng, 2009). Most of the research works in Nigeria occur in the universities. Indeed, research productivity has become essential for university success and Academics’ employment and promotional prospects.

Universities all over the world place emphasis on qualitative and quantitative research products. It is generally accepted that research as the source of knowledge generation occupies a critical role in promoting the prosperity of a nation and its citizens’ well-being in this knowledge-based era (Abbort and Doucouliagos, 2004). The measures for the estimation of the value of research output in universities have proved to be a controversial topic. Not only is it necessary to capture the quantity of output, which can largely vary, and given weight, but also the quality of the work must be accounted for (Abbott and Doucoliagos, 2003).

Research involves undertaking a systematic scientific investigation in order to discover new facts or get additional information needed to elucidate on a particular problem. Primarily, research seeks to advance knowledge. Creswell (2008) reports that research do not only help to solve practical problems and bring about material improvements, it also provides insight into new ideas that improve human understanding of various social, economic and cultural phenomena. To buttress this assertion, Boaduo and Babitseng (2007) note that research has always been the main approach to solving problems by all categories of professionals right from the ancient time.

The concepts of “research” and “productivity” are definite and to combine the two in an academic setting raises some challenges. The defining characteristics of a higher institution are the pursuit, investigation and discovery of new facts or information, which could be referred to as research (Oxford University, 1995 cited by Lertputtarak 2008). Onyango (2000) defines research as a systematic activity geared towards discovery, propagation and development of an organized body of knowledge.

The research process can be understood as having two broad components and these are knowledge creation and knowledge distribution (Lertputtarak, 2008). Research is one of the most important objectives of the universities and the most veritable tools for the accomplishment of quality research in any university are members of academic staff. McCabe and McCabe (2000) note that academic staff members are provide the opportunity to focus on an area of inquiry, develop a research programme and later share the knowledge with students and trainees in the drive to develop professional skills and as well impact on a field, and the society as a whole.

Ochai and Nedosa (1998) go further to report that the fruits of research are new knowledge and facts, which are communicated to the academic community through scholarly publications and seminars. They argue further that in universities all over the world, recognition and advancement of individual academic staff members depend greatly on the quantity and quality of their research output, which are communicated in form of journal articles, books, technical reports and others. On the other hand, productivity in Economics is the ratio of what is produced to what is required to produce it. According to Tangen (2002), productivity has been utilised as one of the basic economic variables governing the production process and is put into operation by calculating the ratio of output quantity (the produced goods) divided by input quantity (consumed resources).

Research productivity has been defined as the relationship between the outputs generated by a system and the inputs provided to create those outputs. It may also include the term “efficiency” and more importantly “effectiveness” which measure the total output or results of performance (Turnage, 1990). Print and Hattie (1997) succinctly define research productivity as the totality of research works performed by Academics in universities and related contents within a given time period. Research productivity therefore, is a means by which academics contribute their knowledge to the existing body of knowledge. This can be in form of journal articles, technical reports, book(s), chapter(s) in a book, patent right, supervision and training of students.

Research publications in any field of specialization provide current information for growth, progress, development and an improved society. Staff promotions even to the rank of a professor are based significantly on it irrespective of gender. Research attainment is determined by the number of published articles in refereed journals and conference proceedings of repute (Oloruntoba and Ajayi, 2006). Research production in the academia is reflected in the number and quality of articles in accredited journals, books, chapters in a book, conference proceedings published by academic staff members et cet era. (Obikiahu, 2005; Akuegwu, Udida and Bassey, 2006; Torchich, 2008).

Research productivity, usually measured by the number of articles published in quality journals, is a primary criterion for evaluating Academics at universities, particularly with respect to merit raises and promotion and tenure decisions ( Hu and Gill, 2002; Mylonopoulos and Theoharakis, 2001; Hu and Gill, 2000; Larsen and Neely, 2000). Probyn (2002) suggests that one of the strongest misconceptions in the academia is the belief that all academics are roughly equal in their pursuit of research. The reality is that academics are diverse in their research abilities, opportunities, behaviours and most importantly, their research outputs.

Broadly defined, an academic is a scholar, a researcher, a lecturer, a librarian, a scientist and a philosopher (Calder, 2003). Academics perform multiple and overlapping roles which include teaching, knowledge production, administration, enlightenment of the public and extramural activities (Kyvik, 2000). The result and the extent of the functions of Academics in creating new knowledge and innovation are forms of research productivity.

Literature has shown that research productivity plays a major role in achieving success in academics, as it relates to promotion and tenure as well as salary of the academic staff members (Kotrlik, Bartlett, Higgins and Williams, 2002; Bassey, Akuegwu, Udida and Udey, 2007). Bassey et al., (2007) note that research productivity increases social prestige of the academic staff status to the rank of a professor irrespective of his or her gender. In addition, research provides a good platform for academic staff members to become successful academics. This is so because research activity develops academic knowledge and as well reinforces the skills for effective knowledge transfer. It also inspires Academics towards hard work, fills the gaps of previous researches and creates an opportunity for future research.

In other word, quality research exposes Academics to current information and sharing of research results with others (Lertputtarak, 2008). Lertputarak (2008) states further that research productivity in any university is the totality of research performed by academic staff members within a given period of time in universities. The significance of research in the academia is that it enables academics to share insight, demonstrate academic scholarship and gain recognition for creative thinking.

Yusuf (2005) notes that “publish or perish” is a popular cliché among Academics in the Nigerian university settings. According to him, this phrase underscores the importance attached to research and publication in any university. It is a stated fact that research production is the major index of an academic staff’s quality and the determinant of advancement in terms of prestige, recognition, promotion and salary increase. Alemna (1993) asserts that academics all over the world place emphasis on research and publications, not only because it is presumed that research enriches both teaching and the learning process as well as contributing to the body of knowledge; but also, because it is a major determinant of institutional prestige.

Studies have shown that research productivity has moved beyond analyzing the correlation that directly measures variables such as institutional size, previous publications and personal factors such as age and rank which have a bearing on the number of articles published (Hughes, 1999). Research now includes analysis of the roles played by other latent variables in academic staff research productivity such as the usage of information resources, availability of information resources, Internet usage, information technology, information communication technologies and information literacy skills (Hughes, 1999; Majid and Abazova, 1999; Eynon, 2004; Agboola and Oduwole, 2005; Renwick, 2005).

The quality of research among Academics in any university system depends largely on quality and quantity of information resources at the institution’s disposal. Availability of information resources, accessibility and use are indispensable to the teaching, research and community activities of academic staff members in the Nigerian university system. The continued existence and relevance of academics in any university system depends on the ability to exploit available information resources either in print or electronic formats. Academics in Nigerian universities require information to function effectively (Nwalo, 2000; Chukwu, 2005; Oyedun, 2006; and Adetimirin, 2007. While stressing the importance of information for every profession, Haruna and Mabawonku (2001), affirms that legal practitioners depend absolutely on relevant, precise and timely information for success in their profession.

Information is very crucial to the overall research production of academic staff members. Libraries are established in each university to meet the information needs of students, members of academic staff and other members in the community, where such universities are established. Academic libraries acquire and organize both printed and electronic information resources for accessibility by its clientele. Rauch (1979) describes information as the main input and output of every scientific activity.

The emergences of electronic information resources (EIRs) have greatly transformed information handling and management in Nigerian university communities. Ani and Ahiauzu, (2008) assert that electronic information resources have gradually become a major resource in every university community. Electronic information resources are provided in electronic form, and these include CD-ROM database, online databases, online journals, OPACs, Internet and other computer-based electronic networks (Ehikhamenor, 2003; Jagboro, 2003; Shuling, 2006; Tsakonas and Papatheodorou, 2006). Academics in developing countries are fast embracing the Internet as a source of information for teaching and research. Some studies have revealed the use of the Internet, email and search engines for research purposes (Ojedokun and Owolabi, 2003; Oduwole, 2004; Badu and Markwei, 2005).

The growth of information resources has become a global phenomenon, most especially in developed societies due to technological advancement in information technology (IT). Academic staff in developed countries are getting access to digital information and creating their information electronically. Similarly, Nigerian academic staff members are not left out in this paradigm shift. Academics now have access to global digital information resources, particularly the Internet for their scholarly communication (Ani and Ahiauzu, 2008). Interestingly, the Internet represents different things to different people depending on what is being sought. To academics, it facilitates the extension of the frontiers of knowledge and constantly enhances the drive to keep abreast of scholarly publications (Ajegbomogun and Akintola, 2004).

The Internet and the World Wide Web provide scholars with quick and easy access to electronic information resources located around the globe. Academic staff members now exchange preliminary drafts of research findings with colleagues and maintain contacts by monitoring electronic bulletin boards, chat rooms and listserve on subjects of interest. Information users now use the Web to access remote databases and full-text document resources that were previously only available through expensive on-site research visits. Researchers use the Web to watch real-time images from remote research stations and satellites or participate in group discussions and group projects. Mashhadi and Han (1996), note that the information and communication revolution which resulted in the advent of the Internet, has been a formidable tool of information exchange which has obliterated distance and time and accelerated the process of creating a global community of inquiry.

Information in the early 21st century is characterised by information overload, unequal distribution, a strong tendency to triviality and increasing concerns about credibility (Sayers, 2006). As the volumes of information are constantly increasing, search skills are required in order to gain access to the information that is available. To gain access and use these vast resources effectively, information users must learn to overcome information anxiety and as well explore the available information to enable them interprete and as well utilize information for rational decision-making. The change in formats and organization of information shows that users of information resources need guidance and education in order to achieve realistic expectations. Unlike print resources which are subject to variety of quality assurance processes as they pass through authors and publishers and which are sometimes recommended, the quality of information available from electronic information sources cannot be guaranteed (Association of College and Research Libraries, 2000).

Roth (1999) aptly describes the current information environment and the pitfalls facing users of information globally thus:

…explosion of information generated and stored, the unregulated sprawl of the Internet, the shift from a print to an image-based culture, the development of sound and video archives,…of seemingly infinite reproduction of words and pictures through electronic media, the pitfalls …have multiplied geometrically. In the midst of the information explosion, ability to access, retrieve and evaluate information has constituted a significant part of today's definition of literacy.