In an era of rapid far-reaching change, the qualification requirements and job expectations of the academic library director are in flux. This study examined job advertisements in the Chronicle of Higher Education and College and Research Library News for the calendar years 2002 and 2003 to determine the current qualification requirements and job expectations for academic library directors. The advertisements were analyzed using content analysis to create a ranked list of qualification requirements and job expectations. The results were also compared to determine if different types of institutions seek different types of candidates.
The ALA-accredited MLS was the most requested qualification requirement. The MLS remains the educational baseline for the library profession. Knowledge of or responsibility for information technology was ranked at place 2. Qualification requirements and job expectations dealing with the internal management of the library were very frequently requested. Leadership and the external role of the library director was also important. The doctorate was more often requested of library director candidates than was second master's degrees.
There were differences between various types of institutions. Associates colleges were requesting less education, less experience, fewer expectations for involvement with the profession, less qualification requirements and job expectations dealing with the library director's external role, and greater knowledge of and involvement with the daily internal operation and management of the library. Doctoral/research universities were requesting more education, greater experience, greater expectations for involvement in the profession, greater qualification requirements and job expectations dealing with the library director's external role, and a much smaller expectation of involvement in the daily internal operations and management of the library. Baccalaureate colleges and master's colleges and universities were in between the demands of the associate's and doctoral/research institutions. Specialized institutions expected greater specialized experience, greater specialized education, and specialized knowledge.
|Adviser||Margaret J. Weber|
|Subjects||Library science; Educational administration|
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