Institutional Support for Faculty Learning Communities’ Participation among LIS Educators in South West, Nigeria

This study investigated institutional support for faculty learning communities’ participation among Library and Information Science educators in the South-West, Nigeria. The study adopted a descriptive research survey design. The population of the study was 225 LIS educators in library schools (universities and polytechnics) in the South West, Nigeria. The total enumeration sampling technique was employed for the study. The instrument of data collection was a structured questionnaire. Both descriptive and inferential statistics were used for data analysis. It was found that there are FLCs in the library schools. There is a high level of engagement in FLCs among the LIS educators. The types of institutional support available to the LIS educators in library schools in South-West Nigeria include library resources to support FLC activities, effective communication about FLC goals, and access to necessary IT facilities and assistance. The hypothesis tested revealed a positive influence of institutional support on FLC’s participation among the LIS educators. Meanwhile, interdisciplinary collaboration and continuous learning are vital in promoting FLCs.

Faculty Learning Communities, Institutional support, Library and Information Science Educators

1. Addis, E. A., Quardokus, K. M., Bassham, D. C., Becraft, P. W., Boury, N., Coffman, C. R., ... & Powell-Coffman, J. A. (2013). Implementing pedagogical change in introductory biology courses through the use of faculty learning communities. Journal of College Science Teaching, 43(2), 22-29. [Google Scholar] [Crossref]

2. Adigun, T. A., Opele, J. K., & Onayinka, T. S. (2024). Academic anxieties, environmental factors and lecturers’ productivity in Nigeria: A review. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 11(1), 14-25. [Google Scholar] [Crossref]

3. Alabi, A. O. (2018). Bridging the great divide: Librarian-faculty collaboration in selected higher institutions in Lagos State Nigeria. The Journal of Academic Librarianship, 44(4), 459- 467. [Google Scholar] [Crossref]

4. Alade, A. V., & Aramide, O. K. (2024). Awareness, perception and readiness to participate in faculty learning communities by lecturers in Olusegun Agagu University of Science and Technology, Okitipupa, Nigeria. Ilorin Varsity International Journal of Library & Information Science, 7(2), 77-99. [Google Scholar] [Crossref]

5. Al-Enazi, G. T. (2016). Institutional Support for Academic Stato Adopt Virtual Learning Environments (VLEs) in Saudi Arabian Universities. Durham e-theses. [Google Scholar] [Crossref]

6. Aliyu, M. B. (2023). Institutional support, information literacy skills, work environment and academic records management practices in polytechnics in Southwestern Nigeria. Unpublished seminar paper presented at the Department of Library and Information Science, Adeleke University Ede, Osun State, Nigeria. [Google Scholar] [Crossref]

7. Babatunde, S. O., Adeleke, A A., & Oketunji, I. (2024). Participation of science-based faculty members in learning communities in public universities in South-West, Nigeria. Adeleke University Journal of Business and Social Sciences, 4(1), 302-313. [Google Scholar] [Crossref]

8. Beach, A. L., & Cox, M. D. (2009). The impact of faculty learning communities on teaching and learning. Learning Communities Journal, 1(1), 7-27. [Google Scholar] [Crossref]

9. Engin, M. & Atkinson, F.(2015). Faculty learning communities: A model for supporting curriculum changes in higher education. International Journal of Teaching and Learning in Higher Education.25, No. 2, 164-174. [Google Scholar] [Crossref]

10. Hamzat, S. A. Salisu, S. B. & Usman, D. (2022). Awareness and readiness to participate in faculty learning communities: Implication for e-resources utilisation among academics of Adeleke University, Ede, Nigeria. Library and Information and Research, 4(1/2). [Google Scholar] [Crossref]

11. Honingh, M., & Hooge, E. (2014). The effect of school-leader support and participation in decision making on teacher collaboration in Dutch primary and secondary schools. Educational Management Administration & Leadership, 42(1), 75-98 [Google Scholar] [Crossref]

12. Jacob, O. N., & Lawan, A. (2020). Public Universities Administration in Nigeria: Challenges and the ways forward. International Journal on Integrated Education, 3(11), 163-169. [Google Scholar] [Crossref]

13. Jacob, O. N., Solomon, A. T., & Jegede, D. (2020). University education policies in Nigeria: Challenges preventing the implementation and the ways forward. Journal Sinestesia, 10(2), 66-85. [Google Scholar] [Crossref]

14. Lave, J. & Wenger, E. (1991). Situated Learning: legitimate peripheral participation. Cambridge University Press. [Google Scholar] [Crossref]

15. Lazarus, G. N., Unegbu, V. E. & Opeke, R. O. (2019). Professional competence, institutional support and documentation of indigenous knowledge resources in libraries in Lagos state, Nigeria. Journal of information and Knowledge Management, 10(2), 153-166. [Google Scholar] [Crossref]

16. Ogunruku, A. O. (2016). Leadership and governance in higher education-challenges and prospects of developing the next generation of university leaders, academics and researchers: HE management models. Nigerian Universities, 1-43. https://trustafrica.org/wp-content/uploads/2022/12/ayoogunrukuleadership-and-governance.pdf [Google Scholar] [Crossref]

17. Olabode, G., Shalini, S., Abiodun, K. O., Chiemela, V. A., Salmia, B. B. & Bajpai, A. (2023). The mediating effect of perceived institutional support on inclusive leadership and academic loyalty in higher education. Approach and Policy in Higher Education for Sustainability, 15(17), 13195; https://doi.org/10.3390/su151713195 [Google Scholar] [Crossref]

18. Owan, V. J., Ameh, E., & Anam, E. G. (2024). Collaboration and institutional culture as mediators linking mentorship and institutional support to academics’ research productivity. Educational Research for Policy and Practice, 23(1), 19-44. [Google Scholar] [Crossref]

19. Pelemo, D. G (2020). Roles of Libraries in Faculty learning communities as a tool for quality teaching and learning. Unpublished seminar paper presented at the Department of Library and Information Science, Adeleke University Ede, Osun State, Nigeria. [Google Scholar] [Crossref]

20. Rossoni, A. L., de Vasconcellos, E. P. G., & de Castilho Rossoni, R. L. (2024). Barriers and facilitators of university-industry collaboration for research, development and innovation: A systematic review. Management Review Quarterly, 74(3), 1841-1877. [Google Scholar] [Crossref]

21. Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., ... & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update. Medical Teacher, 38(8), 769-786. [Google Scholar] [Crossref]

22. StudySmarter (2024). Communities of practices. https//www.studysmarter.co.uk/explanations/English/sociolinguistics/communities-of- practice. [Google Scholar] [Crossref]

23. Thompson, K. V., Marbach-Ad, G., Egan, L., & Smith, A. C. (2016). Faculty learning communities: A professional development model that fosters individual, departmental and institutional impact. In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century, (312–324). Purdue University Press. [Google Scholar] [Crossref]

24. Tinnell, T. L. Ralston, P. A. S., Tretter, T. R. & Mary, E. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6(26). https://doi.org/10.1186/s40594-019-0180-5. [Google Scholar] [Crossref]

25. Tinnell, T. L., Ralston, P. A., Tretter, T. R., & Mills, M. E. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6(1), 26. [Google Scholar] [Crossref]

26. University of California (2024). Faculty learning communities. https://cee.ucdavis.edu/learning-teaching/communities/faculty-learning-communities [Google Scholar] [Crossref]

27. Yates, A. (2020). Exploring faculty motivation for participation in higher education teaching and learning communities. International Journal for Academic Development, 25(1), 17-30. https://doi.org/10.1080/1360144X.2019.1631169 [Google Scholar] [Crossref]

• The Indirect Effect of Liquidity and Activity on Company Value with Profitability as an Intervening Variable
• Effect of Financial Skills, Knowledge, and Attitude on The Financial Behaviour of Clergy
• A Decade of Review: Trends in Budget Execution and Financial Performance of Development Projects in Tanzania (2014/15-2023/24)
• The Influence of Pre-Project Planning on the Budget Absorption Rate of Public Funded Infrastructure Projects in Kenya a Comparative Case Study of Narok, Migori, and Kisii County Government Projects
• Assessment of Factors Influencing Digital Transformation in Hotels’ Facility Management in Abuja Metropolis, Nigeria