Changing paradigms: Library and Information Science (LIS) education and training in Zimbabwe

The purpose of the study is to assess paradigm shifts in society and their implications for Library and Information Science (LIS) education and training systems in Zimbabwe. The study was informed by the postpositivist paradigm which allows for methodological pluralism. Qualitative and quantitative methodologies were used to inform both the research design and data collection processes. The qualitative methodology was dominant, complemented by the quantitative. The strategy of inquiry combined case study with survey research designs. Respondents in the five study cases were surveyed using questionnaires and in-depth interviews. Documentary review was used to collect data on LIS curricula in Zimbabwe. The findings of the study show that the dictum of success of the industrial era is no longer valid in the era of knowledge. The shift of focus from capital to knowledge has created different educational needs that require different educational systems. The study also found that although LIS scholars bemoan the perceived decline of LIS education and argue for improvements, only superficial changes have thus far been observed. This lack of positive development has been attributed to conservatism, inertia and the favouring of vested interests. The study provides policy makers with evidence-based research critical for analysis, advocacy, forecasting and strategic planning of an effective transformation of LIS education and training in Zimbabwe. Further research needs to be done concerning the reasons why LIS faculty staff members resist making revolutionary changes.