ROLE OF COLLEGE LIBRARIES IN CAREER GUIDANCE
A Study of Government and Autonomous Colleges Affiliated to Andhra
University
A Thesis Submitted to the Andhra University for
The Award of the Degree of Doctor of Philosophy
In Library and Information Science
By
MOLY T.M, M.A.,M.L.I.Sc, PGDLAN
Lecturer in Library & Information Science
CH.S.D.ST. Theresa’s Autonomous College for Women, Eluru
Under the Guidance of
Prof. Dr. R.S.R. VARALAKSHMI, Ph.D
Department of Library and Information Science
ANDHRA UNIVERSITYVISAKHAPATNAM – 530 003, INDIA
2007
DECLARATION
I hereby declare that the research work entitled “Role of College Libraries in Career
Guidance: a Study of Government and Autonomous Colleges Affiliated to Andhra
University” submitted by me for the award of the Degree of Doctor of Philosophy in
Library and Information Science of Andhra University, Visakhapatnam, is original and
it has not been submitted earlier in part or full to this or any other University, for degree,
diploma or prize..
Place: Visakhapatnam (MOLY T.M)
Date: Lecturer in Library & Information Science CH.S.D.ST. Theresa’s College for Women
Eluru
CERTIFICATE
This is to certify that the thesis entitled “Role of College Libraries in Career
Guidance: a Study of Government and Autonomous Colleges Affiliated to Andhra
University” was carried out by Moly T.M. under my guidance and I am satisfied that this
thesis is worthy of consideration for the award of the degree of Doctor of Philosophy in
Libray and Information Science. This work is original and to the best of my knowledge
this thesis or any part thereof has not been submitted for the award of any degree,
diploma, associateship, or other similar titles.
Place: Visakhapatnam (Dr. R.S.R. Varalakshmi)Date: Research Director
Department of Libray and Informaiton Science Andhra University Visakapatnam
DEDICATED TO
MY DEAR AND NEAR ONES
ACKNOWLEDGEMENT I am deeply indebted to my guide Dr. R.S.R. Varalakshmi, Professor of the Department of
Library and Information Science, Andhra University, Visakhapatnam. The rich fund of
knowledge and experience of Dr. R.S.R. Varalakshmi has been of immense use in this research
work. In all phases of the study, she has willingly and patiently guided me and enabled me to
complete the study.
I am thankful to Mrs. J. Vijayakumari, Associate Professor and Head of the Department of
Library and Information Science, Andhra University and Prof. K. Somasekhara Rao, Chairman,
P.G. Board of Studies in Library and Information Science, Andhra University and the other
faculty members of the Department of Library and Information Science Dr. C. Sasikala, Professor
and Honorary Librarian, Dr.V.S.K Library, A.U, Dr. P. Bhaskara Rao, Associate Professor and
Dr. N. David Livingstone, Associate Professor for their assistance. A word of thanks to them will
certainly not convey my deep sense of appreciation for their goodness.
I am indebted to University Grants Commission (India) for giving me this opportunity to do
this work under their Faculty Improvement Programme.
I acknowledge my deep sense of gratitude to all the Principals and Librarians of the
Government and autonomous colleges affiliated to Andhra University for their help and
cooperation.
I extent my sincere thanks to the Principal, Dr. Sr. Thressia Cherian, Correspondent, Dr. Sr.
Marietta Pudota and Vice Principal Sr.Marietta D’mello of St. Theresa’s Autonomous College
For Women, Eluru, for giving me this opportunity.
I take this opportunity to thank all the staff of Dr.V.S.K. Library, A.U for their co-operation
and support in completing this research work.
I honestly appreciate the help, encouragement, moral support and personal sacrifice extended
by my family members.
- Moly T.M
CONTENTS
Page No.
CHAPTER- 1
INTRODUCTION: THE CONCEPT OF CAREER GUIDANCE 1-17
1.0. Introduction
1.1. Career development: an overview
1.2. Related Terminology
1.3. Career guidance in Higher Education Institutions
1.4. Role of libraries
1.5. Need for the study
1.6. Chapterisation
1.8. Conclusion
References: Chapter 1
CHAPTER- 2:
CAREER GUIDANCE TRENDS – A BRIEF GLOBAL REVIEW 18-55
2.0. Introduction
2.1. Evolution of the concept and overview of development
2.2. Principles of Career Guidance
2.3. Objectives of Career/Vocational Guidance and Counseling
2.4. Career Guidance Services
2.5. Methods of disseminating occupational/career information
2.6. Conclusion
References: Chapter 2
CHAPTER- 3
CAREER GUIDANCE IN HIGHER EDUCATION:
ROLE OF COLLEGE LIBRARIES 56-106
3.0. Introduction
3.1. Career guidance and higher education: an overview
3.2. Career guidance and higher education – in India
3.3. Role of college libraries
3.4. Library as a Career Information center
3.5. Nature of career information collection
in higher education institutions
3.6. Organization of career information in libraries
3.7. Career Information services in higher education institutions
3.8. Role of librarian in the knowledge society
3.9. Role of college librarian in Career information
3.10. Conclusion
References: Chapter 3
CHAPTER - 4
LITERATURE REVIEW, STUDY DESIGN AND METHODOLOGY 107-130
4.0 Introduction
4.1. Literature review
4.2. Study Design
4.3 The Study area
4.4. Objectives
4.5. Hypotheses
4.6. Scope
4.7. Sample
4.8. Methodology
4.9. Limitations
References: Chapter 4
CHAPTER -5
ROLE OF LIBRARIES IN CAREER GUIDANCE: ANALYSIS OF DATA 131-305
5.1.0. Need and importance of career information in the knowledge era
5.1.1Nature of college
5.1.2 Medium of instruction
5.1.3 Strength of the College
5.1.4 Academic programs and courses
5.1.5 Year of establishment of the college libraries
5.1.6 Working Hours
5.1.7. Finance
5.1.8. Organizational structure: Library Committee and the role of librarian
5.1.9. Information sources
5.1.10. Technical processing
5.1.11. Information services
5.1.13. Location of the library
5.1.14. Information technology infrastructure
5.1.15. Career Guidance Cell in colleges
5.1.16. Visit to library for career information
5.1.17. Use of Internet for career guidance
5.1.18. Methods adopted to provide career information in colleges where
there is no career guidance cell
5.1.19. Career information sources
5.1.20. Guidance Activities and college libraries
5.1.21. Librarian has role in career guidance activities in colleges
5.1.22. Personal characteristics required for a librarian to offer career guidance
5.1.23. Soft skills
5.1.24. Librarian as career guide
5.1.25. Career guidance programs, problems of implementation
5.1.26. Comparison with existing guidelines for career guidance (CCEAP)
5.1.27. Conclusion
5.2. Role of College Library in Career Guidance: Students’ Opinion
5.2.1. Sample size
5.2.2. Response rate to questionnaire
5.2.3. Collection of data
5.2.4. Analysis of data
5.2.5 Career Information Service
5.2.6. Role of library in career guidance
5.2.7. Role of librarian in career guidance
5.2.8 Suggestions
CHAPTER - 6
SUMMARY, SUGGESTIONS AND CONCLUSIONS 306-330
6.0. Summary of Research Findings
6.1 Findings of the study on role of college libraries in career guidance
6.2. Testing of hypotheses
6.3 Suggestions
6.4. Career guidance cell for a college library: proposed model
6.5. Conclusions
BIBLIOGRAPHY 331-339
ANNEXURE i-xix
PREFACE
In our contemporary society career guidance is gaining importance as education is
expanding its frontiers making it difficult for an individual student to make a choice of
courses and careers without expert guidance. Occupational scene too is changing so
rapidly that due to the development in computer and communication technologies. Knew
vistas of knowledge are opening due to fission and fusion of various subjects. Quite a
number of students are at the threshold of the college or university is not skilled in
managing their own affairs. They lack self-awareness which may enable them to form
realistic life-goals and plans. Career guidance programme needs to be well organized in
higher educational institutions to meet the varied needs of the students. It is the felt need
of the hour and college libraries can play a pivotal role in this field as it contains the vast
ocean of knowledge which is organized and made available to the students at their
convenience. The present study is an attempt to find out the resources and infrastructure
available in college libraries to provide career information to students and also to see the
role of libraries in other career guidance activities of the colleges. 40 college libraries
under Government and private aided autonomous colleges affiliated to Andhra
University, Visakhapatnam have been selected to assess the role of libraries in career
guidance.
User satisfaction is an obvious measure to evaluate the performance of the libraries.
Therefore, the present work seeks to study the ‘provision’ of library services and the
‘utility’ of the same by the under graduates. Literature search revealed that career
guidance activities in western countries are much ahead of developing countries. In India
the development is slow even though authorities are issuing guidelines to educational
institutions in this regard it is not taken up effectively. Keeping in view the state-of-the-
art, suggestions have been made to improve the situation in the present day college
environment.
LIST OF ABBREVIATIONS AND ACRONYMS USEDAACR : Anglo-American Cataloguing Rules
APA : American Psychological Association
A.P : Andhra Pradesh
APSCHE : Andhra Pradesh State Council of Higher Education
AUCET : Andhra University Common Entrance Test
B.A : Bachelor of Arts
B.Com : Bachelor of Commerce
B.Ed : Bachelor of Education
B.L.I.Sc : Bachelor of Library and Information Science
B.Sc : Bachelor of Science
CAS : Current Awareness Services
CAT : Computerized Adaptive Testing
CC : Colon Classification
CCC : Classified Catalogue Code
CCE : Commissioner of Collegiate Education
CCIS : Curricular/Career Information Services
CD-ROM : Compact Disc – Read Only Memory
CIDS : Career Information Delivery System
CIG : Career Information and Guidance
DDC : Dewey Decimal Classification
DSC : District Selection Commission
DVD : Digital Versatile Disc
EDCET : Education Common Entrance Test
E-print : Electronic print
ETS : Educational Testing services
GET : Graduate Employability Test
GMAT : Graduate Management Admission Test
GRE : Graduate Record Examination
HE : Higher Education
IAS : Indian Administrative Services
ICT : Information Communication Technology
ICET : Integrated Common Entrance Test
IFS : Indian Foreign Services
IME : Indian Marine Engineering
INE : Indian Navy Entrance Exam.
IPS : Indian Police Services
IT : Information Technology
ITES : Information Technology Enabled Services
LCD : Liquid Crystal Display
LSAT : Scholastic Assessment Test
M.A : Master of Arts
MBA : Master of Business Administration
MCA : Master of Computer Application
M.Com : Master of Commerce
M.L.I.Sc : Master of Library and Information Science
M.Sc : Master of Science
NAAC : National Assessment and Accreditation Council
NCERT : National Council of Education Research and Training
NDA : National Defence Academy
NET : National Eligibility Test
OPAC : Online Public Access Catalogue
PO : Probationary Officer
RBI : Reserve Bank of India
RRB : Railway Recruitment Board
SLET : State Level Eligibility Test
OECD : Organization for Economic Co-operation and Development
SAT : Scholastic Assessment Test
SDI : Selective Dissemination of Information
SME : Small Medium Enterprises
TOEFL : Test of English as a Foreign Language
UGC : University Grants Commission
UK : United Kingdom
UNESCO : United Nations Educational, Scientific and Cultural Organization
UPSC : Union Public Service Commission
USA : United States of America
LIST OF TABLES
Table No. Title Page No.
5.1.1 Response rate to the questionnaire 135
5.1.2 Nature of College 136
5.1.3 Medium of instruction137
5.1.4 Faculty strength of the colleges 138
5.1.5 Total number of students 139
5.1.6 Year of establishment of the library 141
5.1.7 Working hours of the college 142
5.1.8 No. of working hours in college libraries 143
5.1.9 Circulation hours of the Library 144
5.1.10 Lunch break and library hour 145
5.1.11 The Sources of Grant in College Libraries 146
5.1.12 Percentage of library budget allocated out of the total college budget during the period 2003-2004 to 2004-2005 148
5.1.13 Budgetary details of college libraries
from 2003 – 2004 & 2004 – 2005 149
5.1.14 Staff Pattern in college libraries 151
5.1.15 Qualifications of Library Staff in colleges 152
5.1.16 Details of Experience of Library staff in Colleges 153
5.1.17 Strength of Reference Book in College Libraries 156
5.1.18 No. of Current Periodical Subscription in College Libraries 158
5.1.19 No. of News Papers available in the libraries 159
5.1.20 Availability of Audio-visual material in college libraries 160
5.1.21 Classification system in college libraries 162
5.1.22 Cataloguing work in college libraries 163
5.1.23 Provision of information services in College libraries 167
5.1.24 Location of college libraries 168
5.1.25 Reading Accommodation in College Libraries 169
5.1.26 IT infrastructure in the college libraries 171
5.1.27 Career Guidance cell in colleges 173
5.1.28 Career Guidance cell and college libraries 174
5.1.29 Librarian as a collaborator in college career guidance activities 175
5.1.30 Librarian as a member in the college career guidance cell 176
5.1.31 Other members of career guidance cell in the college 177
5.1.32 No. of Students visit the library for career guidance in a week 178
5.1.33 No. of Students who use internet for career guidance in a week 179
5.1.34 Career services provided by the librarian’s own interest where there is no career guidance cell 181
5.1.35 Sources available for career guidance in the college libraries 182
5.1.36 Topics in which literature available for career guidance in college libraries 184
5.1.37 Resources available for career guidance in college libraries 186
5.1.38 Periodicals subscribed by the college libraries for career guidance 188
5.1.39 Availability of resources to prepare for Entrance tests 190
5.1.40 Competitive tests for which guidance is given by the college librarians 191
5.1.41 Guidance activities in the college library 193
5.1.42 Assistance in organizing workshops/seminars on soft skills in college libraries 195
5.1.43 Opinion of librarians regarding their role in Career guidance 196
5.1.44 Type of librarian’s role in career guidance 197
5.1.45 Level of collaboration of librarian in Career guidance in colleges 198
5.1.46 Personal characteristics required of a librarian to offer career guidance 199
5.1.47 Soft skills required for the librarian 205
5.1.48 Librarian’s opinions in support of librarian as career guide 211
5.1.49 Problems of library in providing career guidance 217
5.2.1 Sample size 227
5.2.2 Distribution of Responses received from the degree college students 228
5.2.3 Visit to the college library 233
5.2.4 Visit to libraries other than the college library 234
5.2.5 Purpose of visiting the library 238
5.2.6 Time spend in each visit 241
5.2.7a Rank Distribution of information sources used by students 243
5.2.7b Chi-square values for Table 5.2.7a 243
5.2.8 Rank Distribution of information services used by students 246
5.2.9 Level of satisfaction in the use of library facilities 250
5.2.10 Use of Internet by the student community 255
5.2.10.1 Use of internet at college 256
5.2.10.2 Use of Internet facility in the college library 257
5.2.10.3 Use Internet at home 259
5.2.10.4 Use Internet at browsing centre 260
5.2.10.5 Browsing of websites for career information 261
5.2.11 Student’s interest in Career Development 263
5.2.12 Career goal 265
5.2.13 Awareness of different courses 266
5.2.14 Preparation for Competitive Examinations 268
5.2.15 Availability of resources in the library to prepare for competitive examination 270
5.2.16 Visit to libraries other than the college library for career information 271
5.2.17 Awareness of different job opportunities in the market 273
5.2.18 Knowledge about resume preparation 274
5.2.19 Preparation for facing an interview 275
5.2.20 Helpfulness of Internet to get career information 276
5.2.21 Need assistance to browse internet for career information 278
5.2.22 College Career guidance cell 281
5.2.22.1 Organization of seminars on career counseling, interview technique, personality development, resume writing etc. 282
5.2.22.2 Attended the sessions 283
5.2.22.3 Usefulness of the session 284
5.2.22.4 Content of the session 285
5.2.22.5 Presentation of the session 286
5.2.22.6 Competence of the Staff 287
5.2.23 Availability of career information in the college library 288
5.2.24 Availability of career collection in the college library 291
5.2.25 Assistance of library staff to find career information 292
5.2.26 Expectations from college library for career information 293
5.2.27 Role of Librarian in career guidance 295
LIST OF FIGURES
Fig. No. Title Page No.
5.1.1 Response rate 135
5.1.2 Academic programmes and courses offered 140
5.1.3 Book strength in college libraries 155
5.1.4 Problems of library in providing career information 218
5.2.1 Students response rate to questionnaires 229
5.2.2 Response rate- gender wise, course wise and year wise 230
5.2.3 Students’ opinion on level of satisfaction of library facilities 248
5.2.4 Use of Internet – rural and urban students 255
5.2.5 Availability of Internet in the library 258
5.2.6 Interested in career development 264
5.2.7 Aware of different courses 267
5.2.8 Preparing for competitive examinations 269
5.2.9 Need assistance to browse Internet for career information 279
5.2.10 Students’ opinion on role of librarian in career guidance 303
Chart 1 Colleges under Study 133
Chapter 1
INTRODUCTION: THE CONCEPT OF CAREER GUIDANCE
1.0. Introduction:
The choice of career is possibly one of the most critical decisions of a person’s
life as it shapes one’s future and determines one’s lifestyle. Career is not a chance, it
is a choice but most often it is made on the basis of chance and not by choice. Career
is defined as the way of making a livelihood. It denotes the profession or vocation
adopted by a person. A good career improves the standard of living of the person and
also the members of dependent family. Once a person enters into adulthood he has to
make a choice about his career. Sometimes the decision is made for him much earlier
by somebody else – by his parents or other relatives. Yet times the career decision is
influenced by existing conditions in the society. In a communist society the state
makes the decision. In an underdeveloped country the choice of career is mostly by
chance. In a rural economy too people are not aware of different careers and how to
prepare themselves to reach certain positions. Earlier career guidance was provided
only in schools but now the need for it in higher education too realized.
Globalization and liberalization made the world a global village.
Technological development especially in the field of information and communication
helped to reach out to the people in the remote area of the world. These
developments influenced the area of career guidance too. A nation’s greatest
renewable resources are its human resource. India is poor in economic terms, but rich
in intellect, skills and the spirit of enterprise. Since beginning of planning in India,
the youth have been recognized as the most vital section of the community. Currently
the Indian youth contributes in IT economy either through outsourcing or migration.
‘Projections show that by 2020 all developed countries will be short of working age
people. Even China, which had forced a decline in its birth rates, will experience
shortfall in the proportion of working age people by 2020. However, India will have a
huge surplus of 47 million people. Some other countries with (much smaller)
surpluses will be Pakistan, Bangladesh, Indonesia, and Egypt. While this huge surplus
in India should be a source of great concern, for jobs must be found for all these
people, it is also India’s opportunity to provide knowledge-based services to the
developed world.’ (Maira, 2002). This projection have been supported further by
various statistics. India is set to overtake China as the world's most populous nation
by 2050. India’s population is expected to grow from 1.08bn to 1.63bn people,
overtaking China, which is forecast to reach 1.44bn from 1.3bn currently. India, will
also have the highest working population in the World — 700 million people out of
1.1 billion people are young; the young population will continue till 2050.
(http://aligarh.nic.in/About-India.pps).
The statement of Chandrasekhar et al. (2006) explains the issue further –
“India is and for some time will remain one of the youngest countries in the world. A third of India’s population was below 15 years of age in 2000 and close to 20 per cent were young people in the 15-24 age groups. The population in the 15-24 age groups grew from around 175 million in 1995 to 190 million in 2000 and 210 million in 2005, increasing by an average of 3.1 million a year between 1995 and 2000 and 5 million between 2000 and 2005. In 2020, the average Indian will be only 29 years old, compared with the average age of 37 years in China and the US, 45 in west Europe and 48 in Japan. The demographic process, this implies, would create a large and growing labour force, which is expected to deliver spin-offs in terms of growth and prosperity through a number of routes. The most obvious positive effect
is that a higher growth trajectory is not likely to run into bottlenecks set by labour inadequacy. Of course, this assumes that the growing workforce of youth can be trained to acquire the skills needed by the newer and technologically more dynamic industries.”
To direct this large number of younger generation career guidance in higher
education is important. However the focus on career development in the country is
lopsided. There is variation between urban and rural and within the urban centers.
There are, occasions where in students join for a course either without sufficient
awareness or by compulsion, may be by parents. Such students neither have interest
in the subjects nor an aptitude towards it. In future, these students neither want to go
for further studies, nor they are eligible to take up a good job, due to lack of interest in
the subject matter. Thus the human resources are wasted, which can be checked by
giving them proper guidance, by initially recommending various courses for students
with varied interests.
The youngster who seeks to make the most rational choice of career is faced
nowadays with many obstacles and uncertainties, since the world of employment has
become increasingly large, complex and specialized. Faced with the task of assessing
his own abilities for a wide range of career possibilities, the youngster usually lacks
adequate data on different careers, expert neutral guidance in career selection, and
information about training in terms of quality, time and personal expertise. Although
career planning by individuals and manpower planning by employers may be a never-
ending process, career information is most useful and effective if it is available in the
right form at the right time.
The secret of happy and successful life depend on one’s career. It is our path
and pace setter in life. With the boom in information technology, accessing
knowledge and information on career have become easy, but at the same time it is
difficult for an individual to take decisions about his job or further studies simply
because of the overloaded information. In the age of Internet there has been dramatic
increase in the availability and accessibility of information. However, the mere
availability of information may not be of much use. Comprehension, use and
application usually determine its impact. Under these circumstances they require
guidance. Today the options and opportunities are unlimited. In such an environment
the success and failure of one’s life depends on how early and how well the person
plan for his/her career. Hence the requirement for career guidance is felt in colleges
and universities and necessary steps have been initiated to guide the youth in deciding
their careers.
1.1. Career development: an overview
Career development helps people to focus on their ambitions, interests,
qualifications and abilities. It helps them to understand the labour market and
education systems, and to relate this to what they know about themselves.
Comprehensive career development tries to teach people to plan and make decisions
about work and learning. Career development is important in institutions of higher
education because it helps the students to have a clear idea of career objectives,
persist in their academic goals, gain career-related work experience, and find
employment in their chosen fields and also to inculcate interest in life-long learning.
A good quality guidance and better information can help most students to make
correct career decisions when they complete their graduation. The massive structural
changes that are taking place in the world of work at global level mean that high
quality career guidance is important than ever before.
St. John-Brooks (1996) opined that “Career guidance involves a large number
of different activities, including giving information, advice and counselling; assessing
individuals’ interests, attitudes, skills and aptitudes; advice on the choice of career;
job-placement; and advocacy”. Grubb (2002) stated that the knowledge revolution
has changed the nature of work, shifting away from occupations rooted in industrial
production to occupations associated with knowledge and information. This shift has
both increased the skills required for new occupations and updated the three R’s
(Reading, Writing and Arithmetic), shifting the skills required toward “higher-order”
or core skills or key skills including communications skills, problem-solving, and
reasoning — the “skills of the 21st century”. “Careers for all” (Watts, 1998) is one of
the keys to economic prosperity and social cohesion in the new millennium. Effective
career information and guidance is the key to making lifelong learning a reality for
all. They can help to make best use of human resources in the labour market as well
as in education by allowing better matches between people’s skills and interests and
available opportunities for work and learning.
Sinz, (2003) has made a detailed study on college graduates and concluded that “the career development is a lifelong process that can be fostered through education programs at all levels, but specifically during the beginning of one’s college years. It is very common for college freshmen to ponder about their choice of major and to pick a specific career during semester one of college. Therefore it is extremely important for colleges to offer career guidance aimed to help students make more informed and consequently better educational and career choices”.
Therefore this study deals with career guidance at college level.
1.2. Related Terminology
There are many different terms used across the world in the field of career
guidance. For the purpose of this study each of the terms is defined below.
1.2.1. Career:
Chambers dictionary (2000) define career as “progress through life, one’s
profession or occupation; progress or advancement in one’s profession or occupation”
Concise Oxford English Dictionary (2004) define career “an occupation for a
significant period of a person’s life, usually with opportunities for progress”
According to Webster’s New World College Dictionary (2000) career is
“one’s progress through life or in one’s work.”
According to Handbook of Career counseling by UNESCO (2002) “career is
the interaction of work roles and other life roles over a person’s lifespan including
both paid and unpaid work in an individual’s life. People create career patterns as
they make decisions about education, work, family and other life roles.”
Roget’s Thesaurus (1995) gives the meaning for career an “activity pursued as
a livelihood.”
1.2.2. Career awareness service:
According to Jalaja and Dineshan Koovakkai (1997) “Career Awareness
Service is a sort of reference service. It provides information regarding a particular
job on request. In this sense Career Awareness Service is a Current Awareness
Service. It alerts the potential candidates, to the current employment opportunities in
various sectors.”
1.2.3. Career counseling:
“Career counseling helps individuals to achieve greater self-awareness,
develop a life/work direction, increase their understanding of learning and work
opportunities and become more self-directed in managing learning, work and
transitions. Career counseling facilitates the acquisition of skills, interests, beliefs,
values, work habits and personal qualities enabling each participant to create a
satisfying life in constantly changing cultural, social and work environments.”
UNESCO (2002)
According to Canadian Career Development Foundation (2002) “Career
Counseling refers to an individual or group process that emphasizes self-awareness
and understanding, and facilitates persons to develop a satisfying and meaningful
life/work direction as a basis to guide learning, work and transition decisions, as well
as to manage responses to changing work and learning environments over the
lifespan.”
1.2.4. Career development:
Career development is a term that enjoys rather wide usage in the professional
literature of the day. In most instances, it refers to a specific theory of occupational
choice by which individuals make career decisions and the sequences by which
careers are built.
According to Handbook on career counseling published by UNESCO, "career
development is the total constellation of economic, sociological, psychological,
educational, physical and chance factors that combine to shape one’s career”
(Sears,1982).
Career development “is the total constellation of psychological, sociological,
education, physical, economic, and chance factors that combine to influence the
nature and significance of work in the total lifespan of any given individual” (Maddy-
Berstein, C., 2000).
1.2.5. Career exploration:
Dictionary of education (1973) defines career exploration as ‘investigative
activities or inquiries undertaken inside and outside the classroom to search out the
necessary information about a future occupational or professional interest or goal.’
1.2.6. Career guidance:
Dictionary of education (1973) defines career guidance as ‘career planning
based on a student’s values, needs, interests and abilities and involving various
information resources.’
According to International Association for Educational and Vocational
Guidance (1992) “Career guidance refers to assistance given to individuals, or groups
of individuals, in addressing problems related to occupational and life choices,
offering full opportunities for personal development and work satisfaction. Career
guidance is a continuous process, the fundamental principles of which is the same
irrespective of the age of the individuals involved, and with due regard for the
characteristics of those individuals and their opportunities.”
1.2.7. Career guidance services:
World Bank (2003) in its report mentions that ‘Information, guidance and
counseling services (hereafter referred to as ‘career guidance services’) comprise
services intended to assist individuals, of any age and at any point throughout their
lives, to make educational, training and occupational choices and to manage their
careers. These services are an integral part of lifelong learning (World Bank, 2002)
and may include services in schools, in universities and colleges, in public
employment services, in companies, and in the voluntary and private sectors. The
services may be on an individual or group basis, and may be face-to-face or at a
distance (including web-based services). They include career information (in print,
ICT-based and other forms), assessment and self-assessment tools, counseling
interviews, career education programs and work taster programs.’
1.2.8. Career information:
Dictionary of Education (1973) defined Career information as ‘any
information, occupational, educational or personal-social that has implications for an
individual’s career decision-making activities at any time in his life.’
According to Canadian Career Development Foundation (2002) “Career
Information is information related to the world of work that can be useful in the
process of career development, including educational, occupational and psycho-social
information related to working (e.g., job search, availability of training, the nature of
work, the status of workers in different occupations).”
1.2.9. Career information service:
According to Jalaja and Dineshan Koovakkai (1997) “Career Information
Service refers to that sort of information service which is aimed at providing the
occupational information such as entry qualification and skills, initial training
requirements, employment situation, job content etc., to those who are in search of a
suitable employment.”
1.2.10. Career planning:
Career planning refers to the experiences provided, students, both group and
individual, which are designed to help them understand, analyze and select a personal
career goal. A definition of this kind suggests the input of the total information,
counseling and placement services of a guidance program.
Dictionary of Education (1973) defines Career planning as ‘the development
by the student, with the assistance of counselors and teachers, of well – considered
steps in his progression toward entry into a specific job or profession; a process which
unfolds at varying rates for different individuals.’
1.2.11. Counseling:
Handbook of Career Counseling defines counseling as “actively listening to an
individual’s story and communicating understanding, respect and empathy; clarifying
goals and assisting individuals with the decision-making process. Counseling is a
mutual relationship between a counselor (a professionally trained helper) and a client
(a consumer of counseling services).” (UNESCO, 2002)
1.2.12. Guidance:
According to The new Encyclopaedia Britanica (2002) “Guidance is the
process of helping an individual to discover and develop his educational vocational
and psychological potentialities and thereby to achieve an optional level of personal
happiness and social usefulness.”
According to Webster’s New World College Dictionary of the English
language Guidance is “an act of guiding or direction or something that guides; advice
or assistance, as that given to students by vocational or educational counselors.”
Concise Oxford English Dictionary (2004) mentions guidance as “advice or
information aimed at resolving a problem or difficulty”
According to Baquer Mehdi (1966) guidance is the process which is concerned
with the development of the total personality of the individual and the welfare of the
society. He says it is a developmental process or activity aiming at –
1. Developing an individual’s potentialities in such a way that he is able to understand
himself and his environment as well as his relationship with his environment which
enables him to successfully face the reality.
2. Helping the individual in such a way that he constantly makes efforts on
developing his own self and achieves success.
Bhatnagar (1966) mentioned that guidance services have four functions to
perform.
1. Helping the students solve their problems, understand and interpret their
environment including its events, people and things correctly and take correct
decision and make right choices.
2. Helping every student in such a way that he is able to achieve maximum
satisfaction in life and contributes his best to the progress of the society.
3. Helping the students in such a way that they are able to develop their potentialities
which contribute to their future adjustment in life’s situations.
4. Helping each and every student in developing his physical, mental, emotional,
social and ethical, i.e. every aspect of his life to the fullest.
He considers guidance as an essential aspect of education.
1.3. Career guidance in Higher Education Institutions
Educators are constantly searching for better ways to serve students – to
achieve academic and technical skills; helping them to understand themselves and
their direction in life; to meeting their emotional, social and mental needs. Changing
nature of society today requires a constant updating of skills and knowledge through a
flexible process of lifelong learning. The need for a coordinated and comprehensive
career guidance program has grown as a result of the greater variety of jobs and skills
required in modern society and greater awareness of how widely people differ in
interests and abilities. For the overall development of personality of individual, one
must have self knowledge so that he can understand his own abilities, aptitudes,
intelligence and personality in order that he can choose his own path. After the
completion of graduation, most of the individuals find themselves at the cross roads.
Having right choices in the selection of courses from the beginning will help one to
get proper employment and to achieve success in life. Hence career guidance in
higher educational institutions is the need of the hour. A systematic career guidance
and information services may result in a drastic reduction of the wastage that occurs
at many levels of educational and occupational ladder. This also helps to reduce
dissatisfaction and frustration in students.
To face the ground realities the University Grant Commission (UGC) (India)
has given the green signal to a plethora of value-added, job-oriented diploma
programmes in colleges and varsities. Higher education institutions welcomed
UGC’s project and started many vocational courses to meet the employment
requirement in the country. Career Guidance cell is established in colleges to provide
career advisory service to students. Guidance cell help students to clarify career goals,
to understand the world of work and develop career-management skills;
It also provide personal advice, guidance or counseling to assist with decisions
about initial courses of study, courses of vocational training, further education and
training, initial job choice etc.
1.4. Role of libraries in career guidance
Libraries can play a much important role in imparting career guidance. In
formal education, library is described as ‘heart of education’. The library system in
higher education is committed to provide independent learning environment to
student. From the book houses the libraries have gone to an individual residence to
share the shelves of knowledge. Therefore, it can be inferred that the success of career
guidance in educational institutions depends upon the efficient library system.
Therefore the system of education has to take care of strengthening the library system
and thus disseminate career information.
Librarians with their abilities in knowledge organization and dissemination
skills can play a profound and enduring role in encouraging and assisting young
people to follow their hearts and to pursue their dreams. In developing countries like
India college librarians can play a major role in the career development of the youth
who comes to the library for guidance and support in their study and to prepare for
their future career opportunities.
1.5. Need for the study
In this knowledge society career development became an important concept in
life long learning and life long work. Review of literature reveals that a few studies
on the subject have been made in India, but not a single systematic study has been
made to identify the role of college libraries and librarian in career guidance. This
study aimed at exploring and understanding the role of college libraries in career
guidance and also to find the hindrances faced by them in higher education
institutions in providing career information to students. This study may help to create
awareness among the college management the vital role a library can play in career
guidance and among librarians to identify what more they can do in serving the user
communities and how they can create an imprint in the life of the youth under their
care.
1.6. Chapterisation
This study has been organized in 6 chapters.
Chapter 1. (The present chapter) deals with introduction: the concept of career
guidance.
Chapter 2. Career guidance trends – a brief global review.
Chapter 3. Career guidance in higher education: role of college libraries.
Chapter 4. Literature review and methodology.
Chapter 5. Role of libraries in career guidance: analysis of data.
Chapter 6. Findings, summary and suggestions.
1.8. Conclusion
Library is the logical location for the storage of most of the information
needed to provide career information service. As new occupations are created in
areas such as information technology and multimedia and as existing jobs change,
previously reliable sources of information need to be re-evaluated. Better and
timelier ways need to be found for young people and those who advise them to learn
about the realities of work and jobs. In such a labour market career guidance is
important in helping young people to understand themselves; in developing the tools
that they need to understand available work opportunities; and developing the skills
that they need to link themselves to these opportunities. Rapid developments in
information technology such as World Wide Web and multi media have created
exciting new possibilities for sharing information and providing career guidance. The
modern college libraries are well equipped with information and also they have the
means to access information, so they are in a better position in assisting and guiding
the students at college level and university level.
REFERECES
1. Baquer Mehdi (1966). Some misunderstandings about vocational guidance. Naya Shikshak, The quarterly journal of the Department of Education, 9(1), 39-40 (Tr). Quoted In R.P. Bhatnagar, and Seema Rani. (2003) Guidance and Counseling in Education and Psychology. Meerut: Surya Publication.
2. Bhatnagar, R.P. (1966). Guidance services in education. Naya Shikshak, The quarterly journal of the Department of Education, 9(1), 32-38 (Tr). Quoted In R.P.Bhatnagar & Seema Rani. (2003) Guidance and Counseling in Education and Psychology. Meerut: Surya Publication.
3. Canadian Career Development Foundation. (2002). Career development – a primer and a glossary. Canada: Canadian Career Development Foundation. Retrieved August 12, 2005, from World Wide Web http://www.ccdf.ca
4. The Chambers Dictionary (2000). New Delhi: Allied Chambers (India) Limited.
5. Chandrasekhar, C P; Ghosh, Jayati & Roychowdhury, Anamitra (2006). The demographic dividend and young India’s economic future. Economic and Political Weekly December 9, 5055-5064.
6. Concise Oxford English Dictionary (11th ed.). (2004). New Delhi: Oxford University Press.
7. Goetz, P.W. (Ed) (2002) New Encyclopaedia Britannica, 15th ed. Chicago: Encyclopaedia Britannica.
8. Grubb, Norton W. (2002) Who am I: the inadequacy of career information in the information age A paper prepared for an OECD review of policies for information, guidance and counselling servicesCommissioned jointly by the European Commission and the OECD. Retrieved June 15, 2005, from World Wide Web http://www.oecd.org/dataoecd/32/35/1954678.pdf.
9. India: Truth alone triumphs. Retrieved April 20, 2007, from World Wide Web http://aligarh.nic.in/About-India.pps.
9. International Association for Educational and Vocational Guidance (1992). Important documents concerning vocational guidance and counselling. Educational and Vocational Guidance Bulletin, 53, 46-65.
10. Jalaja, V & Dineshan Koovakkai. (1997). Career Awareness Service in Libraries: a proposal. Kelpro Bulletin, 1(1), 16-19.
11. John-Brooks, Caroline St. (1996). Educational and Career Guidance: What Works [Electronic version]. The OECD Observer, 202, 37-40
12. Maddy-Bernstein, C. (2000). Career development issues affecting secondary schools. The Highlight Zone: Research @ Work, 1, 1-8. Retrieved September, 21, 2002, from: http://nccte.org/publications/infosynthesis/highlightzone/highlight0l/index.asp Quoted In Sinz, Amber A. (2003). Factors that influence career uncertainty in college freshmen: Research Paper,p.4 Retrieved July 15, 2005, from World Wide Web http://www.uwstout.edu/lib/thesis/2003/2003sinza.pdf.
13. Maira, Arun (2002). Incredible young India inside. Retrieved March 21, 2007 from
World Wide Web http://www.tourismofindia.com/misc/newsnortheast.htm.
14. Philosophical Society. (1961). Oxford English dictionary. London: Philosophical Society.
15. Sears, S. 1982. A Definition of career guidance terms: A national vocational guidance association perspective, Vocational Guidance Quarterly, 31, 137-143. Quoted In United Nations Educational, Scientific and Cultural Organization. (2002). Handbook on career counseling: A practical manual for developing, implementing and assessing career counselling services in higher education settings, Follow-up to the World Conference on Higher Education (Paris 5-9 October 1998). Paris: UNESCO. Retrieved April 28, 2005, from World Wide Web http://unesdoc.unesco.org/images/0012/001257/125740e.pdf.
16. Sinz, Amber A. (2003). Factors that influence career uncertainty in college
freshmen: Research Paper. Retrieved July 15, 2005, from World Wide Web http://www.uwstout.edu/lib/thesis/2003/2003sinza.pdf.
17. United Nations Educational, Scientific and Cultural Organization. (2002). Handbook on career counseling: A practical manual for developing, implementing and assessing career counselling services in higher education settings, Follow-up to the World Conference on Higher Education (Paris 5-9 October 1998). Paris: UNESCO. Retrieved April 28, 2005, from World Wide Web http://unesdoc.unesco.org/images/0012/001257/125740e.pdf
18. Watts, A.G. (1998) Reshaping career development for the 21st century. Retrieved March 2, 2006, from World Wide Web http://www.derby.ac.uk/cegs/publications/rescareer.PDF
19. Webster’s New World College Dictionary (4th ed.). (2000). New Delhi: Wiley-Dreamtech India.
20. World Bank (2002). Lifelong learning in the global knowledge Economy: Challenges for developing Countries. Washington, DC: World Bank. Quoted In World Bank (2003) Public policies for career development: policy strategies for designing career information and guidance systems in middle-income and transition economies. Washington, DC: World Bank, p.2. Retrieved August 3, 2005, from World Wide Webhttp://www1.worldbank.org/education/lifelong_learning/pdf/Final%20report%20draft%2012.pdf.
23. World Bank (2003) Public policies for career development: policy strategies for designing career information and guidance systems in middle-income and transition economies. Washington, DC: World Bank. Retrieved August 3, 2005, from World Wide Webhttp://www1.worldbank.org/education/lifelong_learning/pdf/Final%20report%20draft%2012.pdf.
Chapter 2
CAREER GUIDANCE TRENDS – A BRIEF GLOBAL REVIEW
2.0. Introduction
The contemporary work environment is complex and multifaceted and
necessitates career guidance to young adults. In some countries a programme of long-
term preparation for career choice is an integral part of the framework of education.
For e.g. USA. Most career orientation courses present work as an important part of
an individual’s life. These courses help students to make a realistic choice both by
theoretical study and practical experimentation. Career guidance programmes may be
considered as forming a bridge between world of education and world of work.
2.1. Evolution of the concept and overview of development
Industrial revolution brought forth many changes in the society like division of
labour and complexities in work. In the first place industrial revolution became the
cause for changes in modes of working, living and thinking, which made career
guidance an essential factor in educational institutions.
Thus the concept is old but informal. In the ancient times, guidance was given
to the young by elders or parents in the family. Even today, in our society parents and
elders make decision for the young ones.
It is difficult to trace the beginnings of vocational guidance. Many persons
have appreciated vocational guidance through reading Plato’s Republic and yet have
done nothing to work out any plan. In 1670, Pascal stated the importance of a wise
choice of occupation.
Guidance, as an organized professional activity, dates back to 1905 and the
credit for the same goes to Frank Parsons of Boston, U.S.A. At the end of his career,
Parsons actively engaged himself in social work in a Boston settlement house where
he worked directly with young people struggling to find work for themselves. He
helped to find the Vocation Bureau and wrote his classic ‘Choosing a Vocation.’
Parson’s work made him to be the pioneer in the guidance movement in America. He
used this term for aiding young people in choosing their vocations and preparing for
them. But, at that time, i.e. in the earlier stages of vocational guidance it was
confined only to giving of occupational information. During the third and the fourth
decades of 20th century, however, state government in America gave recognition to
guidance and implemented its programmes. After the II world war progress of
guidance services in America became more rapid and US Office of Education and US
Employment Service helped considerably in the rapid expansion of guidance
movement.
The word ‘vocational guidance’ first appeared in print, according to the best
evidence available, in a brief report dated May 1, 1908, by Frank Parsons, director of
the Vocation Bureau of Boston, Mass (Allen, 1927). The bureau was organized in
January, 1908, as an endowed enterprise connected with the Civic Service House of
North Boston. The earliest reference to educational guidance found in the Reader’s
Guide dated April, 1912. The reference was to an editorial bearing this title in the
Elementary School Teacher. However, this editorial was not correctly named since it
dealt wholly with vocational guidance as it was then defined.
Credit for the earliest serious use and discussion of educational guidance as
something different from vocational guidance belong to Truman L. Kelley, (1914)
whose Doctoral dissertation entitled Educational Guidance was published in 1914.
Kelley’s purpose was to develop a more scientific method of classifying high school
students. He was interested in making it possible “to determine, before courses in
high school are taken, what the probable ability of the pupil in question will be in
them.” In using the term ‘educational guidance’ he was thinking in terms of aiding
the pupil in the selection of high school subjects. He looked upon this as a basis for
later vocational guidance. The term ‘moral guidance’ have found its way into
educational literature in 1912 when Jesse B. Davis (1912) presented before the
National Education Association a paper entitled “Vocational and Moral Guidance
through English Composition.” In more recent years the terms ‘civic’, ‘social’,
‘health’, ‘recreational’ ‘religious’, and ‘leadership’ as applied to guidance have come
into use. All these terms, having grown out of vocational guidance, can be
understood better if there is a clear understanding of the original term.
2.1.1 Career guidance movement in different countries:
The provision of career information and guidance through out a citizen’s life
has become an issue of great importance worldwide, as societies prepare themselves
to meet the challenges that the transition to knowledge-based economies represents.
2.1.1.1. USA
Since 1910 a number of professional organizations made significant
contributions to the development of guidance movement in America. The National
Education Association helped a lot in giving adequate recognition to guidance during
annual conventions of this association. The National Society for the Promotion of
Industrial Education conducted and published vocational surveys and urged
legislation to promote vocational education. The efforts of these agencies were
rewarded through the passage of an act in 1917 which provided federal aid to certain
types of vocational education in public schools. The first national conference on
vocational guidance was held at Boston in 1910 when the National Vocational
Guidance Association came into being to meet the educational needs of guidance at
the higher secondary level.
During the next twenty-five years, a large number of independent guidance
associations were formed. The number of these associations was so large that a
Council of Guidance and Personnel Association was set up in 1934 to co-ordinate
their work. In 1951, it was felt necessary to co-ordinate separate associations
specifically and exclusively interested in the guidance movement and to form another
association of guidance workers. This was the beginning of the American Personnel
and Guidance Association with the Personnel and Guidance Journal as its official
magazine.
The World War I indirectly made a significant contribution to the development
of guidance movement. It necessitated scientific selection and training of men.
Intelligence tests had to be devised for use with many people at a time. A large
section of the male population was given intelligence and other tests. Later, a number
of studies were conducted which had significant implications for guidance. A number
of aptitude tests were devised which further streamlined the guidance movement.
Besides these, the measurement movement, introduction of cumulative records, the
interesting improvement of personnel in their respective fields and the federal
government assistance helped the guidance movement.
The emphasis in the beginning was on the vocational guidance and training
and it did not take too long for the leaders to recognize the importance of educational
guidance and training in preparation of a career. In 1914, Kelley made an analysis of
the values of tests in helping a student to select a high school curriculum. He also
stressed the role of educational guidance in vocational choice. Gradually, the concept
of guidance expanded to include civic guidance, social guidance, religious guidance,
recreational guidance and health guidance.
Today, there is a network of guidance clinics of different types and
innumerable centers for the training of guidance personnel in U.S.A. The review and
revision of guidance techniques and procedures are clear indications of the increasing
popularity of guidance work in America. The guidance movement, in fact, has been
the greatest single force in improving the educational practices in America where it
has assumed the shape of an educational, social and cultural movement.
Vocational guidance is a simpler concept. The National Vocational Guidance
Association has defined this term with great care. Whatever may be the reason, the
mere fact that it is a more sharply defined and generally understood concept makes
vocational guidance a good point of departure in considering other kinds of guidance.
Federal and state policies and legislation related to the provision of career
services tend to be less comprehensive in colleges and universities. Although the
Higher Education Act Amendments, for example, support the provision of career
development services in colleges and universities, the impact is less apparent than the
impact of professional policies and guidelines such as the CAS Standards and
Guidelines for Student Services/Development Programs (1986) or the CAS Standards
and Guidelines for Career Planning and Placement (1988). The Council for the
Advancement of Standards (CAS) is a consortium of 21 professional associations in
higher education that collectively devise and publish the standards and guidelines that
recommend criteria for evaluating some 16 components of student services in
colleges and universities, including components dealing with career planning and
placement (Herr et al., 1993).
2.1.1.2 Great Britain:
It was accordingly at the turn of the 20th century that the first vocational
guidance services began to appear both in the USA and in Europe (Brewer, 1942;
Keller & Viteles, 1937). In the UK, the early services were focused exclusively
towards young people, and were strongly placement-oriented: their concern was to
help young people to make the transition to work. Following the II World War, these
Juvenile Employment Officers were merged into a national Youth Employment
Service, embracing young people up to 18, with central government providing the
service, if local authorities chose not to do so. The service had responsibility not only
for guidance and placement but also for the administration of unemployment benefit
to young people (Heginbotham, 1951; Killeen & Kidd, 1996). Meanwhile, limited
services began to appear within universities and schools. The origins of university
appointment boards can be traced back to 1892; by the mid-1950s all universities had
such a service, offering advisory interviews, information about careers, employers
and jobs, and placement activities (UGC, 1964).
In schools, careers teachers were mentioned from the late 1920s, and by the
1960s were being widely appointed: their tasks included managing information and
providing facilities and support for the work of the youth employment officer (Daws,
1972). In colleges of further education, career guidance services appeared more
slowly, mainly because it was assumed that students had already made a vocational
commitment prior to entry (Marks, 1975). It was in the 1960s and early 1970s that
career guidance services began to develop in a more rapid and extensive way. The
growth of educational and vocational options extended the range of choice for many
young people, and increased the demand for help in making such choices. The
Employment and Training Act 1973 transformed the Youth Employment Service into
a Careers Service, and made it a statutory duty for Local Education Authorities to
provide such a service. Responsibility for the administration of unemployment benefit
was removed. Subsequently, recognition was given to the provision of guidance ‘at
appropriate stages during … educational life’, signaling a move away from a focus on
the single point of transition to work. Youth employment officers were retitled as
careers officers, and required to complete an approved full-time training course
(Killeen & Kidd, 1996). A Europe-wide study of such services in higher education
classified them in terms of the relative emphasis they attached to educational,
vocational and personal guidance, and also in terms of whether they were part of the
formal teaching function, were linked to this function but with some degree of
specialization, or were separated from it and offered by specialists (Watts & Van
Esbroeck, 1998). In further education, guidance pre-entry, on entry, during and on
exit from learning programs has been mandated as part of the funding, audit and
inspection mechanisms; in higher education, a quality-assurance framework for
guidance and learning support based on the same broad four-stage model was
developed by the Higher Education Quality Council (1995).
In Britain, counseling centers, guidance clinics and bureaus have been doing
useful work and the guidance services are undergoing a rapid process of
improvement, refinement and expansion. The remarkable progress made during the
present century by people in the west in the fields of education, science, arts and
industry is, to a large extent, the result of proper organization and utilization of their
guidance services.
In UK, the Learn direct helpline was launched in February 1998; by the end of
2000 it had responded to over 2.4 million calls in two years (Watts & Dent, 2002). In
principle, flexible but integrated use of helplines, websites and email, linked closely
with face-to-face facilities, opens up new strategic opportunities for the delivery of
career information and guidance. It means that individuals can initially access help in
the form which is convenient and comfortable for them, and then where appropriate
be moved on to other media to maintain the dialogue. A further dimension is likely to
be added by the moves towards ready domestic access to videophones or interactive
digital television. All of these could be regarded not as alternative services but as
alternative portals into a wide, flexible and well-harmonized network of services.
Public policy could proactively support such harmonization. (Watts, 2002)
2.1.1.3. Australia:
Vocational guidance was first advocated in Australia in the 1920’s, but it was
not accorded official recognition until 1930’s. The state of New South Wales,
containing the large industrial city of Sydney, made more progress than any other
state.
World War II influenced guidance in Australia in several ways. To illustrate,
the war directed attention to problems of scientific selection and placement of men
and thus stimulated the further growth of psychological methods. The war also led to
the development of new procedures by the Vocational Department of Labor and
National Service and to the use of these procedures elsewhere. After the close of the
war, the extensive testing and counseling of men being separated from the military
services resulted an improvement in guidance techniques.
The success of psychological personnel work in the military services, the
vocational guidance provided in the rehabilitation of service men and women, and the
availability of counselors trained during the war and immediately thereafter-all, it was
anticipated, will tend to make a permanent place for vocational guidance in postwar
Australian life. Although the techniques used there are mainly those developed in the
United States and England, a considerable amount of test construction is being carried
on by such agencies as the Australian Counsel for Educational Research. (Humphreys
& Traxler, 1954)
2.1.1.4 Canada:
The growth of vocational guidance in Canada has been considerably
influenced by the guidance movement in the United States. Because the control of
education in Canada is vested in the governments of the nine provinces, the
development of vocational guidance in the schools has varied from one province to
another. In the main, the provincial departments of education have formally
recognized, developed, and directed vocational guidance only within the last ten to
twelve years. However, the federal government has, to some extent, provided for the
guidance of school children and youth through the dominion-Provincial Youth
Training Program.
2.1.1.5. France:
National recognition of vocational guidance was first given by government
decree in 1922. Under the decree, vocational guidance offices were established.
They co-operated with the national public placement offices in a programme to place
adolescents, particularly, in appropriate occupations. According to Humphreys &
Traxler (1954) “the National Institute of Vocational Guidance was founded in Paris in
1928 and was recognized by decree in 1930. It functions under the Division of
Vocational Education and the Ministry of Education.”
In France, just as it has in the United States, private philanthropy has influenced
the development of guidance. The Chamber of Commerce of Paris, for example, has
created a central office of vocational guidance for the benefit of all children leaving
school. Vocational guidance in France is carried on under the supervision of the
Ministry of Education and in cooperation with the Ministry of Labour.
2.1.1.6. Germany:
Different factors contributed to the origin and development of vocational
guidance in Germany. An important factor so far as the guidance of women was
concerned was exerted by forward-looking women’s organizations; these groups,
about 1900, created special information services for women who wished to get started
in a vocation. Another important factor toward the provision of guidance was World
War I. To meet wartime needs, the government set up a public agency that provided
employment services and vocational guidance services, particularly for apprentices.
The legal base for this agency was a government edict, issued in 1918.
For a number of years, both governmental and private agencies provided
guidance in the field of employment. But in 1927 the government enacted the
Unemployment Insurance Law. This law made vocational guidance an obligatory
part of public employment services; it also stipulated that no chare was to be made for
such services. The 1927 law tended to reduce the importance of the services offered
by private agencies.
Prior to 1933, Germany developed a fairly extensive system of vocational
guidance. The government established vocational guidance offices in more than 500
cities; many of these offices provided psychological services including aptitude
testing. However, Germany failed to develop comprehensive vocational guidance
programs in either its elementary or its secondary schools. (Humphreys and Traxler,
1954)
In the West German state, the development of guidance programmes in which
objective information about individuals will be utilized has been stimulated by the
establishment of centers for test construction and research.
2.1.1.7. Japan:
Vocational guidance in Japan has developed from two main sources. One of these
is the Department of Education, its practical work having been conducted in the
schools; and the other is the Department of Domestic Affairs, with the employment
bureaus as its agency. Activities, therefore, are embraced in two phases: the work of
the employment bureaus, which are seeking chiefly to assist in finding jobs and in
after-care, and that of the schools, which function generally through educational
guidance as well as preparatory vocational education. It must be added here that in
Japan, because of the great scarcity of schools in the country, “vocational guidance”
includes also educational guidance. (Keller & Viteles, 1937)
In 1922, the education department established a lecture class in vocational
guidance; and in 1927 it formed a National Association of Vocational Guidance. In
the 1920’s the education and the domestic affairs departments reached an agreement
on a program of vocational guidance; since then, they have worked cooperatively to
carry out this program on a nation-wide basis.
2.1.1.8. China:
With the industrial and business development many new occupations came
into existence and it became necessary for the individual to make a choice. Modern
education, which is based on individual training for practical life, also has forced the
problem of selection and preparation to the front. The need for guidance was soon
felt, but it was not until 1919 that the term ‘vocational guidance’ was formally
introduced to the country by Education and Vocation, a monthly journal published by
the National Association of Vocational Education of China.
A committee including some leading educators in the country was organized,
and surveys of principal industries and leading educational institutions were started as
a basis in actual guidance. In 1924, under the direction of the committee, a
Vocational Guidance Week was held in each of the four cities, Shanghai, Nanking,
Tsinan, and Wuchang, to arouse the interest of the educational world in guidance
work. The program consisted of lectures to school officials as well as to students.
In 1927 the division of the association in charge of vocational guidance was
transformed into a bureau and became known as the Shanghai Vocational Guidance
Bureau. The work it aims to do embraces all phases of guidance, such as testing,
training, counseling, placement, and follow-up. The bureau also gave importance to
educational guidance too.
During the summer months, when preparations for transfers and admissions
into schools and colleges have to be made, a large number of students seek
information and guidance. Directories of schools and colleges are compiled every
year, and personal interviews held with the applicants. In addition, lectures on
educational guidance were given to students who are planning for a change in their
educational program.
The first college to inaugurate guidance was Tsing Hua College (now Tsing
Hua University) at Peking (now Peiping). In 1923 a Department of Vocational
Guidance was organized to assist the students who, after graduation, were sent to the
United States for advanced study in their selection of courses of study and
institutions. Information about American institutions of higher learning was gathered
and individual counseling given. But when the college was reorganized into a
university, the department was abolished and the record of its work became history.
In 1934 the National Service Bureau for intellectual and Technical
Employment was established under the Ministry of Education and the National
Economic Council for the vocational adjustment of college graduates.
In 1984 W. Zhang introduced the concept of career counseling and addressed
the importance of the development of career programs for high schools in China. In
1985, the Chinese Vocational Education Association began a column featuring career
guidance and counseling in its journal, Education and Vocation. The journal then
published a series of articles on career guidance and counseling models in Western
countries. In 1987, workshops and seminars were organized by university professors
and Chinese scholars returning from abroad to introduce career counseling and
guidance at Beijing Normal University, Central China Normal University, and
Shanghai Normal University. In 1987, the first National Conference on Career
Guidance and Counseling was held in Shanghai, sponsored by the State Education
Commission of China.
Career guidance and counseling were conducted through career guidance and
counseling activities, including interest groups, competitions, career talks, career
days, career rooms, psychological tests, and career counseling. In October 1990, the
Second National Conference on Career Guidance was held in Shanghai, sponsored by
the State Education Commission of China, the Chinese Vocational Education
Association, and the Shanghai Education Bureau. In 1993, the Guangdong Province
College of Education formed a research team on career guidance and counseling with
support from the State Education Commission of China (Pope, 2002).
2.1.1.9. India:
As far as India is concerned, the techniques of guidance – informal and
incidental – can be traced far back to ancient times. The Panchtantra and Jataka Tales
are well-known for their moral stories, parables and question-answer techniques in
learning. Even before the time of Socrates, these were used in India. The teacher –
taught relationship was that of Guru-Shishya. The word ‘Guru’ means the one who
guides.
While in America the guidance movement started as an attempt to fulfill the
practical need of employers and teachers, in India it began as an academic discipline.
Calcutta University was the first Indian University which introduced guidance as a
section of its Department of Applied Psychology in 1936. Vocational guidance may
be considered to have had its beginning with this effort of Calcutta University which
attempted an analysis of certain occupations and classification of major occupations
into four categories according to the level of intelligence and the type of abilities
required to fill these jobs. From Calcutta the movement spread to Bombay. The
programme of guidance was initiated in 1941 by Batliboi, a retired accountant; he
established the Batliboi vocational guidance to the people. It was, perhaps, the first
institution of this kind in the country. In 1945 Patna University set up the Department
of Psychological services and research. Besides educational and vocational it helped
students with the personal and social problems. Another landmark in this field was
Parsi Panchayat Vocational Guidance Bureau established in 1947 in Bombay with the
help of Indian Institute of Education and Headmasters Association of Bombay. The
Bureau did a great deal of pioneering work in guidance. “It was this bureau which
organized a career conference for the first time to disseminate occupational
information. It was also the first institution to organize a course for career masters.
The Bureau also started publishing the Journal of Educational and Vocational
Guidance which provided the guidance workers with a professional organ of
communication and interchange of ideas and information regarding research and
practice in the field.”(Kochhar, 1984) In the same year as recommended by Acharya
Narendradeo Committee Report on Education, the Government of UP established a
Bureau of Psychology at Allahabad. One of its objectives was to provide educational
and vocational guidance to the school going students of the state as well as to other
young people in need of such help. It had a network of regional and district bureaus
which at a later stage were closed down. The West Bengal (1953), Orissa (1955),
Bihar, Gujarat and Madhya Pradesh (1956) Rajasthan (1958), A.P and Assam (1964)
Delhi (1965) also established such guidance bureaus. Earlier in 1954, the central
government at Delhi had established a Central Bureau of Educational and Vocational
Guidance. The Bureau of Vocational Guidance Bombay was set up in 1950 which
placed emphasis on occupational information and vocational guidance unlike Uttar
Pradesh Bureau of Psychology which emphasized programmes of educational
guidance and development of psychological tests. The Vocational Guidance Bureau
Bombay is now known as Institute of Vocational Guidance, Mumbai.
Besides these bureaus the National Employment Service provides guidance to
young people seeking jobs. It has taken over the responsibility of collecting
occupational information and disseminating it through its various employment units.
In 1961-62 it initiated a program of employment service to university students. The
Directorate of Employment and Training, a department of the Central Government
has set up guidance section in a number of employment exchanges.
Central Bureau of Educational and Vocational Guidance: In 1954, the Ministry
of Education, Government of India, set up the Central Bureau of Educational and
Vocational Guidance in Delhi. The Bureau offered financial and technical assistance
to different states to set up and expand their own bureaus. This Bureau also runs a 9-
month course for guidance workers in counseling. At present the Bureau is
functioning under National Council of Educational Research and Training.
Specific functions of the bureau include:
(i) Production and distribution of tools and aids serviceable for guidance
work in schools.
(ii) Technical assistance in setting up educational and Vocational guidance
bureau in the states.
(iii) Training guidance personnel, particularly psychologists and counselors.
(iv) Coordinating guidance activities throughout the country.
(v) Preparation of manuals dealing with educational and vocational
guidance careers and occupations.
(vi) Coordinating with the Occupational Information Unit of the Directorate
General of Resettlement and Employment in the preparation of
occupational information material and its distribution in schools.
State Bureau of Educational and Vocational Guidance: These are established to
perform the following functions:
(i) Organization of sample group guidance activities for a few schools.
(ii) Collection of occupational information and production of information
material
(iii) Development and adaptation of translation of tests, questionnaires,
check lists, etc.
(iv) Training of guidance workers.
(v) Planning, coordination and supervision of guidance service within the
State
(vi) Consultative and field services.
University Grants Commission (UGC) (India): The University Grants Commission
(UGC) is the apex body for the promotion of higher education in India. UGC was
established in 1956 by an Act of Parliament (University Grants Commission Act,
1956) as a statutory body for the determination and maintenance of standards of
teaching, examination and research in universities. In addition, it inquires into the
financial needs of universities and allocates and disburses grants to universities and
colleges. The UGC serves as a vital link between the Union and State Governments
and the institutions of higher learning. India has one of the largest system of higher
education in the world with 353 universities (which include 20 Central Universities,
217 State Universities, 106 deemed universities and 10 Private Universities) and
17625 colleges (as on 15-3-2007) spread across the country (www.ugc.ac.in). ‘An
outlay of Rs.3014 crores has been proposed in the 10 th plan for promoting quality and
relevance in higher education in the context of current socio-economic conditions.
The aim is to initiate skill oriented add-on courses. The career development of
students will be done by encouraging courses with professional focus. The UGC has
already initiated a major programme of vocationalization at the undergraduate level in
35 subjects.’ (Planning Commission, 2001)
Although in some institutions certain aspects of the service are delivered
through academic departments, traditionally career guidance has not seen as an
important element of graduates education and in most cases is not integrated into
curriculum.
The Andhra Pradesh State Council of Higher Education (APSCHE) came into
existence on 20th May, 1988 through an Act (No. 16 of 1988) of the state legislature to
advice the government in matters relating to Higher Education in the state and to over
see its development with perspective planning and for matters connected therewith.
The APSCHE, the first of its kind in the country, set up as per the recommendations
of the National Educational Policy 1986, is primarily a coordinating and liaison body
between the UGC and the State Government and the universities.
Andhra Pradesh Government has recognized the need for career guidance in
colleges and the C.C.E (Commissioner of Collegiate Education), A.P., Hyderabad had
issued guidelines in 1994 (Rc.No.3/Acad.cell-3/94) and later in 2000 (Rc.No.63/AC-
III/2000 dated 18/5/2000) (Enclosed in Annexure III) to establish counseling wing
and career guidance wing in the colleges and also send a letter bearing Rc.No.11/AC-
1/2001 (Enclosed in Annexure IV) dated 11/4/2001 requesting the Principal’s to give
a detailed report on structure and functioning of the ‘Student Counseling Centre’.
The C.C.E in its 1994 guidelines given the following objectives –
1. To guide the students through their learning problems.
2. To provide counseling to those who suffer from social and emotional
problems.
3. To guide the students in identifying the abilities and aptitudes.
4. To guide the students in their opportunities in higher courses and future
career.
5. To motivate the students for taking their studies earnestly.
Under the counseling cell structure it mentioned that librarian will be one of
the members. And it specially mentioned that the librarian/lecturer incharge of
library will collect all the information on higher courses and career opportunities.
Again under functions it clearly given the information pertaining to all higher courses
and career opportunities will be collected and displayed and discussed with the
students.
C.C.E in its 2000 guidelines mentioned about starting of career guidance wing
and here again it specially mentioned that librarian will be a member of the career
guidance wing. Under career guidance wing it mentioned that information pertaining
to higher educational avenues and employment opportunities shall be regularly
collected and made available to the students. And it also mentioned that it is possible
that this wing can be developed into a placement wing by interacting with the
employment agencies around. Further, it also suggested creating a data bank of
alumni to be developed so that it can be useful for development of the college in the
long run. Another important suggestion worth mentioning is that it is highly essential
to arrange regular guest lecturers/interaction on relevant topics by experts and
officials concerned. And also co-curricular activities such as debates, public speaking,
essay writing, quiz, mock interviews etc. shall be conducted to correct defects in
students and to promote inborn talent in all students.
The Regional Joint Director of Collegiate Education, Rajahmundry in his letter
bearing Rc.No.1152/A4/2002 dated 17/4/2002 requested the Principal’s of
Government and aided colleges to open Career Guidance Corners in their colleges.
From 2002-2003 career guidance and counseling cells have become effectively
functional in many of the colleges.
Another notable development in the area of career development of students is
that the Renaissance SoftLabs and APSCHE have come together to impart soft skills
for students aspiring for professional careers and to train trainers (Hindu Business
Line, Internet edition June 29, 2005). The APSCHE-Renaissance communication
skills initiative is aimed at bringing industry, academia and students together on a
common platform. This forms part of the effort to bring in convergence among
various agencies aimed at consolidating human resources.
To assess student’s proficiency in communication and problem solving skills
both analytical and quantitative the APSCHE is conducting Graduate Employability
Test (GET) in information technology and IT enabled services (ITES). GET was
developed in collaboration with the Educational Testing Services (ETS), a US
organization that has designed GRE, TOFEL, GMAT and other tests in the past.
Under GET, the student's skills in verbal reasoning, analytical reasoning, speaking,
writing, quantitative analysis and basic computing skills would be tested. The
certificates to be jointly issued by APSCHE and ETS to the successful candidates
would indicate the individual's proficiency in these specific areas thus highlighting
the candidate's areas of strength that would help the industry. (APSCHE, 2007).
2.2. Principles of Career Guidance
Handbook on career counseling Published by UNESCO in 2002 put forward
various assumptions underlying the practice of career counseling. These include the
following perspectives:
“1. People have the ability and opportunity to make career choices for their lives. The
amount of freedom in choices is partially dependent upon the social, economic, and
cultural context of individuals.
2. Opportunities and choices should be available for all people, regardless of sex,
socio-economic class, religion, disability, sexual orientation, age, or cultural
background.
3. Individuals are naturally presented with career choices throughout their lives.
4. People are generally involved in a wide range of work roles across their lifespan.
These roles include both paid and unpaid work.
5. Career counselors assist people to explore, pursue and attain their career goals.
6. Career counseling basically consists of four elements: (a) helping individuals to
gain greater self-awareness in areas such as interests, values, abilities, and personality
style, (b) connecting students to resources so that they can become more
knowledgeable about jobs and occupations, (c) engaging students in the decision-
making process in order that they can choose a career path that is well suited to their
own interests, values, abilities and personality style, and (d) assisting individuals to be
active managers of their career paths (including managing career transitions and
balancing various life roles) as well as becoming lifelong learners in the sense of
professional development over the lifespan.
7. The reasons why individuals enter particular occupations vary according to the
amount of importance placed on personal preferences, such as interests, or external
influences, such as labour market trends or parental expectations.
8. Career decision-making is not something that happens only once in a person’s life
but, rather, it is an ongoing process that might take place at any age.
9. All forms of work are valuable, and contribute to the success and wellbeing of a
society” (UNESCO, 2002).
2.3. Objectives of Career/Vocational Guidance and Counseling
The main objectives of career/vocational guidance and counseling are:
1. “Helping students make educational choices i.e. helping them in choosing a
more suitable course of study.
2. Helping students make vocational choices i.e. helping them in choosing a
more suitable vocation for themselves.
3. Helping students in making adequate adjustments in the educational
institutions, in the home and in the society.
4. Helping students in developing all aspects of his personality, i.e. helping them
in developing to the optimum level their physical, mental, emotional, moral
and ethical powers.
5. Helping students solve their emotional problems so that anxiety and stress so
common in life may not hinder their success and progress.” (Bhatnagar and
Seema Rani, 2003)
2.4. Career Guidance Services
Career guidance is an integral part of all educational set-ups. There is an
essential need for organizing a comprehensive program of guidance services in
educational institutions. Such program should become an integral part not only of the
schools but also of the college level. Information is at the core of career guidance and
education; indeed, it tends to prevail over other guidance functions. From the point of
view of the client, information should lead to improved knowledge about self, about
the labour market, about education and training opportunities and pathways, and
about the ways in which all these elements interact together. Much of the information
is distributed free of charge through educational institutions, labour offices, career
fairs and exhibitions and community based organizations and libraries.
“The range of career information used to provide guidance is vast. It comprises
career planning information and job information. Career planning information has
two phases: specific career information and educational information.” (Joshi, 1995).
According to IQRA Society for Career Guidance (2002)
“sources of information about education and career may be grouped into eight categories: (1) the regulatory authorities; (2) career guides written by career counselors; (3) directories of educational institutions in specific disciplines published by private agencies; (4) education and career information pages in newspapers; (5) admission advertisements; (6) news items on education; (7) job advertisements; and (8) education and career websites. In addition, other relevant sources are: (1) texts of acts and corresponding rules relating to statutorily established regulatory agencies, (2) information brochures of the three statutorily
established professional bodies, viz., the Institute of Chartered Accountants of India (ICAI), the Institute of Company Secretaries of India (ICSI), and the Institute of Cost and Works Accountants of India (ICWAI); (3) prospectuses of individual educational and training institutions; (4) information bulletins relating to entrance tests conducted by various agencies.”
A large number of guidance services may be organized in educational
institutions. Some of the significant guidance services are:
Individual inventory service
Educational information service
Occupational information service
Counseling service
Placement service
Follow-up service
2.4.1. Individual inventory service:
This service attempts to compile detailed information about each student
regarding one’s abilities and achievements in various areas. In the opinion of Bhatia
(2002) following information are required for individual inventory:
(i). Data about identification: It is the information which gives elementary
introduction about the individual, such as his name, name of parents, full address,
date of birth, place of birth etc.
(ii). Health and physical development: It pertains to full record of the health and
physical development of an individual from his birth up to the present time. It
contains many factors of information such as weight, height, ailments of infancy and
childhood, physical deformities etc.
(iii). Social environment: It contains characteristics of the family, environment of
neighborhood and environment of community and society.
(iv). Achievements: It contains the result of examinations, scholarships, achievement
s in sports and achievements in co-curricular activities.
(v). Attitudes: It includes all kinds of attitudes, such as attitudes in studies and
attitude in sports.
(vi). Interest and aversions: It contains those things which are liked by the individual
as well as those things which are disliked by him.
(vii). Personal and social adjustment: It pertains to the development of the individual
through personal and social adjustment.
(viii). Educational and Vocational Goals: It contains the aims and goals of the
individual regarding his education and vocation.
(ix). Intelligence Standard: It contains the normal intelligence standard of the
individual. This standard can be ascertained by intelligence tests.
2.4.2. Educational information service:
Educational information service is very useful for the students. Four types of
information that helps them in making decisions are:
(i). information about colleges and training opportunities
(ii). information about correspondence courses
(iii). information about scholarships and other financial help available
(iv).information about facilities available for preparation for competitive
examinations.
2.4.2.1. Sources of educational information:
1. Prospectus from different colleges, universities, professional colleges, institutions
of technology, polytechnics etc.
2. Directories of various types of colleges and universities.
3. Books/brochures containing information on scholarships and loans
4. Books, brochures, leaflets on developing study skills.
5. Illustrative materials as films, filmstrips, posters, charts etc. regarding educational
facilities and processes.
2.4.3. Occupational information services:
This service is useful for those who completed their studies and looking for
job opportunities. This service provides information about available occupations.
Such information may be collected from papers and magazines, government
notifications, information centres of Employment Exchanges and so on. Occupational
information refers to facts concerning the importance of vocations, entrance
requirements, opportunities for promotion, health and accident hazards, compensation
and other working conditions that are usually met in specific vocations or related
group of vocations.
2.4.3.1. Need and importance of occupational information service: The aim of
guidance work in the field of occupations is to assist the pupils in securing
educational experience through understanding his role in the field of work.
1. To provide necessary information: Before making choice or planning regarding
occupations, students need information about jobs, work processes, training
institutions, the contents of training, avenues of employment after training, the
average income, status of work, future prospects etc.
2. Wise and effective vocational choice: In order to help the individual in making
wise vocational choice, occupational information is needed.
3. Necessary for educational planning: Occupational information can contribute
much to educational planning. New courses can be developed according to new
occupational and industrial trends. Hence educational planning can be done
according to job opportunities.
4. Rapidly changing demands of life: Occupational information assists the pupils to
develop attitudes in harmony with the modern ever-changing demands of our social
and economic life.
5. To revise the old courses and develop new ones: Analysis of long range
occupational and industrial trends can prove helpful in redesigning the courses and
starting new ones.
2.4.4. Counseling service:
It is regarded as the ‘heart’ of the guidance program. This service must assist
an individual in identifying, understanding and solving problems that confront him.
Counseling can be done by a well-trained counselor. ‘The usual process of career
counseling involves facilitating greater self-awareness, linking individuals to
resources containing labour market information, increasing awareness of options
available (including further study/training opportunities, work
shadowing/experience/volunteer work as stepping stones towards long-term goals),
assisting with the decision making process, and teaching job search
strategies.’(UNESCO, 2002). The Handbook on career counseling by UNESCO
(2002) clearly explains different aspects of career counseling such as –
(i) Self-awareness: When individuals are considering career options, it is useful to
assist them in attaining greater self-awareness by asking about their interests, values,
and skills in order that they might better understand which jobs are suited to them and
which ones are not a good match. Someone who is well matched to the job is likely to
be more motivated and successful in his/her work, and to enjoy the job more than the
person who is poorly suited.
(ii) Labour market information: Individuals need to gather information about the
kinds of jobs that are available to them. This kind of information may be found
through books or websites, as well as through a labour market information service
that tracks current labour market trends and opportunities in the region or country.
Along with using books and websites or a labour market information service, students
can talk to family members, potential employers, and members of the community to
ask questions about work options available.
(iii) Decision-making/ setting goals: In making a decision about the kind of work to
pursue, it is important to integrate self-awareness with labour market information to
arrive at the best fit for the person. It is often useful to engage in a discussion and
weigh the costs and benefits of the various choices. Setting both short-term and long-
term goals is also a useful activity for students to engage in.
(iv) Job search: Individuals may need assistance with job search strategies such as
writing a resume and cover letter, learning interview skills, and knowing where to
look for jobs that are advertised as well as those jobs that are not advertised.
2.4.5. Placement service:
The service implies help to the individual in obtaining employment. There are
three stages of this service.
(a) Assessing the abilities, aptitudes and interests of the individual student.
(b) Analyzing several occupations, particularly the ones in which the student
expresses his interest.
(c) Relating occupations and abilities
2.4.6. Follow-up service
:
This implies continuation of the guidance given to a particular individual. Follow-
up service enables the authorities to check the effectiveness of guidance provided in
educational institutions.
2.5. Methods of disseminating occupational/career information
Two types of techniques are vogue to disseminate occupational information to
students. They are Group techniques and Individual techniques.
2.5.1 Group techniques:
2.5.1.1 Imparting occupational information as regular subjects: To keep the student
up to date with occupational information, it is necessary to impart information
regularly. With the accumulation of science and technology, new fields are coming
up by fission and fusion. As a result, new occupations and jobs come into existence.
Therefore, to keep the aspirants abreast of information related to new occupations, up
to date occupational information it is worth to adapt it as a regular course/subject.
Further there is revolutionary change in the global work environment with the
emergence and adaptation of Information and Communication Technologies. The
diversity of employment opportunities demands multi skilled candidates who can
respond dynamically.
2.5.1.2.Through career conferences: Career conferences as series of meetings are
useful as various professional experts in different occupations participate and make
available their intimate knowledge of requirement and opportunities in their field of
work.
2.5.1.3. Through career talks: Career talk, on specific occupations, training etc. aim
to provide knowledge of the why and how of vocational choices. Talks may be
arranged for specific faculties in a college. This is one of the best ways of giving
occupational information. The talks may be delivered by subject specialists and
experts in different occupations. Some occupational films can also be developed as
are available with Directorate General of Employment and Training.
2.5.1.4. Through field trips and visits to places of work: By visiting the places of
work students can get first hand information. They can actually watch various
processes in various industries and can get knowledge about working conditions.
2.5.1.5. Through library: ‘Library is the heart of any institution. People can get
information at one place within small interval of time. By providing a separate
section for occupational information in the library the students can have better access
to the resources.’ (Bhatia, 2002)
One of the useful ways of organizing job information material in library is to
prepare a job folder. A job folder contains all relevant information about particular
job at one place. A good job folder describes the activities, duties and responsibilities
of the job, the personal qualities and educational requirements for the job, details
about special training requirements, if any, prospects for advancement, salary,
employment outlook etc.
For selecting jobs to be included in the job folder the following should be
considered.
1. Jobs in which most of the pupils are interested
2. Jobs available in the community in which pupils live
3. Jobs which pupils can take up soon after they complete their studies.
4. Jobs in which large numbers of openings are available for those who
completed their studies and also those who do not want to continue their
studies.
In the library students can get career information from following sources
(i) Occupational abstracts, briefs, guides
(ii) Occupational files and dictionaries
(iii) Career information manuals.
2.5.1.6. Through Display or exhibition: Posters, charts, leaflets, monographs, news
letters, notifications of jobs and training courses, advertisements of scholarships etc.
may be displayed in the display centre of the college if they have to serve the purpose
well. Bulletin boards, display racks, display windows etc may be used for the display
of these materials. Posters and charts can be pasted on cardboards and hung in the
guidance corner or occupational information room, if there is one. Otherwise, they
may be displayed in the reading room or in the classroom, or in the verandah where a
large number of pupils are likely to see them. Copies of handouts received from
UGC, different ministries and social agencies, University Employment Information
and Guidance Bureaus can be displayed for students.
2.5.1.7. Through co-curricular activities: Leisure time activities and hobbies which
can be organized in groups can be helpful in imparting occupation information.
2.5.1.8. Through Radio and T.V: Time to time expert talks on different occupations is
given on T.V and Radio. If the time of program falls within class hours, then teacher
can arrange for Radio and T.V; so that students can get information. If the time does
not suit, then teacher can record that program and the next day, information can be
given to students.
2.5.1.9. Work Sample project: Project method can also be used for this purpose. A
group of students can opt for project according to their interest. The students may
spend one or two days to carry out the project of a certain job. This will give them
first hand experience and they will be familiar with working condition of that job.
2.5.1.10. E-packages on career guidance: Western countries are using E-packages
like SIGI3, SIGI Plus, Discover, Choices, Focus etc. to provide career guidance to the
students.
SIGI PLUS system offers links to the best Web sites with information about
colleges and graduate/professional schools. It is a comprehensive, up-to-date
educational and career planning program. It helps the user to pinpoint their career
options based on their interests, values and education. It searches and creates
printouts of occupational information with critical major and education requirements.
Provides links to the best educational and career planning Web sites. It also features
college and graduate school selectors to help the user to make the best match.
SIGI3 helps students and other job seekers create a career plan that's right for
them. It integrates self-assessment with in-depth and up-to-date career information
that is easy to use and provides students and adults with a realistic view of the best
educational and career options for their future success. It also helps each user examine
key motivators and matches work-related values, interests, and skills to educational
and career pathways. Individuals explore a range of options based on their personal
choices.
SIGI3 is a rewrite of SIGI PLUS that maintains the content and philosophy of
the older product while providing a more modern and more efficient student interface.
All of the great features of SIGI PLUS remain (or are enhanced), and navigating
through the software is much easier.
Discover is widely used software for career planning in High Schools and
Colleges.
DISCOVER provides comprehensive career planning program, combines the
power of research-based developmental guidance model with the convenience of
multiple delivery options. It helps the user in their career assessments where by to
find out one’s interests, abilities and values. It gives databases of information i.e.
occupations, majors and programmes of study, career/technical schools, two – and
four year colleges, graduates schools, schools offering external degrees/distance
learning, apprenticeable occupations, military occupations. It also covers job-seeking
preparation such as contacts, leads, and networking tips, resume writing, cover letter
writing, job application preparation and interviewing tips. Related Internet links about
occupation-related sites, school/college web pages, financial aid/scholarship sites,
resume sites and job openings.
Another important package is CHOICES which helps in college preparation,
choosing a college, financial aid, debt management, college success etc.
The FOCUS career planning and guidance system is provided by Madisonville
community college as a service to their students, staff and community. FOCUS helps
to broaden the user’s horizons and map out career and educational goals and plans. It
provides the user with a complete picture of their interests, values, personality and
skills and leisure activities, using self-assessment questionnaires, interest inventories
and personality testing.
These E-packages make it easy for the students and also to the career guidance
personnel to get career information and also to direct the student in choosing the right
career.
2.5.2. Method of dissemination information individually: Counseling through
interaction in person or offline method can be used for disseminating occupational
information individually.
2.6. Conclusion
Career information and guidance contributes in building positive work habits and
attitudes in graduates. Students need to identify and learn skills enabling them to
manage and develop their careers effectively. Some students are able to set clear life
goals and devise plans for achieving those goals, but many more are not able to do
this without assistance. In the present environment the advancement in the field of
information technology opens new vistas in the world of work and careers, hence
there is a need for well planned career information and guidance services in the
colleges. That paves way for the graduates to meet the ever-changing global labour
market.
REFERENCES
1. Allen, F.J. (1927) Principles and problems of vocational guidance. New York: McGraw-Hill Book Company. Quoted In George E Myers (1941) Principles and Techniques of vocational guidance (p.5) New York: McGraw-Hill
2. Andhra Pradesh State Council of Higher Education, (2007). Graduate Employability Test Andhra Pradesh State Council of Higher Education and Educational Testing Service. Retrieved February 27, 2007, from World Wide Web http://www.apsche.org/entrance/asp
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29. Watts, A.G. & Van Esbroeck, R. (1998). New Skills for New Futures. Brussels: VUB University Press.
Chapter 3
CAREER GUIDANCE IN HIGHER EDUCATION: ROLE OF
COLLEGE LIBRARIES
3.0. Introduction:
Education is the process of acquiring general and specialized knowledge by
means of study and learning that develop intellectual powers of reasoning and
judgement. Human educational growth and development is a life-long process as it
includes acquisition of skills for executing various professional and vocational
functions.
Contemporary times have witnessed that knowledge is the key factor in
economic development and there is a change in the nature of work, shifting away
from occupations rooted in industrial production to occupations associated with
knowledge and information often called as Knowledge economy. This transformation
made the global economy to realize the importance of higher education to acquire the
necessary skills and aptitude which is needed to meet the present requirement of the
job market. The number of enrolment to higher educational institutions is growing in
an alarming rate. Due to this situation the graduate unemployment is escalating as
higher education is not geared either to meet development or employment objectives.
Indeed the issue of job skilling has become a crucial theme in the conference
and seminar circuits in higher education. And the chorus within academia is chanting
a new mantra: ‘make graduates and postgraduates employable’ (Thakore, 2007).
IBNlive.com reports that the new survey by the National Sample Survey
Organisation (India) shows that the unemployment rate among the educated
(secondary and above) was higher than that among those whose education level was
lower than secondary in both rural and urban areas. The unemployment rates for
females are found to be higher than that for males, and highest among urban females.
On the other hand, the unemployment rate was much higher among the youth (15-29)
as compared to that in the overall population. It also informs that among the educated
youth, the unemployment rate was predominantly high in both the rural and urban
areas. As many as 133 youths per thousand are unemployed in rural areas as against
91 in the urban belt. In case of females, the respective figures are 267 and 208 for
rural and urban areas respectively. (Global Broadcast News, 2006). There is growth
of employment positions in various sectors, but they are looking for suitable
candidates. Thus the prevailing situation in the country necessitates focus on career
guidance.
The recent past witnesses shrinking of boundaries between countries and
cultures. The twenty first century belongs to the global village. People and materials
are sourced from one part to the other depending on the requirement and availability.
To comply and conform to the rules of the new world order, one has to be equipped
with the best of professional education. In this economic scenario there is a need for
career guidance in higher education institutions to give the young aspiring minds the
freedom to dream and to go after this dream without any inhibitions. There are so
many new jobs in the market in the area of Information Technology and Information
Technology-enabled services, retail banking, insurance, healthcare and hospitality
industries, fitness, entertainment, and education etc. But for all the new jobs being
created there still remains millions of graduates unemployed – not for lack of jobs,
but unemployability. There are mismatches between the supply and demand of
professionals in terms of skill-sets learning and fresh entrants in the job market.
Those who step out into the vast cavernous world of work need to look ahead with
purpose. There is a need to concentrate on the areas best suited and it requires clear
focus on one’s career direction. Career guidance would help one to figure out the
necessary skills and to develop according to the jobs/areas that are in demand today,
and hold good for the future.
3.1. Career guidance and higher education: an overview
The fundamental right of every individual as enshrined in our constitution is –
education. After graduation, the options available are numerous and the right choice
plays a very important role in shaping the future and career of the student. Students
should be given all available career options, either further study or job. Students
embark upon further study for a variety of reasons: for some it is a chance to learn
new skills. For others it is simply a way to keep on studying a subject they love.
Whatever may be the reasons one must think before selecting a post-graduate course.
Those who are aspiring for job, need information on how to search for a job, how to
prepare the resume, cover letters etc. In either case career guidance is necessary in
higher education.
According to Gruen (1968) ‘one of the major purposes of higher education is
to give the late adolescent or young adult college student as much equipment as
possible to help him fashion his own orientation toward the world and to help him
live happily and productively in the varied areas of life. In recent times many
colleges and universities have taken on the responsibility of helping young people
develop personally as well as intellectually, vocationally as well as academically.’
Career guidance in its traditional form has four aims and activity areas, known
as DOTS (Law & Watts, 1977): Decision making skills, Opportunity awareness,
Transition skills and Self-awareness.
Rowley and Purcell (2001) explains ‘students need help in identifying the full
range of career options available to them; in assessing their own strengths and
weaknesses and formulating realistic career aspirations in order to target potential
employers effectively: in developing their competences in relation to the recruitment
processes that they will face; and in acquiring the work-relevant skills that employers
seek.’
Today most of the western countries provide career guidance facilities at
different levels of education. They are free to select the area of work according to
their choice, need and efficiency. So they are successful in building a bright future.
In India, much focus is not given to this area in spite of some informal efforts. The
present generation is finding it increasingly difficult to make a career choice from the
plethora of options available for them. Parental and social pressures as well as media
influences only serve to make it more complex. To avoid wastage of money and
energy and to make use of the valuable human resources, career guidance is
necessary. College career guidance cell can work wonders for students if
implemented with heart and mind in it. It must be recognized that the achievement of
educational excellence is a function of student commitment to personal excellence.
When there is commitment, the individual action can be directed to effective decision
making, planning and preparation. This demands vocational guidance and
assessment. Educational excellence is shaped by and reciprocal to the confidence of
students in their ability to pursue programmes that challenge their abilities, provide
access to opportunity and rest upon self-knowledge and informed choice. Quality
information, flexibility delivery system and active user services are fundamental
components of systematic career information development, delivery and use. The
goal of education is that individual must be given opportunity to grow so that he gains
a sense of self-worth and realizes his uniqueness and his responsible role in the
community. According to Watts and Sultana (2003)
“in several countries career guidance services in tertiary education are inadequate or non-existent. Ironically, guidance roles within education tend to be least strongly professionalized in higher education, which is the sector responsible for much of the professional training in the field as a whole. In some countries such guidance as is available is confined largely to choice of studies: the assumption seems to be that students can manage their own transitions into the labour market
without any support. This may have been sustainable when their student body covered small academic elite, who normally entered a narrow field of work related to their studies. It is much more questionable when the number of students is much larger and more diverse, and when the links between their studies and the fields open to them are much more complex. There is accordingly increasing recognition of the need to strengthen career guidance services in tertiary education. These include not only central career services, but also developments in the curriculum including career management courses, opportunities for work experience, and profiling and portfolio systems, extending and enhancing earlier such provision in schools.”
Career guidance in higher education should help the graduates to develop
career management skills through out the lifespan. Internationally, career guidance is
higher on the public policy agenda than ever before.
In USA, an influential model has been developed at Florida State University.
Originally developed within the university’s own career centre - a centre open to the
local community as well as to the university’s own students (Reardon, 1996; Reardon
& Minor, 1975) to provide career guidance to graduates and adults.
The European Commission considers career guidance one of the crucial
elements for achieving the four public policy goals related to the Lisbon Strategy: life
long learning, social inclusion, labour market efficiency, and economic development.
Career guidance is also considered as one of the key levers for open, attractive and
accessible learning environments, and for supporting learning at all ages and in a
range of settings, empowering citizens to manage their learning and work. The
Commission therefore sees effective information, guidance and counseling services as
important factors in achieving these goals (Scheerens, 2004).
OECD (2004) in its policy issues reported that “there is little or no career
guidance available for many students in tertiary education. Often, services are thin on
the ground, with students not having access to the range of services they require to
make informed educational and career decisions”
The above reports reveal that policy makers are aware of the existing
situations regarding career guidance in higher education institutions.
Brennan et al. (2001) while mentioning about the method of job search among
UK graduates states that “the development of services designed to assist students to
make the transition from higher education into work has until very recently been a
matter left to the discretion of individual institutions. As a result, there is a wide
variety between institutions in the visibility of their career advisory services, the
extent of the information and guidance that they offer and the professionalisation of
their approach. Using the career office of the university or college is a more popular
method of job search for UK graduates than for other European graduates.”
In UK according to Watts (1997) many higher education careers services, have
moved away from a service centered on advisory interviews to an open-access model,
with information rooms supported by brief informal interviews, and long interviews
available as a residual resource for those who need it.
In Ireland Tertiary institution provide counseling and career services in
different ways. The support system includes lectures, personal tutors, administrative
staff, career seminars, counselors or chaplains and student services staff. Access
officers have been approved in all third level colleges (OECD, 2002).
3.1.2. Career guidance in colleges: There was a belief that college constitutes a
selected group; they did not require the same kind of guidance as did non-college
youth. The needs of college youth did not appear to be sufficiently outstanding to
arouse widespread public demand for guidance services to meet them.
College students, moreover, seems to need practical guidance in vocational
choice and adjustment much less than did non-college youth – for instance,
adolescents who had dropped out before completion of high school. In this context,
several activities are initiated for career guidance in colleges in both abroad and in
India. As a result, the development of guidance received little or no attention within
the colleges themselves or from ‘outside’ organizations. For some years, the only
group that was greatly interested in this matter was the Association of Collegiate
Alumnae. Most of the American colleges concentrated upon the preparation of young
men for the profession. Because the number of these professions were limited, the
problem of vocational choice was not difficult. Furthermore, in early days the major
educational goal was the development of the character and the intellect of young men.
After 1900, the number of college students began to increase rapidly because
more and more young men as well as young women wished to obtain the benefits
offered by institutions of higher learning. This rise in college enrollments was partly
due to the improvements in economic conditions and partly due to the increased
demand for college-trained personnel. Because the standards of training for
admission to many occupations were rising, it became more and more difficult for
young untrained men to get and hold responsible jobs in such occupations.
The increased size of the classes created difficulties of adjustment for many
students and it was difficult for the faculty members to get well-acquainted with the
students. Teachers were unable to carry on the informal advisement and guidance to
students that teachers had conducted almost naturally in the earlier colleges. To meet
such conditions as the foregoing, there arise a need and a demand for organized
personnel services for all college students.
College and university students are searching for self-awareness. In their
quest for a variety of identities, so much a part of the developmental pattern of late
adolescence and early adulthood, the task of career identification takes on major
significance during the college years. Because of external institutional, societal,
cultural, and familial pressures, the question of career identification becomes crucial
for college students. (Gruen, 1968)
OECD (2003) review reveals that the changing face of tertiary education –
expanded participation; increased diversity, choice and competition – poses major
challenges for career guidance that few countries seem well equipped to handle. In
tertiary education such services are generally limited both in scale and in focus, and
inconsistent in quality. For e.g. the Careers Advisory Services of Trinity College
Dublin (http://www.tcd.ie/Careers/) provides a wide range of services to students,
graduates, academic staff and employers. In general the students get personal advice;
students have access to a comprehensive library collection and wide range of online
resource material, which are also available elsewhere on campus and off-campus.
The college organizes careers days that enable students to make contact with
employers to discuss post-graduation employment. It provides students with access to
job vacancies, and helps to arrange internships, work experience and vacation
employment. Regular seminars are held throughout the year on job-seeking skills,
including video rehearsal of interview skill (OECD, 2004).
3.2. Career guidance and higher education – in India
After independence several commissions, committees and conferences have been
organized for the improvement of education system in India. New pattern of
Education was suggested by Education Commission (1966) and National Policy of
Education (1986). The major change is vocationalization of education and
introducing vocational courses. The new system of education has increased the
importance of guidance services at various levels. Higher level technical and
vocational education have been encouraged which requires vocational guidance
services at college and university level of education.
3.2.1. Career guidance movement in Indian universities: In India
employment opportunities are meager and those that are available are many a
time unknown to the concerned persons. It was in 1956 that a Study Group on
Educated Unemployed recommended the establishment of Bureaus in
universities to provide their alumni with employment information and career
guidance. Later, in 1957, the scheme for the setting up of the Bureaus was
prepared by the Directorate General of Employment and Training. The scheme
envisaged Bureaus to be primarily employment counseling agencies but they
could function as placement agencies for professional and highly qualified
persons. Besides, a large number of Universities Information and Guidance
Bureaus set up in various universities, efforts are being made to open many
more such agencies to meet the vocational needs of the youth. The vocational
rehabilitation program is also being carried out at the Directorate of
Employment, Training and Rehabilitation. Indian Education Commission,
1964-66 has observed in this connection:
“The Employment, Information and Guidance Bureaus of the National Employment Service and the student advisory bureaus which have been existing in a number of universities have been doing useful work. The former have been collecting, compiling and making available to the students occupational and employment market information, information regarding preparation for different careers, training facilities, apprenticeships, scholarships, etc. They have also been helping students in employment. In the absence of counseling service with fully qualified counselors, they have also been offering advice and help to the students in planning their careers. The Student Advisory Bureaus were originally set up by the Ministry of Education to provide information regarding facilities for higher education abroad, but now also provide information regarding facilities in India. Since educational and occupational information is closely interlinked, it is recommended that these Bureaus may be combined to form an information and employment centre which should function directly under the supervision of the Dean of Students’ Welfare.”
3.2.1.1. Functions of Employment Information Bureaus:
(i). Creation of awareness among students – Bureaus create awareness among
students regularly according to their present status. They also help them to plan about
their future.
(ii). Disseminating information – Guidance Bureaus collect necessary data and
information for the benefit of the students. They disseminate this information to
students, teachers, research workers and others engaged in the work of guidance.
(iii). Guidance to foreign students – Guidance Bureaus helps foreign students. Such
students have special needs. It is also from the university information and guidance
bureaus that necessary information regarding educational and vocational centres can
be collected.
(iv). Maintaining information libraries – Guidance bureaus maintain educational and
vocational information libraries for the use of students.
(v). Adapting tests – The individual lies at the centre of guidance activity. So the
bureau requires to collect information or data about the individual. For this purpose
they prepare their own tools or adopt standardized tools to suit their own requirement.
Bureaus also train persons for the use of these tools on the basis of which guidance
can be given.
(vi). Research – Research is an important function of Guidance Bureaus. Research is
undertaken to find out new techniques, ways and means for proper guidance.
(vii). Holding orientation courses – Another function of guidance bureaus is to hold
orientation courses for the benefit of students passing out of secondary schools or
colleges or universities.
(viii). Publishing – Guidance Bureaus perform a commendable function of publishing
various career magazines, journals as well as vocational trends. Sometimes literature
on employment opportunities is also published and this is of great benefit to school or
college leavers. State-level guidance agencies are also engaged in such activities.
Majority of the universities establish their own career guidance programmes
and the placement cells established in each college. For example, the Careers
Counseling and Development programme run by Student Support Services at Andhra
University, Department of Adult and Continuing Education, placement cell. The
programme provides a free and confidential counseling service available for all
currently enrolled students and on a limited basis for past students of the University.
A free service facility is also available to those not enrolled at Andhra University.
Student Support Services assists students in various ways like –
Make informed decisions about career direction, related course choices and
career planning.
Understand your interests, values and abilities and how these relate to career
choice.
Explore possible graduate employment options.
Plan for the job search process.
Determine the availability of appropriate undergraduate and postgraduate
study options at university or other relevant training organizations; and
Understand the complexities of general university requirement.
3.2.2. Career guidance in colleges: In relation to the need for guidance in the
selection of subjects in colleges Sharma (2003) mentioned that ‘at the time of
admission to the college, if educational guidance is provided to the pupils, many of
them can be diverted towards more useful activities. This will reduce the burden on
university education too. Guidance helps the pupils selecting their subjects of
specialization which help later on in choosing their vocation.’
Andhra Pradesh Government has recognized the need for career guidance in
colleges and the Commissioner of Collegiate Education, Andhra Pradesh, Hyderabad
had issued guidelines (Rc.No.63/AC-III/2000 dated 18/5/2000) to establish
counseling wing and career guidance wing in the colleges and also send a letter
bearing Rc.No.11/AC-1/2001 dated 11/4/2001 requesting the Principal’s to give a
detailed report on structure and functioning of the ‘Student Counseling Centre’.
Different structure of guidance will have to be planned to suit different set-up
in colleges. Every college should have a Career Guidance Cell. The basic purpose of
Career Guidance Cell is to assist the student community to empower themselves in an
effective manner to transform as efficient manpower. Career is an outcome of hard
work, consistency, dedication, loyalty and continuous planning. The Cell could
undertake the following activities:
Supply of academic information at Under Graduate and Post Graduate level.
Guide students for higher educational opportunities in India and abroad.
Distance education programmes for career building.
General counseling capacity building.
Preparation of resumes/Biodata/Curriculum vitae.
Organizing seminars, lectures, etc.
Motivation and Career Planning
Aptitudinal Assessment
Personality Development and Communication skills.
Performance levels and Career Planning.
Maintaining databank of alumni.
The individuals responsible for the education of young people have attempted
to meet the need of helping them to find the right career by various techniques. In
spite of many efforts, omissions in information exist unless there has been a
coordinated service. A complete information service fills this need by providing
meaningful information about the environment at a strategic time and in an effective
manner and here comes the role of librarian.
3.3. Role of college libraries
Education is an effective instrument which can bring about social changes and
renaissance in the society. Education is the largest single activity in the world
involving crores of students, teachers and supporters. Necessities, priorities and
excellent principles depend upon the development of education. The modern trend in
education is to develop a thinking individual who should prove to be a self-reliant
person in every walk of life. The aim is to have resourceful, skilled youth who can
meet the demands of present day employment market and pave ways for future with
their initiatives and innovations. Such a kind of potential individuals can be created
only if they are initiated into the channels which lead him in right directions for
proper development of his mind. This can be achieved by wide reading, which helps
to form independent judgment. This, in its turn, can be attained by having recourse to
the vast mine of knowledge contained in the wares of a library i.e., books, periodicals
and other materials. The light of education could spread only by bringing to light the
hidden knowledge, talent and skills among library users. Library, which is the right
medium for accomplishing this task, nourishes the talent, efficiency and experience in
man.
While inaugurating the World Book Fair in New Delhi in 1988, Dr. Shankar
Dayal Sharma, the then Vice-President of India observed that “a library is more
important than a university because a library can function without a university, where
as a university cannot do without a library”. Human resource development has been
accepted beyond doubt as a basic constituent for building a prosperous and
progressive nation and setting up suitable infrastructural facilities is a prerequisite for
realizing this goal. In the field of education such facilities include libraries as a basic
and essential component. (Nagaraj, 1994).
Different commissions and committees and individuals of higher learning and
those who have pondered in thought, speech or writing on higher education,
universities and libraries have called the library by impressive terms such as ‘the heart
of the University’, ‘fulcrum of university education’, ‘the workshop of the scholars’,
‘laboratory of the learned’, ‘people’s university’ and similar phrases
“Libraries have a central role in education, learning, and vocational training with the purpose of increasing knowledge. The rapid evolution of information and communication technology in the learning field imposes supports and stimulates the re-engineering of the library, and the functions, the tools and the heritage of libraries must therefore be adapted to the new context of study, work and ultimately life.” (Bargellini, ML & Luciana B, 2001)
A modern library is regarded as a service institution, its aim being enabling
the users to make use of the resources and services available in the library. This type
of library acquires material, processes it and makes it available for use rather than
preservation.
There is no need to say that libraries command respect in our society. Their
value is acknowledged without reservation and considerable amounts of public money
and resources are made available for library purposes. Libraries are the storehouse of
humanistic, scientific and technological knowledge. They preserve the records of
civilization and of mankind’s achievements and discoveries. Not only do libraries
conserve our culture, but as agencies of communication they play an important role in
its transmission.
The credit for a good library goes to the librarian. The librarian is rightly
called the friend, the philosopher and the guide. The library consists of the trio i.e.,
the books, the readers and the librarian. The college library plays a vital role in the
life of young people who seek the hospitality of the portals of colleges. In order to
make the students avail the leisure in a more useful, meaningful and purposive
manner; in order to apprehend more comprehensively the subjects they are learning,
in order to be more self-reliant; and in order to discover themselves, they have to
make a beehive to the college library.
The observations of Kothari Commission (1966) are worth note in this context. The
Commission says;
“A collection of books, ever a collection of good books, does not constitute a ‘library’. Given enthusiastic teachers who teach with books, and librarians who can co-operate with them in converting the library into an intellectual workshop, even comparatively small collection of sensitively chosen books may work wonders in the life of students. Without such staff, the most luxurious building or extensive book collection may have no effect at all. The object of library planning is not to build a collection of books unrelated to class-work, laboratory, research and conference room. The object is rather to relate book selection, organization books, conditions of access and all library activities to the daily needs and activities of the academic community, both professors and students. The selection should be oriented towards supporting instruction and research. The teaching and library staff should determine the titles and copies of books to be purchased and periodically work together to discard obsolete books. Many of these can be replaced with microfilm and micro cards.”
Ranganathan (1965) lucidly explains - “In the library, each student will have
the freedom to grow at his own speed and along his own lines, to his own fullness,
with the help of books just suited to him under the guidance of the teacher and the
librarian.”
The face of academic librarianship is changing. While much attention has been
focused on the impact of new technologies, new sources of information, and new
ways of management, perhaps the most significant change is in the faces across the
desk. Students in higher education are becoming more multicultural, their needs and
demands shifting, their personal backgrounds and values diversifying. Today
multiculturalism includes such factors as race, national origin, religion, gender, age,
physical and mental enablement, and socioeconomic status.
3.3.1 Purpose, goals and objectives of college libraries: Library is a central organ of
a college on which the entire character and efficiency of the parent body is judged.
Primary objective of college libraries is to support the teaching learning program of
the college. College library is considered as an instrument of instruction. In order to
fulfill the obligation towards its parent institution, it has to serve the needs and
requirements of teachers and students adequately for their studies. Thus, the
fundamental function of college library is to support and assist its parent organization
to carry out its programme successfully, which is possible if adequate reading
resources, facilities and services are made available. Indeed, the goals and
programmes of the academic library vary depending upon the instructional and
scholarly life of the college. Their objective is –
to meet the curricular needs of the undergraduate students and additional
information for the students requirements; and
to provide resources that enable the faculty to keep appraised of the latest
advancement in their fields.
further, the college library also aims to make available the standard works
representing the heritage and civilization.
The objectives of a library in an institution of higher education, as set out by
the Education Commission (1966) are –
Provide the resource necessary for research in the fields of special interests
of the college.
Aid the teacher in keeping abreast of developments in his fields.
Provide library facilities and services necessary for the success of all
formal programmes of instruction.
Open the door to the wide world of books that lie beyond conditions which
encourage reading for pleasure, self discovery, personal growth and the
sharpening of intellectual curiosity.
3.3.2. Functions: A college library has certain functions in order to fulfill its
objectives. Some of them are listed out by Kaul (1965). They are –
To secure, organize and service books and other materials required for
instructional programme.
To provide the reading materials for keeping the teacher abreast of their field
of teaching and to do individual research.
To instruct students in the effective and efficient use of library and library
material.
To encourage students to develop the habit of self education in order that
books and libraries may contribute to their intellectual development.
To co-operate with other libraries in the community, region and else where.
3.3.3. Services: At present a college library generally provides the following services
to its users –
o Circulation of documents – Books, Periodicals, Newspapers etc.
o Orientation to new members
o Inter-library loan service
o Personal assistance to locate reading material
o Helping to use the catalogue/classification or shelf arrangement etc.
o Bibliographical services.
o Current Awareness Service (CAS) and Selective Dissemination of Information
(SDI) services.
o Reprographic services.
The main purpose behind all the services offered in the library, will consist of
ensuring that users are given access to academic, community and social information,
as well as to entertainment. Even in the changing scenario some of the services like
loan, reference etc. will remain.
Wood and Walther (2000) mention that “the move toward digital collections and
services forces librarians to focus on helping users:
o navigate the Internet;
o understand unorganized sites;
o consider certified sources on the Internet.
3.3.4 Users: The primary users of a college library are teaching staff, students and
other supporting staff. Each cadre will have varying information requirements.
3.4. Library as a Career Information center
Contemporary times have witnessed gaining importance of career information
particularly in this era of knowledge assimilation, where managing one’s career is the
major decision in an individual’s life. Career information is available early on in
most schools, colleges and universities in Western countries as evident from the
literature; no comparable situation exists in India. Until recently our educational
system gave much importance to imparting knowledge at the academic level and at
the same time it neglected the area of equipping the students in basic skills to face the
challenges of this fast changing world of work. The multidimensional proliferation of
human activity circle has necessitated changes in all aspects of library work. One
significant aspect, thus far virtually neglected is the career information, which has
increasingly vast scope in the library work, particularly in college libraries. As high
technology social institutions, libraries and information centres have the responsibility
of providing right information to their clientele at the right time. Collection, storage
and dissemination of information are the major functions of library or information
centre.
“The timing of information delivery is critical and more potentially interested
and influential parties could usefully be targeted. Good delivery depends on the skills
of guidance professional - skills which training might enhance. Information
publishers might usefully be persuaded to produce material of more help in guidance
quarters. Career choice must be recognized as the result of various influences, but in
an educational context careers information deserves a more central role” Greer (1993)
According to Hodkinson (1998) “good quality guidance and better information
can help most young people to make correct career decisions.”
Leide (1981) expressed that ‘librarians are now recognizing that they are the
information experts and that they have a vital role to play in guiding the users through
the complexities of the information explosion’
This can hold good in the case of career literacy too. Now there is lots of
information available in print and non-print forms and also many web sites are there
to give career information. As an information specialist a college librarian can help
the students to get the right information at the right time.
Generally the library has been identified as the logical location for the storage
and dissemination of information. Hence the library provides an ideal environment
for career guidance but its effectiveness will depend entirely on proper planning,
direction and organization. In one respect the library may be regarded as a medium
for implementing guidance; in another respect it may be considered as the main
functionary of group guidance procedure.
National Assessment and Accreditation Council (NAAC) (India) in its
‘guidelines on quality indicators in library and information services:
affiliated/constituent colleges’ mentioned that library is the fulcrum of support for the
entire range of academic activities on an educational campus. In today’s high-tech
learning environment, the library as a learning resource is taking up increasingly more
academic space and time in the life of a learner.
National Assessment and Accreditation Council (India) has after wide
consultations evolved a set of guidelines on quality indicators, to help academic
libraries to be always in their best form. Under best practices for libraries it suggests
“providing career/employment information/services” (NAAC, 2005).
Bhatia (2001) pointed out that ‘library is the heart of any institution. We can
get information at one place within small interval of time. There should be a separate
section for occupational information so that student can utilize the library more
easily.’
3.5. Nature of career information collection in higher education institutions
Career collection is a special reference section for career planning. This
browsing collection includes encyclopedias, books for career exploration, resume
writing, interviewing, career change and general job search information.
The National Vocational Guidance Association of USA has categorized various
career information sources into the following categories –
“1. career fiction, 2. biography, 3 single job information 4 job family
information; 6 jobs in specific business, industry or services; 6 recruitment literature;
7 orientation – world of work; 8 special groups; 9 bibliography; 10 directory; 11
financial assistance; and 12 other types”. (Norris et al 1972)
It is important for a career resource center to have specific resources available
for students so that they can access information independently to help them in their
career decision – making. The amount of resources available depends partly on
budget as well as availability of such resources.
The resources can be in the form of
Books: those that provide information about different types of jobs such as
educational requirements, amount of pay and description of the work. The
information should be up to date.
Videos: Videos can be made available on various career topics for students
to watch. Videos can be on the topic of interviewing skills, where student
can watch examples of how to answer questions in a job interview
situation.
Well-classified information on careers/jobs: Related jobs could be
grouped together. This information should be up to date, relevant, easily
accessible and reflective of the nature of the work world and current
possibilities for students. There should be information regarding self-
employment, part-time work, contract work and managing career
transition.
Career tests/assessments: In career counseling, career tests and
assessments are often utilized to provide information regarding variety of
areas, such as interests or personality style.
Colleges and universities calendars: Colleges and universities typically
print calendars describing programs offer. It is useful to have local,
national and international information regarding the various educational
programmes that are available. These resources can be accessed through
CD-ROM or the Internet.
Electronic Resources: CD/DVD collections with textual and videos on
interviews etc. A number of career guidance systems are available on CD
that can be purchased. Career Search, an online database for career
information enables users to develop customized list of employers.
Web-based information: Through the Internet, individuals can easily
obtain career information from all around the world. There is also CD-
ROM or web-based career guidance systems that may be purchased.
Website addresses are almost endless.
Besides conventional print media, increasingly large numbers of sources are
now being brought out in audio-visual media. Career related information
communicated via audio-visual media can often provide a refreshing break from
traditional resource materials. Career Search an online database for career information
enables users to develop customized list of employers.
The study undertaken by the Organization for Economic Co-operation and
Development (OECD) (2003) revealed that much information is on Information
Communication Technology (ICT), which is either on CD-ROM or increasingly on
the Internet. This has many advantages:
It is easy to link different types of information: information on education and
training on the labour market, on the content of jobs. Thus ICT offers an
opportunity to address the common problem of poorly integrated career
information.
The information can be updated quickly at minimal cost, especially when web-
based.
The information can be readily linked to personal assessment tools.
The information can be designed so that it is easier for individuals to search
and navigate through it than in the case of print based career information.
3.6. Organization of career information in libraries
Information regarding various careers should be organized in a proper way. To
facilitate organization the library should be centralized as a special guidance reading
room where students can find up-to-date pamphlet material, books on how to get a
job, how to improve ones personality; college catalogues and university directories.
On the other hand the library may be decentralized; each classroom is equipped with a
bookshelf of guidance material. A combination of these two organizational patterns
is desirable.
In the libraries students should be able to find vocational information in books,
on bulletin boards, exhibits of book covers, in pamphlets, in magazine articles.
Included in library materials are the special studies and government reports.
The Dictionary of occupational titles, articles clipped from current magazines and
newspapers dealing with occupational information are useful.
All library materials except books, magazine and catalogues can be placed in
file folders and labeled with the name of the vocation or the field of which it applies.
Information regarding the subject located in books, magazines and websites can also
be placed in the folders.
Documents should be classified and kept in a separate shelf for easy access
and perusal. It will help the students to get right information without wasting time in
searching for information.
Turner (1979) pointed out that the “nature of career information source is very
complex. Most of them are ephemeral and quickly replaced. They include, leaflets
produced by professional and track organizations and employers; broadsheets written
by the career service (locally or centrally) and prospectuses for educational
institutions.” So there is a need for constant updating of career information. Library
staff should take special care in this regard so that students can receive latest
information on careers.
3.7. Career Information services in higher education institutions
Career information services by libraries can energize the graduates who stand
in the threshold to step into the world of work. In today’s global economy successful
societies will be those that can develop, manpower suitable to ever changing
circumstances and adapts flexibility. Higher education has to be the centre of the
manpower production. It has an important role in equipping individuals to face the
future with greatest self awareness and improved ability to adapt to a variety of
opportunities.
Information service is that part of a program of guidance services devoted to
an analysis of the current and future environment of the student with emphasis upon
information that is occupational, educational and social. It is the organized
programme concerned with the identification, evaluation, and presentation of relevant
information in all three information areas. Information and guidance services must
provide accurate information on future educational options; develop young people’s
understanding and realistic knowledge of the world of work; and assist them to make
satisfying job choices. Some young people can make confident educational and job
choices with little assistance, but others need more intensive and often individual
assistance. Some youngsters also require assistance with study and personal
difficulties during the transition phase in order to benefit from career guidance and
information services, and others need help in the process of job search. These tasks
further complicate the demands made upon information and guidance services, raising
difficult questions about the organization and delivery of information and guidance,
about roles and responsibilities, and about qualifications and training.
3.7.1 Need for career information services: Students who undergo different courses
in different subject are in need of specific career information in their field of
knowledge. In India majority of students are finding it difficult to get career
information for the following reasons.
- globalization and liberalization of economy.
- technological changes in the society.
- opening of new avenues in different work area.
- users are not aware of available career opportunities.
- proliferation of career information sources.
- lack of awareness of available career information sources.
- users are not specific in their need for career information.
- career information sources are not easily available.
- career information sources are costly and majority of the users cannot
purchase them.
- availability of Web based career information, to which some may not have
access.
- exponential growth of career information on the World Wide Web.
- career information sources obsolete very fast.
- it is necessary to update career information sources every now and then.
All these problems contributed to the need for an intermediary to collect,
organize, retrieve and disseminate career information to the needy. Already libraries
are providing information services and they also are meeting the career information
need of their clientele in an unorganized manner; but still there is a necessity to
improve and provide right information to the right person at the right time to fulfill
the career information needs. The library being a social institution should rise up to
meet this challenge, considering the signs of the time and library staffs have to equip
themselves to face this challenging task. Most of the libraries are providing only
routine and traditional services. Serious effort to develop new products and services
to cater to the actual and emerging career needs is still quite rare.
3.7.2 Methods of disseminating career information: Most of the libraries are
providing only informal services. There is a need to develop new way of
disseminating career service to meet the present needs of the users.
Modern libraries provide a number of services to meet the current as well as
anticipated needs of their clientele. Apart from the routine services like issuing books
and providing reference service, many of the libraries today provide user oriented
services like current awareness service (CAS), selective dissemination of information
(SDI), retrospective search services, data services, information repackaging and other
similar specialized services.
In United States, Great Britain and other European countries, where public
libraries and academic libraries consider career guidance as one of their major
services. The Curricular/Career Information Services (CCIS) of the Florida State
University is a typical example of career guidance service in an academic
environment (Clack, 1979). Another example is State library of Queensland’s Online
Service, which includes links to dozen of useful web resources about various topics.
Columbia College Chicago Library has a career corner. Here current career
related books which cannot be checked out and so are always available for browsing.
Its collection includes – career or vocational guidance, Job hunting or job hunting
skills, Interviewing, Resume writing & Cover letters, Internships, Summer
employments & Work/Study abroad, Financial aid, Scholarships & grants, Test study
guides for GRE, GMAT, LSAT, CAT, TOEFL. The specific field of collection
includes – Art & design careers, Management, Careers, Dance careers, Film/Video
careers, Marketing & advertising careers, Music/music business careers, Photography
careers, Radio & Sound careers, Teaching careers, Theater careers, TV careers,
Writing careers which includes fiction, non-fiction and poetry etc.
University of Strathclyde Library (Jordanhill Library) provides career
guidance and vocational development to its users. Its career resource cover the
following topics – Career choice – getting started, Labour market, Postgraduate study,
Graduate occupations, Vacancies, Job seeking skills, Summer/Gapyear/Voluntary
work/Employers, Working overseas, Equality issues, International student issues.
Post graduate study resources include UK Postgraduate prospectuses, Course
directories (including internet access to course Discover Online) and funding
information and also provide general help and advice about studying in USA. Under
Graduate Occupations it provides information on a wide range of occupations,
covering the nature of the work, means of entry, training, career prospects,
professional bodies etc.
University of Illinois at Chicago’s library got an electronic reference shelf for
career and job information which includes career sites, statistics, salaries, resumes etc.
Northern Illinois University Library has web sources to provide career information
which includes information on career and job planning, occupational information,
specific profession – databases, and websites for resumes/cover letter, interviews,
Internet job and career information and Internet company information.
Beaver Campus Library has books like occupational outlook handbook,
encyclopedia of careers and vocational guidance etc. It also has a career information
center which contains information on 2000 jobs, Electronic resources and web
resources about careers.
Arrowhead Library System, Janesville, Wisconsin, Arizona State University
Library (Fletcher library), University of Houston – Down Town, University of
Tennessee Libraries etc too have their own websites to give information on careers.
In a country like India, where the unemployment problem is very acute, almost
every one of the educated unemployed and those who are undergoing education in
various higher educational institutions are engaged in the preparation for various
competitive examinations. Some public libraries such as the Connemara Public
Library, Chennai and majority of university libraries have a separate wing in their
reference section primarily meant for those who prepare for civil service
examinations if not a separate service department. However college libraries are far
behind in providing systematic and efficient career information services to the users.
Recently government and public are aware of this need and trying to help these users
by starting career corners or career guidance cell in colleges too. It is high time for
public and academic libraries to think of providing career information services more
effectively covering a wide range of users. Some of the important methods which a
college library could follow are:
3.7.2.1 Career Awareness Service: Information has a very significant role in helping
people to make career decisions (Greer, 1993). Career information appears in a
variety of media and primarily it is the responsibility of public and academic libraries
to collect, organize and disseminate such information in an efficient and effective
way. Jalaja and Dineshan (1997) proposed for Career Awareness Service in the
library.
“Career Awareness Service is a sort of reference service. It provides information regarding a particular job on request. In this sense, Career Awareness Service is a Current Awareness Service. It alerts the potential candidates, to the current employment opportunities in various sectors.”
The methods used in providing current awareness service can be useful for
providing Career Awareness Service too. The methodology followed in organizing
the Career Counselling Information Services of the Florida University sets an
example in this context (Clack,1979). Lary (1984) examines the need for a career
materials centre in academic institutions. Among the different methods for CAS, the
most efficient and acceptable ones are –
i. Notification Lists: By this method a user can be alerted to the posts/courses
relevant to him advertised. The name of the periodical in which the advertisement
appeared along with date and page number of the periodical is to be sent to the user.
A user profile consisting of the name, qualifications, experience, job preferences, etc.
of each user has to be maintained for this. A post card/e-mail can be used to give
information about posts advertised.
ii. Current Awareness Bulletin: In this method, the library has to scan the relevant
periodicals and other sources of current information received in the library and
identify the employment notifications/competitive examinations/entrance tests etc.
relevant to its users. The details are to be collected and classified under various
categories of jobs/courses and within each, further grouped on the basis of headings
such as government sector, semi-government sector, private sector etc.
Announcement regarding applications for different competitive examinations and
courses in universities and colleges also can be included. The list can be photocopied
and circulated among the users.
This bulletin may contain the name of the post, qualifications and experience
required, age limit, scale of pay, address of the employer, mode of applying, proforma
of application forms if any, last date of receiving application etc. A brief description
of the establishment can also be provided. Index may be provided on the basis of
qualification required for the post.
iii. Newspaper clipping service: Newspapers are considered to be the most potential
source of career information since most of the vacancies are advertised in
newspapers. Libraries provide a variety of information services based on newspapers,
one of which is newspaper clipping service.
In this service, each of the newspapers subscribed by the library is to be
scanned and the job advertisements, information regarding various competitive
examinations, admissions opportunities to different higher educational institutions etc.
is to be identified. These advertisements should then be cut and pasted on a sheet of
paper. After arranging these cuttings photocopies can be taken and circulated among
the users.
The success of career awareness service depends mainly on the timeliness,
since the life of such advertisements is very short. Considering this as a very
responsible job, knowledgeable and efficient persons are to be put in charge of this
service. If promptly and efficiently organized, this service would be the most sought
after among the information services in a library. As the modern librarian is well
qualified and equipped with all technical knowledge and information he/she can play
a major role in providing career awareness service in academic libraries.
3.7.2.2 Selective Dissemination of Information for career seekers: Selective
dissemination of information (SDI) is aimed at providing relevant information
according to one’s choice and requirements (Guha, 1983). The career/job interests of
the college students range from further educational and job facilities of top class
services like Indian Administrative Services (IAS), Indian Police Services (IPS), and
Indian Foreign Services (IFS) etc. to the lower clerical cadre in the government sector
and various placements in the private sector in the home country as well as in foreign
countries. According to their interests they can be grouped in order to provide the
relevant information about education and job opportunities. The same technique of
providing selective dissemination of information (SDI) to scientists and researchers
can be used for providing SDI service to career seekers in a computerized
environment. The main activities involved are the creation of user profile and
document profile, matching, notification, feedback and readjustment.(Jalaja and
Dineshan, 1999).
i. User profile: The preparation of user profile in this context means representation of
interest field/job according to one’s qualification, taste etc. For this the career seekers
are to be interviewed and asked to express their specific choice.
ii. Document profile: This profile can be represented by the terms for specific
courses/jobs advertised, the institution/sector where the opportunity available etc.
Whenever new advertisements of educational information/job vacancies appear in
various publications, they are to be added to the computer database of educational
information/job opportunities using standard terms.
iii. Matching: At regular interval the match between the profile of career seekers
(User profile) and the profile of career information (Document profile) are to be
determined. As these notifications have only very short life span, the matching has to
be done at the shortest possible intervals, preferably daily. The matching is done by
the computer.
iv. Notification: If relevant match between the interest of the career seekers profile
(user profile) and the career information file (Document profile) are found that is to
be notified to the career seekers. The notification may be a list of advertisements with
details of the publications in which they appeared.
v. Feedback and readjustment: The user (career seeker) is expected to answer the
questions relating to the relevance of the notified items. When the feedback is
received in the library, it is to be analysed to find out whether necessary modifications
in the user profile are necessary. If the notification is relevant, it is safe to continue
with the present profile.
3.7.2.3. Internet services for career seekers: The internet is becoming a
complementary resource tool for career planning and job searching (Anderson, 1996).
The employment resources on the internet are diverse and to get comprehensive
listing of jobs and other career building information, one has to explore all its
possibilities. (Crumlish,1998). The different types of career information available on
the internet are the individual company web sites, career hubs (web-based job search
databases), web sites for particular types of jobs, job matching etc.
The internet is useful for career seekers in various areas such as browsing of
different web sites devoted for career related information, publishing personal
resumes, communicating through e-mail etc.
3.7.2.3.1. Browsing the web: The job and recruitment information are increasingly
available on the internet. (Anderson, 1996). Most of the important web search sites
have special section devoted to jobs, careers and employment issues. All the major
search sites such as Yahoo, Excite, Infoseek, Lycos etc, present employment
information in a specific way (Crumlish, 1998).
3.7.2.3.2. Publishing personal resumes: One of the most important advantages of the
internet is that, job seekers can even publish their personal resumes through the net
where prospective employers can look at person’s qualification (Anderson, 1996).
One can create a simple home page describing the qualifications, experience,
competence etc. and the photograph. The probable search terms employers will
search for specific type of employees, are to be used for the title of the web page
(Crumlish, 1998). This will help the career seekers as well as the employers to get the
correct match. Job seekers will, thereby, get the right positions and employers will
get the right persons.
3.7.2.3.3. E-mail: Another important application of the internet in career selection is
through e-mail. Job seekers can establish an electronic presence in the job market in
the form of resume file that can be sent via e-mail. This personal resume can be
circulated through job banks and prospective employers’ web sites. The most
important advantage of having an e-mail address is that job seekers can communicate
with the employers in a speedy way regardless of their location. More over there are
group discussions through listservs and bulletin board system on career and job
related topics (Anderson, 1996).
It is evident that career related information has a great demand in a country
with crucial unemployment problem. In addition to providing various resources
generally available in all libraries, in the electronic environment, libraries can provide
various services to career seekers in a speedy way. The internet facility is a great
boon to career seekers as it provides information about employment opportunities in a
global level. Modern libraries cannot abstain from providing such services as long as
they have social commitment.
3.7.2.4. Career information literacy: There is a need to create awareness among the
graduates regarding how to search, evaluate, and select career information from the
vast ocean of information. They should be educated about the requirement of labour
market. Those who are involved in career information literacy should have some
foresight to learn the future demand in the job market arena. Students, especially the
first years should have an opportunity to attend these classes/seminars to make
decision about the courses to be taken and also in the selection of their future careers.
As we are in an internet era graduates have to learn how to search the web sites and
also which are the important sites they should look in for career information. It is
necessary to conduct courses in soft skills such as oral and written communication
skills, resume writing, cover letter writing, web searching, sending e-mails, sending
attachment files, posting of resumes in the net, etc. Present day librarians are
information specialist and they are not only store keepers and providers of
information but also they are teachers who can guide and direct the youngsters in all
the above activities. Librarian can conduct seminars or tutorials to help the students
to develop self knowledge – i.e. skills to maintain a positive self-concept, effective
behaviors etc., to facilitate educational and occupational exploration – skills to enter
and participate in education and training, skills to participate in work and lifelong
learning, skills to locate, evaluate and interpret career information, skills to prepare to
seek, obtain, maintain and change jobs etc., and to plan careers in which to develop
skills to make decisions, understanding the impact of work on individual and family
life, skills to make career transition and also to have leadership skills, teamwork
skills, management skills etc., so that they will become productive and efficient
members of the workforce.
3.8. Role of librarian in the knowledge society
From the ancient time librarian was custodian of books and his main work was to
preserve them. It was not until the 19 th century that library collections became
universally accessible and library science began to codify standards for describing
and organizing resources and librarians began to move beyond merely keeping and
preserving books.
“Now, libraries are transforming rapidly to meet the demands of the e-age. Terms such as cybrary, hybrid library, virtual library, and digital library frequently appear in recent library literature to characterize today’s academic libraries. As the internet is becoming increasingly the basis for the student educational experience, academic libraries should emphasize online delivery of resources and services to keep the library a viable and relevant part of student educational life. Changes are taking place in all functional areas of libraries, as libraries are moving away from being only “a place” to “a collection of services”.(Hua Yi, 2005).
Librarians are part of a global world that is increasingly being shaped by
electronic networks and information technology. They are also influenced by
professional organizations, educators, senior practitioners and role players from other
industries such as IT, Publishing, Software and Database industry.
Librarians have to secure a future in cyber space among cybrarians, web
masters, knowledge managers and knowledge officers. They have to deal with a
growing number of contexts for information like e-commerce, competition
intelligence, as well as growth in the information needs of ordinary citizens. At the
same time librarians are expected to deal with the needs of the digital divide, the
information poor and the illiterate. Between the rich and the poor, the haves and the
have-nots, demanding business related needs and survival needs, wireless access and
Internet connections and a lack of basic electricity supplies, librarians must see their
future role and position. Librarians should strike a balance between the traditional
role and the new roles.
Fourie (2004) listed out few examples of current developments that may
influence the role of librarians.
- increasing pervasiveness of the internet and the rapid development of digital
libraries
- A shift in service orientation from just in case to just in time, to just-for-you.
- Growing emphasis on client relationship management.
- New information sectors and information users.
- Changes in the reasons for information seeking and how information is used.
- Increase in access to document delivery and customer service.
- Move towards collaborative work and collaborative learning.
- Increased demand for teaching by librarians (e.g. information literacy,
information research skill, and media literacy.)
- Need for services for remote users and distance students
- Move towards problem-based and resource-based learning.
Services have continued to develop into the myriad of activities now found in
most academic libraries. In addition to the original ‘sole’ service – circulation of
materials, including inter library loans, following other major services are reference
information services, including bibliographic instruction, all technical process with
their objective of delivery of services for users; and provision of space and facilities.
Librarians are now recognizing that they are the information experts and that they
have a vital role to play in guiding the users through the complexities of the
information explosion.
Fourie (2004) mentioned some of the important roles of librarian in modern
society such as –
3.8.1 Cultural role: Since early times librarians have been associated with cultural
role in the promotion of reading. Now this has changed in to helping the users to use
the internet effectively.
3.8.2. Teaching role: For a number of years the teaching role has been strongly
promoted. It includes library orientation, bibliographic instruction and the teaching of
information literacy, information research skills and media literacy. This role seems
to be expanding to include the stimulation of social networks and collaborative
information seeking and use, the actual use of information, in decision making, and
training program for remote users.
3.8.3. Provision of access to information: The role played by librarians in the past in
providing information has changed to one of providing access to information. This
requires the selection of information (e.g. electronic collection, intranets and portals)
the offering of access services to remote users, as well as new types of tailor-made
information services. This bring to the fore the need for electronic document delivery
services.
3.8.4. Space provision: Although there has been a move from the provision of
physical library building to virtual libraries there will still be a need for libraries
physically designed to function in the electronic age.
3.8.5. Negotiation/lobbying on behalf of users: There is a strong need for librarians to
negotiate for better infrastructures for the information poor, to see to generally
accessible global information infrastructures, to take care of the information needs of
the poor and to act as information advocates within organizations and communities.
3.8.6. Publishing role: Apart from Website and intranets librarians also have to
publish web training materials, help sheets, training manuals and subject guides.
3.8.7. Advising role: There will be a growing need for librarians to offer advice on
issues concerning copyright, intellectual property, information standards and
standards for information organization, Information management and knowledge
management.
3.8.8. Project management: Effective time and project management is important in
website design, intranet design and the development of digital libraries. This also
requires the ability to collaborate with other role players.
3.8.9. Information organization: Subject access to a variety of information types is
more important than ever before. These include access through websites, intranets,
Web-enabled databases and portals. This will require information organization
through indexing, classification, cataloguing and abstracting, as well as tailor-made
information system for specific target groups.
3.8.10. Information retrieval and researching: Although the threat of
disintermediation as a result of end-user searching has been debated for many years,
there is strong evidence that information retrieval will be a core role for librarians –
even more so with the growing demand for information in daily decision making and
information seeking by ordinary citizens.
Librarians will also require service orientation. User-centered services have
the mission of enabling people to seek meaning in an information-rich environment.
The information service will however have to go beyond the interface to reach the
user.
To play this new role the librarians ought to possess certain skills in
information management, editing, information organization, value addition, customer
relationship management, general management, IT project management, people
management, budgeting as well as political, business and financial skills. Generic
skills such as creativity, ability for risk-taking and self knowledge are also important.
The modern library is the focal point for housing all kinds of information that
are to be utilized in the preparation of youth for the future. It becomes not only a vital
element in the information service but it may well be the major resource reservoir
from which the entire program must evolve. In the present networked environment
libraries are extending their service in career literacy too.
3.9. Role of college librarian in Career information
Norris, et al. (1972) pointed out that “the library is the logical location for the
storage of most of the information needed to provide career information service. The
library staff is trained to provide effective service and there by, can add a significant
component to the guidance program which usually suffers from lack of an adequate
number of staff members.”
In supporting Norris’s idea Anderson (1992) mentions that in making career
decisions, one needs right information at the right time. Libraries are one of the
logical service providers for this role. Libraries with their strong core collection,
knowledgeable librarians and modern technology can enhance the delivery of needed
career information.”
Providing effective career resources is part of the mission of libraries on most
college campuses. As the nature of career information documents are different from
the ordinary subjects’ documents they should be organized properly. Librarian with
his training and knowledge in the field of organization and management can do this
work effectively and efficiently. At the same time there is a need for cooperation
between librarians and career development professionals. This is strongly stressed by
Anderson (1989) when he mentioned that “Cooperation between college librarians
and career development professionals can strengthen available career information and
enhance access, make career development professionals better counselors, and extend
relevant library services to their clientele.” The same views are seen in McCarthy
(2001) when he states –
“with in both education and labor market sectors across countries can be found a range of occupations and roles which support guidance workers in achieving the program objectives of guidance services. Examples of these are Youth Information Officer (Ireland, Romania), Information Officer (in tertiary/higher education), and Librarian. While many may possess training and qualifications related to information science and/or communications, their support role in the guidance service is learned on the job and without any foundation in educational or vocational psychology. Given the information explosion arising from the Internet, it is likely that such persons will increasingly play a key role in mediating information for guidance support purposes.”
Norris, et al (1972) opined that “The key personnel involved in the selection
and use of the information should be organized into a formal unit. The exact
personnel will vary but the librarian, counselor, vocational education coordinator and
teachers of key guidance units should be represented”
Even in the earlier studies too some of the writers have mentioned the role of
librarian in guidance. For example Willey and Andrew (1955) pointed out that –
“Without the cooperation of the librarian, it is very difficult to disseminate occupational material effectively. Librarian is in a unique situation to make a valuable contribution to the guidance program. In order to increase student’s awareness of guidance, many librarians in foreign countries have established guidance libraries, browsing tables, and special reading rooms devoted to stimulating information.”
College librarian has a definite role to play in the career guidance as they are
working with all source of information and holds the key to the world of knowledge.
Here the librarian can be the leader or can collaborate with other members in the
guidance cell by helping them to get the necessary information.
Career guidance has been given prime importance in educational programs of
Andhra Pradesh, for example career options for school children has been emphasized
by Social Welfare Schools and specified the role of librarian.
“The social welfare residential schools cater to the needs of students coming from weaker sections and rural areas. These students have little information about various career options available in the society. So the society schools are provided with qualified librarian. These librarians are trained to enable them to
take-up the role of career guidance counselors in the schools, in addition to their duties as librarian” (http://www.aponline.gov.in/apportal/departments/departments.asp/dep=29&0rg=196)
Therefore, government has recognized the role of librarian in career guidance
and the need of the hour is to extend the concept to higher education also.
To conduct guidance job efficiently librarian should train himself. In this
regard Wiley and Andrew (1955) opined that to perform efficiently this role in the
guidance program, the librarian should –
1. Familiarize himself with the services of the guidance program.
2. Secure and file unbound occupational and educational information.
3. Maintain an “occupational shelf” for bound materials.
4. Make the library a laboratory for pupils seeking guidance materials.
5. Acquaint counselors and teachers with new guidance materials reaching the
library.
6. Cooperate with administrators, counselors, and teachers in making the library
of service to pupils and staff members.
Unless the sixth duty is efficiently performed, the librarians cannot contribute
their most valuable function. Though college and university libraries play only a
partial role in providing career information, they are generally an underused resource.
Cooperation between college librarians and career development professionals can
strengthen available career information and enhance access, make career development
professionals better counselors, and extend relevant library services to their clientele
(Paula Quenoy 2003)
Collaboration between career services and libraries strengthens the quality of
services for each entity and provides greater access to information for students.
According to Fourie (2004) to carry on their role the librarians should focus
more on affective skills and characteristics such as –
- enthusiasm for life-long learning and new roles.
- will-power (because nothing will come easily)
- assertiveness
- creative thinking
- self-confidence
- innovativeness.
Innovativeness is an important characteristic in internet use and shaping
attitudes (Finlay and Finlay, 1996)
Above statement explains that information officer/librarian have a role to play
in college career guidance service.
Lynch (1994) also mentioned that “career related information appear in a
variety of media. Collecting, organizing and disseminating such scattered
information need appropriate planning and the use of modern technology. In the era
of electronic information, librarians have to play different roles as a maintainer,
interpreter, trainer, enabler, liaison and advisor.”
A librarian who is well versed in the field of information sources and services
shall, in addition to indicating the location of material in the library ‘be able to
provide guidance in identification of education on training experiences, in noting
agencies which offer such opportunities, in indicating organizations to which one
would write for additional information, and in suggesting other career choices which
share similar preparations’ (Lary 1985). He is able to provide this intellectual
assistance by virtue of his professional education and experience.
As the librarian is used with the techniques of current awareness service and
selective dissemination of information it would be easy for him/her to provide career
information by making use of the electronic media. Present day librarians are trained
in information technology so they can make use of the fast developing internet facility
for providing effective career information services.
To prepare young people to live in the world of tomorrow librarians must
collect, organize and provide access to as much information on general career
guidance as possible and as much information as possible on specific careers.
College catalogues, professional careers information, and even post-graduate
information should be available for maximum efficiency. In addition to career-
oriented information, career resources also would include materials on clothing
suggestions, business etiquette, resume preparation, and interview techniques. This
means that every youngster should be given an opportunity to make occupational,
educational and social decisions based on valid information which has been presented
at an appropriate time in his development. If this is done there will be an effective
information service which all may be proud of.
Librarian also should have specialized training and be able to provide specific
information to individuals such as how to put together a resume and cover letter, what
to expect in a job interview, how to find a job, and how to use the resources in the
career counseling centre. Librarian may conduct workshops about these topics to
groups of students as well as to advise students individually.
Librarian should be approachable, friendly, and interactive. As information
specialists they are able to identify, analyze and assess the suitability and value of
information relevant to career information. They are the right persons in:
- identifying, assessing, selecting and ordering information sources and material
in both print and electronic formats.
- Organizing, classifying, maintaining and storing information, often using
computer applications for access and retrieval.
- Searching for information, using paper, electronic format and the web.
- Answering information enquiries from service users.
- Providing information support to other guidance personals
- Marketing, advertising and publicizing the services
- Planning and giving presentation and information to students.
As a career resource person librarian can:
- help the students to explore various occupations
- provide current career and job market information
- facilitate the development of life career management skills,
- help students select appropriate work situations
- assist in the development of the life long career plans.
The role and importance of the library / librarian in the information service has
taken on increased significance with the recent advent of innovations in the methods
by which information can be made available. Modern technology has produced a
wide array of mechanical system for the storage and retrieval of information that may
eventually replace many of the materials and techniques of the past. General goals of
computer technology in the information service are:
- increased the amount of informational materials
- Make the information available to more students
- Increase the accuracy of the information
- Make the exploration process more appealing to the students.
- Multimedia innovation – the same set of circumstances that triggered
experimentation in computer technology resulted in a rash of projects using
many different approaches to career development analysis. It is very easy to
prepare PowerPoint presentations. Librarians can make use of this facility to
provide career awareness service to the college students.
Some of the important web sites for career information are given below –
http://www.careeronestop.orghttp://www.ajb.org/http://www.servicelocator.org/http://www.careervoyages.gov/http://www.ntis.gov/nachttp://www.usajobs.opm.gov/http://www.opm.gov/disabilityhttp://www.hihohiho.comhttp://www.guidance-research.org/http://www.lifework.ca/http://www.bls.gov/home.htmwww.bfit.eduhttp://www.ed.gov/about/offices/list/ovae/pi/cte/guidcoun.htmlhttp://www.doleta.gov/http://www.education-world.com/couselinghttp://www.career.fsu.edu/techcenter/www.myjobsearch.comwww.adm.uwaterloo.ca/infocecs/CRC/manualhome.htmlwww.bgsu.edu/offices/careers/process/process.htmlwww.naceweb.org/about/default.cfmwww.cacee.com/index.htmlwww.gradlink.edu.au/gradlink/home.aspwww.gsystems.ari.es/fadaecalhttp://www.indiaeducation.info/careershaper/register.osphttp://www.kerladaily.com/http://www.thozilmela.comhttp://www.keralaeverything.comhttp://www.indiana.edu/http://www.cbse.nic.in/careerguidance.pdfhttp://www.2myjobs.com/http://www.3pjobs.com/http://www.a1jobindia.com/http://www.alltimejobs.com/http://ampersandconsulting.inida.webjump.com/http://www.career1000.com/http://www.careerage.com/http://www.careerindia.com/http://www.careersindia.com/ http://www.careersandbusiness.com/http://www.careertips.com/http://www.career.hypermart.net/http://www.uoljobs.com/http://www.coolavenues.com/http://www.naukri.com/http://www.placementindia.com/
http://www.rozgaar.com/http://www.recruitmentindia.com/http://www.winjobs.com/http://www.timesjobsandcareers.com/http://www.asuccessfulcareer.com/http://www.assessment.com/http://www.studentzone.org.uk/careers/advice_services.html/http://www.bbc.co.uk/business/work/profiles/index.shtml/http://www.averyl.com/careertypehttp://www.wondir.com/http://www.info-seek.co.uk/career_advicehttp://www.wetfeet.com/http://www.careeradvicenetwork.co.uk/http://www.money-off.co.uk/http://www.careerfair.com/http://www.worktrain.gov.uk/http://www.selfgrowth.com/http://www.careerguide.net/advice/general.shtml/http://www.careerguide.net/advice/cv.shtml/http://www.careerguide.net/advice/letter.shtml/http://www.careerguide.net/advice/jobs.shtml/http://www.careerguide.net/advice/interviews.shtml/http://www.careerguide.net/advice/young.shtml/http://www.careerguide.net/advice/graduate.shtml/http://www.all-accountancy-jobs-uk.co.uk/http://www.anyworkanywhere.com/http://www.aviationjobsearch.com/http://www.channel4.com/brilliantcareers/http://www.careersa-z.co.uk/http://www.careerenergy.co.uk/http://www.careersfair.com/http://www.career-focus-net/http://www.careerjet.co.uk/http://www.cvcl.co.uk/http://www.cv.index.com/http://www.cvexpert.com/http://www.doctorjob.com/http://www.prospects.ac.uk/http://www.reachforthesky.co.uk/http://www.ucas.ac.uk/http://www.careers.lon.ac.uk/http://www.wcn.co.uk/http://www.college-scholarships.com/100college.htm
For job search following sites are helpful – www.jobsahead.com
www.naukri.comwww.humanlinks.comwww.careerfinance.comwww.careerbuilder.comwww.monsterindia.comwww.careerspan.comwww.careerplanning.comwww.groovyjobs.com
3.10. Conclusion
The provision of career information and guidance through out a citizen’s life has
become an issue of great importance world wide, as societies prepare themselves to meet
the challenges that the transition to knowledge based economies represents. Western
countries are undertaking so many research activities in career guidance as guidance
being seen as a key tool facilitating personal development and employment in relation to
the need for a constant engagement with learning and training. Information is at the core
of career guidance and education; indeed, it tends to prevail over other guidance function.
From the point of view of the client, information should lead to improved knowledge
about the self, about the job market, about education and training opportunities. One can
without doubt say that as an information organizer and provider librarian can play major
role in career guidance activities of colleges.
In an academic institution library is the focal point from which staffs and students
are energized and strengthened with the power of knowledge. College libraries should
extend its support in all sphere of knowledge and by providing career information in the
library it will be helping the users to have an aim in their lives. A qualitative career
service can help the students/graduates to find out their interests and abilities and to attain
their dream job in the society. As a qualitative career resource centre college library can
take pride in the development and well being of its users. To achieve this library staff
should strive and adapt according to the signs of the time. It is necessary to provide
career information through variety of services to the graduates so that they will be
equipped with the knowledge about how to seek, evaluate and select career information
and this will lead to better decision making for high quality life.
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Chapter 4
LITERATURE REVIEW, STUDY DESIGN AND METHODOLOGY
4.0 Introduction
In this chapter a careful review of the earlier studies carried out in the present
area of research work has been presented. The literature review has been discussed
under two headings – ‘career guidance programmes in higher education’ and ‘role of
libraries’. The present chapter also includes study design, methods adopted and
research tools employed in collection and analysis of data.
4.1. Literature review
A search for knowledge cannot yield something meaningful if its relation with
the existing knowledge has not been examined. A research study is never conducted
in a vacuum. So it is necessary to find out what was already done, what is still to be
done and in what way the proposed study is going to search for the new. Under
review of literature, studies which are related to the problems are abstracted and their
contribution to the field presented, significant writings of authorities in the area of the
study are also reviewed. An attempt is made to show how the present investigation
arose from the inadequacies of earlier investigations. It aims to provide bird’s eye
view of the development of the present problem as well as its present position.
The studies have been categorized under:
Career development need and role of higher education.
Role of libraries
4.1.1. Career guidance programmes in higher education: It is good to see the
literature produced in international arena regarding career development and role of
higher education. The following is the summary of such studies.
Willey and Andrew (1955) described the historical cornerstones of the
guidance movement and role played by Frank Parson. They also explained the
meaning of guidance and the principles of guidance. Rosenberg (1957) mentioned
that faced with vast variety of occupation from which to choose, and possessing an
inadequate knowledge of himself, future social needs, occupational requirements and
rewards, the individual is compelled to make his own single decisions which he
realizes, is lifelong in its implications. Lester (1966) supported the idea of Rosenberg
when he wrote that the youngster or adult who seeks to make a choice of career is
faced with many obstacles and uncertainties like wide range of career possibilities,
lack of adequate data on different careers, expert guidance in career selection etc. To
him counseling has dual purpose such as full development and satisfaction of the
individual in his work and promotion of the most effective use of nation’s manpower
resources. Sinz (2003) also made similar observations in his study ‘factors that
influence career uncertainty in college freshman’ which revealed that college
freshmen have a high level of uncertainty and additionally some indecision about
careers and choice of major in college. The level of uncertainty and indecision is
based on one’s experiences, preparation before college, interests, and pressures from
others. One may have a particular major declared, but will also have no idea what
career would best suit them.
Colleges and universities have a pivotal role in helping the students in building
their careers. In relation to this Gruen (1968) opined that “the task of career
identification takes on major significance during college years. In recent times many
colleges and universities have taken on the responsibility of helping young people
develop personally as well as intellectually, vocationally as well as academically.
The major motivation of college students in pursuit of higher education is the
preparation for a career. Career development is no longer thought of as an event, but
as a continuous process and higher education should aid this process.”
Information technology can be made useful in order to provide career
information as explained by Jones (1970). According to him the purpose of
vocational guidance as to assist individuals to choose, prepare for, enter upon, and
make progress in an occupation. Where as guidance is the assistance given to
individuals in making intelligent choices and adjustments in their lives. He
mentioned that the use of computers and other data processing machines may have a
great influence on the work of the counselor in the future. Information storage and
retrieval lends itself to the dissemination of occupational information and data
processing machines can be used for the storage and retrieval of personal data and
also occupational information.
There is a need to include career guidance a part of higher education in the
opinion of Herr (1974). He opined that vocational guidance needs a regular place in
curriculum. He states that many university counseling centers at first functioned as
centers for the collection and dissemination of information on educational and
occupational opportunities.
The key factor for educational excellence is students and their commitment to
their own future for that there is a need for guidance. Drier and Ciccone
(1988) explain that the achievement of educational excellence is a function of student
commitment to personal excellence. When there is commitment, the individual action
could be directed to effective decision making, planning, and preparation. This
demands vocational guidance and assessment. Educational excellence, then, is shaped
by and reciprocal to the confidence of students in their ability to pursue programs that
challenge their abilities, provide access to opportunity, and rest upon self-knowledge
and informed choice.
In the present environment there is a need for well planned career information
system said McKinlay (1988). He mentioned that what was only an idea some years
ago became accepted practice and an essential component of career guidance
programs. Quality information, flexible delivery systems, and active user services are
fundamental components of systematic career information development, delivery, and
use. In Oregon, a consortium management structure has made it possible for the
Career Information System to serve a varied user base. He observed that there is
increasing evidence that user-controlled organizations such as the career information
consortium are effective in helping agencies and institutions provide the career
information that people need.
The role of higher education in preparing for "self-managing" their careers was
highlighted by Stewart and Knowles (1999), with particular reference to small to
medium-sized enterprises (SMEs) as potential employers. Looking in to the key
trends in the graduate labour market, including the increasing numbers entering
higher education and the possible consequences for graduate careers he explores
actual and potential responses by HE institutions and related implications for the
curriculum of undergraduate programmes. He provides a brief review of career
theory.
Wessel, Chritian and Hoff (2003) studies reveal that the career development
of students, demonstrated by students performing appropriate career developmental
tasks, is important to institutions of higher education because career developed
students are more likely to have career objectives, persist in their academic goals,
gain career-related work experience, find employment in their chosen fields, and
graduate. The purpose of this study was to determine if the career development of
students by class level had been enhanced by participation in a career management
plan specifically prepared for undergraduates. The intervention of a career
management plan was successful, especially for seniors and middles, in enhancing the
career development of undergraduates. Career management plans may help students
that are academically undecided to become more connected to their majors by
focusing more on academic and career matters.
Grubb (2004) pointed out that the interest in career information and guidance
(CIG) has grown as part of many countries efforts to strengthen education to improve
their workforce. While CIG may facilitate markets in education and training, the
provision of CIG itself is subject to market failures. This paper examines the demand
for CIG, the structure of supply, and the nature of markets. Based on the OECD
Career Guidance Policy Review, it then examines ways that countries have tried to
correct such market failures in CIG – clarifying the responsibilities of governments to
create the foundations necessary for markets.
Watts and Kidd (2000) mentioned that the turn of the century is an apposite
time to review the development of guidance in the United Kingdom. According to
them, the concept of guidance, in terms in which it is now understood, is very much a
20th century notion. It draws on two distinct but related traditions: the development of
the practice of career guidance; and the development of guidance as an educational
concept. The article traced the history of these two developments, and the
relationship between them. It also examined some of the conceptual issues they raise
including the important but somewhat problematic interface with counseling.
Challenges for guidance in the new millennium are discussed, in relation both to
policy and practice and to theory and research.
However, a review by Watts (2002) reveals that in several countries career
guidance services in tertiary education are inadequate. Career guidance roles within
education tend to be least strongly professionalized in higher education, which is the
sector that is responsible much for the professional training in the field as a whole.
Several studies have also focused on the functions and services to be provided
by higher educational institutions for career guidance.
While mentioning about guidance services Traxler and North (1966) pointed
out that the main functions of guidance services are providing information concerning
colleges and relating information about the abilities and interests of individual pupils
to information about the offerings of the colleges. Hopson and Hayes (1968)
explained that counseling is a part of guidance and tried to define the important terms
like analysis, information, orientation, counseling, and placement and follow up.
They also explained the meaning of vocational guidance.
McCormac (1988) mentioned that the ever increasing demand on guidance and
counseling programs has added new responsibilities to the tasks of the counselor
specifically in the area of career development. Along with this increase in
responsibility, the issue of accountability has been added. Career information delivery
systems (CIDS) assist the counselor in meeting the need for accurate, relevant
occupational and educational information that can be disseminated in a timely
efficient manner. Therefore, CIDS should be a vital part of all comprehensive career
guidance and counseling programs.
Davidson (2001) observed that career centers on university and college
campuses are making use of the World Wide Web to help their users with a myriad of
career related needs. The advantages of technological service delivery mode have
been briefly reviewed in this article. As well, a computer emphasis has the potential
for drastically changing career centers as we know them: their traffic patterns, staffing
needs, resource procurement, and perhaps most importantly, their outcomes in the
lives of the students who make use of them.
Coccaro (1997) explains that there are many considerations when investigating
careers. Industries, occupations, necessary education and experience, salaries, and
locations will be examined. Researching companies and writing resumes and cover
letters are also a part of the career development process. There are many career
guidance web sites to assist in these areas. Many of these sites are associated with
college and university career counseling centers. They usually contain information
specific to what their institutions offer, such as campus job fairs.
Yang, Eunjoo and others (2002) explained that the increased number of
international students in United States universities and colleges have created the need
for the development of services that appropriately reflect their needs and
characteristics. Taking the Career Center at the University of Missouri, Columbia for
career services exclusively for international students, he explained various career
services such as individual services and online services; information on graduate
schools and entrance examination practices; information on available employment
opportunities and work permit policies; career assessments; and information about
specific skills for obtaining a job in the United States. He further discussed several
marketing strategies used to ensure international students' use of services.
There are good number of articles that throw light on impact of ICT on career
guidance.
McCormac (1989) suggest that counseling can help to provide a meaningful
frame of reference for career information. Computers and other technology offer an
increasing variety of presentation methods, each having different impacts on
individual clients. Counselors need to be knowledgeable about what information
sources and resources are available. They also should be skillful in the use of
information with clients who are operating along a continuum of developmental
levels. The context of this information, the labor market, is constantly changing so
counselors need to keep up to date in regard to career information resources and
delivery services.
India: Career development is very important for graduates especially in a developing
country like India. Here an attempt has been made to review the literature produced
in India by Library and Information Science professionals and others on the vital
aspect of career guidance.
Even though from the ancient times there was some kind of practice to provide
career guidance like advice given by elders in the family or gurus to the young
aspirant the system was not organized as in the Western countries.
At the higher education, University Grant Commission (UGC) has made
notable initiatives for career guidance. Emphasizing the age old practices UGC
(India) (1981) in its reports mentioned that it is the responsibility of the teacher to
guide and inspire the students; to enrich his discipline to inculcate values which are in
consonance with our cultural heritage and our social objectives.
Attempts towards defying the concept and underlying the importance of
collaboration were the focus of works by Gupta et.al. Jaganatha Reddy (1974)
mentioned about the history of guidance and counseling and also the role of counselor
in providing counseling. He opined that guidance, counseling and student personnel
services are American inventions, and endorses that Frank Parson fought against
human waste from school drop outs through guidance. To provide effective and
qualitative career guidance to individuals there should be collaboration between
concerned agencies and personnel which can save much time and resources, observed
Gupta (1985). He stated that guidance is found in that area of educational endeavour
which involves assistance given by agencies or persons to the individual in making
choices and in helping him to make the choice. He defined vocational guidance as a
process involving organized assistance to individuals for the building up of a
successful career without much wastage of energy and time. Mukhtar (1992) had
given definitions of guidance as a personal assistance for the growth of innate power
in harmony with the need of society and rendering guidance is not everybody’s job
but a work of most competent, efficient, mature and able guide. He mentioned that
guidance aims to stop wastage of human power and material resources which is very
much needed in a developing society by helping their place in a society.
The 21st century authorship emphasized the methods of career guidance to
reach out to user group. Singh, Antarpreet (2000) explains how to search job on the
net. He had given some of the important international/Asian sites and Indian sites and
also listed few of the free services offered by these sites such as searching for job on
the databases maintained by the sites, posting resume on the net, names and addresses
of leading job consulting companies, profiles of some leading companies, free job
bulletins and premium packages like resume designing, searching jobs and informing
the person concerned by e-mail etc. The need for well planned search strategy and
seven tips for success are discussed.
Pankaj (2001) mentioned that a right career at right stage is, indeed a difficult
task. Reasons are several and include lack of knowledge and awareness about the
state-of-the art courses in relation to the employment avenues. He observed that
parents also find it hard to advise their children about an appropriate career choice.
Realizing this situation, he made an attempt to justify the case for establishing an
expert centre to solve such problems. It is in this context a system design of an
Expert Career Guidance Centre and an Online Current Affairs Magazine as an
Internet accessible web-site, has been discussed.
The help a student can accrue from a Counseling Centre were presented by
Avani Maniar (2002) specifically in the selection of educational courses, occupations,
job placements, placements in the next stage of education and training, improvement
of study skills, maintenance of mental health, counseling regarding personal
adjustments problems, identifying the gifted, and backward.
Tadasad (2004) observed that it is difficult for an individual to take decisions
about his job or further studies owing to the over loaded information and opined that
under these circumstances they require specialized support from a counselor, in
educational and allied matters. He also mentioned that due to varying job
opportunities which are diversified in their requirements and also the market
conditions, there are circumstances today, where traditional education will not be
enough for students to get a job. There are also requirements to build up networking
of counseling centers through internet/e-mail/ and networking of such services
amongst universities/industries/outsourcing/placement centers/educational institutions
and equalizing opportunities to all.
Above reviews clearly give a general view about what is going on in the field
of career guidance activities and what more could be done in this area. As this study
is mainly concentrated on the role of libraries there is a need to see what are the
earlier studies in this field.
4.1.2. Role of libraries: Exhaustive Search for literature on role of libraries and
librarian did not produce much result. Only few articles or references are found in
this area.
Librarian and library staff have a role to play in the dissemination of career
information to career information seeker. Supporting this idea Norris, Willa and
others (1972) after defining various terms related career and its objectives pointed out
that library is the logical location to store the information needed to provide career
information and librarian and other staff in the library has a major role to play in the
organization and dissemination of career information. They have identified some
vital aspects of an occupation, which, interested persons would like to know before
making their final career choice.
To provide career information services in the libraries it should improve its
collection in this area as stated by Turner (1979). He explained that there is a large
latent demand for information about careers. Among the services offered by the
library, in addition to the main reference and information function, there are a current
awareness bulletin to careers officers and teachers. He suggested that library’s stock
should include complete set of prospectuses for all higher educational institutions,
regional further educational colleges and specialist colleges like drama, agriculture,
correspondence etc, as well as a complete set of course directories. There is also a
large amount of background material on careers guidance and counseling, the quality
of work, employment law, the education system, training, grants etc as they affect
careers or further education choice.
In this networked environment one can make use of internet to get information
regarding careers as noted by McMohan (1998). According to him the internet can be
a great help to job seekers or career changers. He had listed some of the important
career resource sites, government sites, career centers sites, commercial sites, and
individual company sites. Internet is a powerful tool for patrons, librarians, and
information professionals looking for career resources.
As an information officer librarian is the knowledgeable person to know the
various career resources available in the market, so can work in collaboration with
other members of career counseling cell. Lary, (1985) highlights the importance of
career resource centre in providing career information to students. Information on
any career holds a legitimate place in a career center. The librarian in conjunction
with the counseling staff is in the enviable position of being aware of various
informational resources: directories, manuals, biographies – with which some
guidance personnel may be unfamiliar. The usefulness of career resource center
depends on the appropriate materials being available, easy accessibility to them, and
competent staffs to assist the students with the materials are discussed in this article.
In his opinion both members of the guidance/counseling staff and of the library staff
will be involved in identifying materials to be acquired. In addition to career-oriented
information, he suggested that career resources also should include materials on
clothing suggestions, business etiquette, resume preparation, and interview
techniques.
In supporting the idea of library as a career resource centre, Joshi, (1994-1995)
made an attempts to distinguish guidance from counseling and advising. He
Explained career guidance and the vast range of career information contained in a
variety of information sources, identified potential users of career information and
their requirement for guidance. He further described the role of various agencies
entrusted with providing career guidance and explored the library’s role as a career
information resource centre.
There should be certain methods to provide career information services in the
libraries. In relation to this Jalaja and Dineshan Koovakkai (1997) highlight the need
for recognizing the candidates preparing for competitive examinations/job seekers as
a dominant user group in libraries. Discusses how information services can be
provided effectively to these users. Also suggest the methods of providing career
related information using the same technology of Current Awareness Service (CAS)
in libraries.
Jalaja and Dineshan Koovakkai (1998) discussed the importance of career
information products as potential marketable products for earning revenue to public
and academic libraries. Suggestions have been made for designing career information
products which can be sold to the target group by charging reasonable price.
Jalaja and Dineshan (1999) highlight the significance of providing
information to career seekers in libraries. It discusses the important information
services which can be provided to the job/career seekers using electronic media and
suggests the use of existing information services such as CAS, SDI etc, to provide
career related information with the help of computer and communication facilities.
They have also mentioned the importance of providing internet services to career
seekers; the various applications of internet in the field of providing career
information and job searching. The paper attempts to identify the possibilities of the
electronic media for the provision of proper information services to career seekers.
The above reviews relating to library and its role in career guidance gives a
basic idea about the part played by libraries and librarians in this particular field. It
may be the first rung in the ladder to step up. There is still scope to go higher and
higher to show the way to the needy by providing right information at the right time.
Out of the literature cited above very few are research based studies and
majority of them are opinion-based articles. In India, Dineshan has made a research
study on ‘Information requirements of career seekers in Kerala in relation to
information resources and services in libraries.’ However he did not make an insight
into ‘the role of college libraries in career guidance.’ Hence a need was felt to make a
probe into this vital aspect and to ascertain the role of libraries in career guidance.
4.2. Study Design
College education, the first step in higher educational ladder, aims at
developing an educated, complete human being, who will be a good citizen and
protect the pride of the country. At the same time it also aims at producing the
subject specialists, who will climb the ladder further to become researchers, scientists
and experts. It is no exaggeration to state that libraries are one of the primary sources
of knowledge, that have a crucial role to play directly in the documentation of
knowledge, and developing knowledgeable personalities. In the library the librarian
has a vital role to play in the molding of persons and directing them to the right
information and guiding them to become the person they want to be through career
development. Effective career information and guidance systems are a key to
making lifelong learning a reality for all. They can help to make the best use of
human resources in the labour market as well as in education by allowing better
matches between people's skills and interests and available opportunities for work and
learning.
Hence, an attempt is made to examine how far the degree college libraries,
affiliated to Andhra University, have been fulfilling these objectives. A survey was
conducted to find out whether these libraries fully equipped, to meet the user need in
career development. Further opinions of students was sought to assess the
requirements and how far the libraries able to meet them.
4.3 The Study area
Andhra University, established in 1926, is one of the renowned universities in
India, located at Visakhapatnam. Presently the University is catering to the
educational needs of five districts namely Visakhapatnam, East Godavari, West
Godavari, Vizianagaram and Srikakulam. Colleges affiliated to Andhra University
are managed by state government, Private aided, Private unaided and Private aided
autonomous bodies. Very recently (August/Sept. 2006) the Andhra University area is
bifurcated into Adikavi Nunnayya University and Andhra University. This study is
carried out before the division. For this study only government and private aided/
autonomous colleges are taken into consideration. As on 2005 there are a total of 405
colleges affiliated to Andhra University out of which 39 government and 6 private
aided/ autonomous colleges, are ought to be well equipped than their counterparts.
Hence, the present study has been carried out taking a sample of 45 college libraries.
The study has done under two phases. In the first phase questionnaires are
administered to the concerned college librarians. After going through the responses
of the librarians specifically on the issue of career guidance 3 Autonomous Degree
Colleges and 8 Government Degree Colleges are taken for the study where the library
claims to play a role in career guidance. An attempt has been made to include
colleges from all the five districts so that rural and urban areas too could cover.
4.4. Objectives
The objectives of the present survey are:
To find out the role being played by college library in career guidance.
To assess how far the library collection support the career guidance activities
in higher educational institutions.
To find out the ways and means used by the librarian to promote career
information.
To assess the needs of students related to career guidance.
To find out the level of satisfaction of students for the career information
services provided in college libraries.
To suggest how the libraries can effectively help in the career guidance
activities.
4.5. Hypotheses
Hypothesis is an important element of research. No scientific investigation
can be completed with success without a test of hypothesis. In very simple term, one
can say that in order to find out facts one has to start with some assumptions or
propositions. These assumptions may be in a very tentative form or shape. This
initial conjecture is subjected to rigorous testing, examination and verification, a very
precise and controlled study, hypothesis are consciously formulated for further test.
The present study was initiated with the following assumptions.
College libraries are having adequate collection and necessary infrastructure to
provide career guidance.
College libraries provide career related services either formally or informally.
College libraries are playing a vital role in offering career guidance.
College librarians are in favour of offering career guidance and play a vital
role in its implementation.
Students are interested in their career development and are satisfied with the
facilities in the libraries.
Students are satisfied with the career information collection in the college
libraries.
4.6 . Scope
Andhra University (A.U) was established on 26th April 1926 is one of the
oldest Universities in India and is richest in knowledge with 'A' grade status by the
National Assessment and Accreditation Council of India (NAAC). It is also the first
University in the country to receive the prestigious association of Commonwealth
Universities Public relations Marketing and Communications award for the year
2005-2006. The university is located at Visakhapatnam. Until recently the University
is catering to the educational needs of five districts namely Visakhapatnam, East
Godavari, West Godavari, Vizianagaram and Srikakulam; however now it covers
districts of Visakhapatnam, Vizianagaram and Srikakulam. Colleges affiliated to
Andhra University are managed by state government, Private aided, Private unaided
and Private aided autonomous bodies. For this study only government colleges and
private aided autonomous colleges are taken into consideration. The scope of the
study has been restricted to Government and autonomous colleges affiliated to
Andhra University (Andhra Pradesh, India) that numbers to 45. The scope of the
subject is not restricted but focused on career guidance through college libraries.
4.7. Sample
As already indicated, 45 colleges have been chosen for the study, which
include 39 government colleges and 6 aided autonomous colleges. For the user
survey only those colleges which are providing career information service effectively
have taken in to consideration. The information collected from the college libraries
revealed that in 16 Government Degree Colleges and 5 Autonomous colleges the
libraries have actively involved in the career guidance activities of career guidance
cell. Hence a 50% of these colleges were taken as sample. Therefore, for the user
survey 8 Government Degree Colleges and 3 Private Aided Autonomous Colleges are
taken in to consideration and seen that the sample should include all the 5 districts
and also colleges from rural and urban areas. Stratified random sample design is used
in the selection of the user survey sample. The stratified random sampling technique
was adopted and 10% (Proportional to the student strength) sample from each strata
of each college was gathered that accounts to 966 of degree college students from the
above 11 colleges are taken. Samples are collected from BSc, B.A and BCom 1 st, 2nd
and 3rd year students respectively. In the selected sample as only few colleges are
offering Post Graduate courses they are not included for the present study.
4.8. Methodology
Survey method has been followed to collect data, owing to its inherent
advantages with questionnaire as a tool. However, the present survey has the
limitations that occur in any social survey.
4.8.1. Data collection: The data about career guidance information services in degree
college libraries was collected with the help of questionnaire. Expert’s opinion was
sought before the final drafting of the schedule. Pilot study was conducted before the
last implementation of the questionnaire in the survey area. During August 2005, 45
questionnaires with cover letter for college librarians were mailed and the scholar
made personal visits to the extent possible. A reminder was sent after 3 weeks of the
initial mailing to remind the non-respondents. Again after another 3 weeks second
reminder was sent to the non-respondents. Inspite of reminders 40 responses received
i.e. a response rate of 88.89%.
The questionnaire to the librarian incorporated the following aspects.
1. General information, 2. Information regarding college library, 3. Working
hours, 4. Finance, 5. Information resources, 6. Technical processing, 7. Services
offered, 8. Staff, 9. Facilities, 10. Career guidance cell, 11. Sources available for career
guidance, 12. Career guidance activities in the library, 13. Role of librarian in career
guidance,14. Personal characteristics required by the librarian to provide career guidance,
15. Soft skills required by the librarian 16. Problems faced by the library in providing
career guidance.
(A specimen questionnaire given as Annexure I.)
To achieve the research objective a second questionnaire was constructed for
user (students) survey and implemented after pretest. During October 2006 to
December 2006 the researcher personally visited the selected 11 colleges to distribute
and collect the questionnaire. Questionnaire deals with following aspects.
1. General information, 2. Visit to library, 3. Career information service, 4. Role of
library in Career guidance, 5. Role of librarian in career guidance.
(A specimen questionnaire given as Annexure II.)
A thorough study of the articles published on the topic of investigation and
related areas in standard journals, proceedings of conferences and seminars on the
subject of study was also made. The specific reading materials referred to are
indicated at the appropriate places in the report and a bibliography is given at the end.
APA citation style is used to cite the references.
4.8.2. Analysis of Data: Statistical data analysis is the culmination of the long
process of hypothesis formulation, instrument construction and data collection. The
data thus collected has been compiled, tabulated, analyzed and interpreted, following
logical method of induction and deduction and presented in the following unit. To
culminate the research study properly it is necessary to analyze the research data so
that one can properly test the hypotheses or answer ones research questions and also
can present the results of the study in an understandable and convincing form. Both
descriptive and inferential statistics were performed.
4.8.2.1. Hypothesis testing: Statistics that are used to infer the truth or falsify of a
hypothesis are called inferential statistics, in contrast to descriptive statistics, which
do not seek to make an inference but merely provide a description of the sample data.
Much statistical analysis consists of hypothesis testing. Testing is done mostly when
the relationship between two variables is significantly different from zero. If the
relationship between two variables is zero, then there is no relationship.
For the present study Statistical techniques used for analysis are the percentage
analysis and Chi-square test.
1. Percentage analysis –In this study the percentages are calculated and presented in
the table below the actual value in circular brackets.
2. Chi-square (X ): The most commonly used test of significance for independence
for tables containing nominal and ordinal variables is x . Here one compare the
observed data with the expected data. The distribution of the difference between
observed and expected values has been found to approximate the X distribution, as
indicated the formula:
Here E = Column Total x Row Total divided by Grand Total.
O = Observed value
E = Expected value
i.e.
Where E = Expected value
CT = Column Total
RT = Row Total
GT = Grand Total
Where ‘O’ indicates the observed value and ‘E’ the expected value. The larger
the summed difference between observed and expected values as a ratio of expected
values, the larger the value of chi-square and the greater the likelihood that the
relationship is statistically different from zero.
After finding the value one has to see the degree of freedom (d,f) in the table
values.
The general formula for computing degrees of freedom (d,f) for contingency
tables is
(R-1) x (C-1)
Where R = number of rows in the table and
C = number of columns.
Level of significance: The chi-square test is used to evaluate whether the difference
between observed and expected frequencies is due to the sampling fluctuations and as
such insignificant or whether the difference is due to some other reason and as such
significant.
Before drawing the inference that the difference is significant, researchers set
up a hypothesis, often referred as a null hypothesis, symbolized as (H0) as contrasted
with the research hypothesis (H1) that is set up as an alternative to H0. Usually,
although not always the null hypothesis states that there is no difference between
several groups or no relationship between variables, where as a research hypothesis
may predict either a positive or a negative relationship. In other words, null
hypothesis assumes that there is absence of non-sampling errors and the difference is
due to chance alone. Then, the probability of the occurrence of such a difference is
determined. The probability indicates the extent of reliance that we can place on the
inferences drawn. The table values of chi-square are available at various probability
levels. These levels are called levels of significance. Usually (in social sciences
problem), the value of chi-square at 0.05 or .01 levels of significance from the given
degrees of freedom is seen from the table and is compared with observed value of chi-
square. If the observed value of X2 is more than the table value at 0.05, it means that
the difference is significant. The level of significance shall be 5% (100-95) which is
known as 0.05 level of significance.
4.9. Limitations
In general, the social survey has its own limitations as it deals with human
beings and in different social environments. The present survey also carries these
inherent limitations of a social survey.
Further due to lack of time and infrastructure this study could include only
government and private aided autonomous colleges affiliated to Andhra University.
Further research can be extended to other private aided and private unaided degree
colleges and also other colleges under different universities in Andhra Pradesh.
Because of financial constrains the study could cover only few of the colleges
for user study and also the number was limited to 966 students. The result would
have been better if the user sample has taken at least from all the colleges under
study.
The user study sample was taken only from the degree students and P.G
students were not included in the survey, as these courses are being offered in 3
colleges. Further research can probe the career needs of postgraduate students also.
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Chapter 5
ROLE OF LIBRARIES IN CAREER GUIDANCE: ANALYSIS OF DATA
5.1.0. Need and importance of career information in the knowledge era:
Career guidance covers a range of activities that are designed to assist individuals
to make and implement informed choices related to their career development. These
activities include career development programs, career information and career
counseling. Career information is a very inclusive concept and consists of job and
occupational descriptions, information about employment trends and consequent
opportunities or declines in opportunity, details about courses and qualifications, and
information about costs, remuneration and financial assistance associated with
educational and vocational options. Libraries are one of the logical service providers for
this role, and librarians are one of the logical resource persons to enhance the delivery of
needed information. Librarians are in a key position of being aware of resource materials
that other career/job professionals may not even be aware of. Career/job seekers are in
need of current information which the libraries could provide without much difficulty.
The world of work is changing and it affects how individuals plan for careers and seek
employment. These place new levels of expectation upon libraries that have long been
traditional providers of career information to their clientele, may be informally.
In this chapter the data collected on the status of library use for career guidance
programme in Government and private aided autonomous degree colleges affiliated to
Andhra University has been analyzed.
Chart -1
COLLEGES UNDER STUDYS. No Name of the college Year of
establishment
Courses offered
Degree PG
1 GOVT. DEGREE COLLEGE, RAJAHMUNDRY– 533
105, EAST GODAVARI.
1873 B.A; B.Sc,
B.Com
M.A, M.Sc,
M.Com
2. P.R. GOVT. DEGREE COLLEGE,
KAKINADA– 533 001, EAST GODAVARI.
1884 B.A; B.Sc,
B.Com
3.
AS D GOVT. DEGREE COLLEGE, KAKINADA-533
002, EAST GODAVARI
1962 B.A; B.Sc,
B.Com
4. GOVT. DEGREE COLLEGE,
RAZOLE– 533 242, EAST GODAVARI.
1968 B.A; B.Sc,
B.Com
5. V.KV. GOVT. DEGREE COLLEGE , KOTHAPETA–
533 401, EAST GODAVARI.
1979 B.A; B.Sc,
B.Com
6. GOVT. DEGREE COLLEGE,
TUNI– 533 401, EAST GODAVARI.
1980 B.A; B.Sc,
B.Com
7 GOVT. DEGREE COLLEGE,
RAVULAPALEM– 533 238, EAST GODAVARI.
1981 B.A; B.Sc,
B.Com
8. GOVT. DEGREE COLLEGE, SEETHANAGARAM–
533 287, EAST GODAVARI.
1983 B.A; B.Sc,
B.Com
9. GOVT DEGREE COLLEGE, MANDAPETA– 533 308.,
EAST GODAVARI.
1989 B.A; B.Sc,
B.Com
10. GOVT DEGREE COLLEGE,
SALUR– 532 591.,VIZIANAGARAM.
1985 B.A; B.Sc,
B.Com
11. GOVT. DEGREE COLLEGE,
SRUNGAVARAPUKOTA–531145, VIZIANAGARAM.
1984 B.A; B.Sc,
B.Com
12. GOVT DEGREE COLLEGE FOR MEN,
SRIKAKULAM– 532 001, SRIKAKULAM.
1951 B.A; B.Sc,
B.Com
13. GOVT DEGREE COLLEGE FOR WOMEN,
SRIKAKULAM– 532 001, SRIKAKULAM.
1968 B.A; B.Sc,
B.Com
14. GOVT DEGREE COLLEGE,
TEKKALI- 532 201, SRIKAKULAM.
1971 B.A; B.Sc,
B.Com
15. GOVT DEGREE COLLEGE , NARASANNAPETA–
532 421, SRIKAKULAM.
1983 B.A; B.Com
16. GOVT DEGREE COLLEGE,
PALAKONDA– 532 440, SRIKAKULAM.
1983 B.A; B.Sc,
B.Com
17. GOVT DEGREE COLLEGE, AMADALAVALASA-
532 105, SRIKAKULAM.
1984 B.A; B.Com
18. S.C.I.M.. GOVT. DEGREE COLLEGE,
TANUKU– 534 211, WEST GODAVARI.
1968 B.A; B.Sc,
B.Com
19. A.S.N.M. GOVT. DEGREE COLLEGE,
PALAKOL– 534 260, WEST GODAVARI.
1968 B.A; B.Sc,
B.Com
20.. 1972 B.A; B.Sc,
B.Com
NIDADAVOLE– 534 301, WEST GODAVARI.
Continued
21. R.R.D.S. GOVT. DEGREE COLLEGE,
BHIMAVARAM– 534 202, WEST GODAVARI
1972 B.A; B.Com
22. S.A.S. GOVT. DEGREE COLLEGE,
NARAYANAPURAM– 534 407, WEST GODAVARI
1972 B.A; B.Sc,
B.Com
23. V.V. GIRI GOVT. DEGREE COLLEGE,
DUMPAGADAPA– 534 235 WEST GODAVARI
1974 B.A; B.Sc,
B.Com
24. DNR GOVT. DEGREE COLLEGE FOR WOMEN,
PALAKOL– 534 260, WEST GODAVARI
1982 B.A; B.Sc,
B.Com
25. SVD GOVT. DEGREE COLLEGE FOR WOMEN,
NIDADAVOLE– 534 301, WEST GODAVARI
1983 B.A; B.Sc,
B.Com
26. GOVT. DEGREE COLLEGE,
CHINTALAPUDI– 534 460, WEST GODAVARI
1987 B.A; B.Sc,
B.Com
27. CH.V.P.M.R GOVT DEGREE COLLEGE,
GANAPAVARAM, WEST GODAVARI, A.P
1972 B.A; B.Sc,
B.Com
28. DR.VS KRISHNA GOVT. DEGREE COLLEGE,
VISAKHAPATNAM– 530013
1979 B.A; B.Sc,
B.Com
M.A., M.Sc
29. VISAKHA GOVT. WOMEN’S DEGREE COLLEGE,
DABAGARDENS,VISAKHAPATNAM – 530 020.
1975 B.A; B.Sc,
B.Com
M.A, M.Sc
30. GOVT. DEGREE COLLEGE,
CHODAVARAM– 531 036, VISAKHAPATNAM
1981 B.A; B.Sc,
B.Com
31. GOVT. DEGREE COLLEGE,
NARASIPATNAM– 531 116, VISAKHAPATNAM
1984 B.A; B.Sc,
B.Com
32. SVLNS GOVT. DEGREE COLLEGE,
BHEEMUNIPATNAM– 531 163, VISAKHAPATNAM
1984 B.A; B.Com
33. SGAR GOVT. DEGREE COLLEGE,
YELAMANCHILI– 531 051. VISAKHAPATNAM
1985 B.A; B.Sc,
B.Com
34. GOVT. DEGREE COLLEGE,
PADERU – 531 024, VISAKHAPATNAM
1985 B.A; B.Sc,
B.Com
35. M.R. (AUTONOMOUS) COLLEGE,
VIZIANAGARAM– 531 202
1887 B.A; B.Sc,
B.Com
36. SDS (AUTONOMPOUS) COLLEGE OF
ARTS & SCIENCE,
SHREERAMNAGAR– 535 101.VIZIANAGARAM
1985 B.A; B.Sc,
B.Com
MSc
37. ST. JOSEPH’S (AUTONOMOUS) COLLEGE FOR
WOMEN, VISAKHAPATNAM – 530 004
1958 B.A; B.Sc,
B.Com
MSc
38. D.N.R. (AUTONOMOUS) COLLEGE,
BHIMAVARAM– 534 202, WEST GODAVARI
1945 B.A; B.Sc,
B.Com
M.A, M.Sc,
M.Com, MCA,
MBA
39. SIR C.R.R. (AUTONOMOUS) COLLEGE, 1945 B.A; B.Sc, M.A, M.Sc,
ELURU– 534 007, WEST GODAVARI
B.Com M.Com, MCA,
MBA
40. CH.S.D.ST. THERESA’S (AUTONOMOUS)
COLLEGE FOR WOMEN, ELURU– 534 003, W.G. Dt.
1953 B.A; B.Sc,
B.Com
M.A, M.Sc, MCA
Table 5.1.1
Response rate to the questionnaire
Response to Questionnaire No. of Degree CollegesTotalGovernment Autonomous
Questionnaires distributed
Response received
39(100)
34(87.18)
6(100)
6(100)
45(100)
40 (88.89)
The above table reveals the response rate from the librarians of colleges
under study. Out of 39 Government college librarians 34 (87.18%) and all six (6)
autonomous college librarians have responded to the questionnaire. i.e. a total
response rate of 88.89%.
Pie chart gives a clear picture of the response rate of the librarians.
Response rate
88.89
11.11
Responded
Non-responded
Figure 5.1.1
It is clear from the above figure 5.1.1 that 88.89% responded to the
questionnaire and remaining 11.11% did not respond.
5.1.1Nature of college
The colleges under study include co-education and women colleges as the
study intends to take care of both genders. Table 5.1.2 shows the nature of
colleges under study.
Table 5.1.2
Nature of College
NatureNo. of Degree colleges
Total40*
Government34*
Autonomous6*
Women’s College
Co-education
4(11.76)
30(88.24)
2(33.33)
4(66.67)
6(15)
34(85)
*=sample size
The above table reveals that 6 (15%) colleges admits only women
candidates and 34 (85%) are co-education. Among the government colleges 4
(11.76%) admit women and 30 (88.24%) caters to both men and women, where as
among the autonomous colleges 2 (33.33%) serves only women candidates and 4
(66.67%) admits both the genders. A significant observation is that most of the
degree colleges prefer to serve as co-education institutions.
5.1.2 Medium of instruction
In this globalized knowledge based society medium of instruction has a
great role to play as it help in the development of communication skill and also to
make it easy the movement of labour force all over the world.
Table 5.1.3
Medium of instruction
MediumNo. of Degree colleges
Total40*
Government34*
Autonomous6*
Telugu
English/Telugu(both)
18 (52.94)
16 (47.06)
--
6 (100)
18(45.00)
22(55.00)
*=sample size
Table 5.1.3 reveals that 18 (45%) colleges offer the course in regional
language that is Telugu and 22 (55%) provides instructions in English as well as
Telugu. Among the government colleges 18 (52.94%) offer courses in Telugu
medium and 16 (47.06%) offer courses in Telugu and English medium.
Preference to offer the courses in both media is a healthy feature as the students
have choice to opt as per their interest.
5.1.3 Strength of the College
The proper functioning of a higher educational institution depends on the
strength of faculty and students. The strength of the colleges is also depends upon
the areas in which the institution is situated. Mostly in urban areas the strength of
faculty and student will be higher than the rural areas. Hence an attempt is made
in the following tables to find out the strength of the college.
5.1.3.1. Faculty: The quality of teaching depends upon the number of teaching
staff in the colleges. They are the producers who work on the minds of the
youngsters and bring out the polished final product. There should be sufficient
number of teaching staff for the proper implementation of academic programmes.
The faculty strength of the colleges under study is displayed in Table 5.1.4.
Table 5.1.4
Faculty strength of the collegesNo. of teaching staff
No. of Degree Colleges Total
40*Government
34*Autonomous
6*0 – 50
51 -100
101 – 150
151 and above
30(88.24)
3(8.82)
1(2.94)
--
2(33.33)
--
4(66.67)
--
32(80.00)
3(7.50)
5(12.50)
--
*=sample size
Above table 5.1.4 clearly explains that 32 (80%) out of 40 colleges are having
teaching staff between 0 – 50. 5 (12.50%) colleges are having teaching staff
members between 101 – 150 and 3 (7.5%) colleges are having teaching staff
between 51 – 100. It can be concluded that in majority of colleges the staff
position is adequate.
5.1.3.2 Student strength: The existence of an educational institution depends
upon the number of students admitted there. They are the life blood of the
educational institutes. The student strength of the colleges under study is
displayed in Table 5.1.5.
Table 5.1.5
Total number of students
No. of students No. of Degree Colleges Total
40*Government
34*Autonomous
6*0 – 150
151 – 300
301 – 450
451 – 600
601 – 1000
1001 – 1500
1501 – 2000
2001 and above
--
4(11.76)
8(23.53)
6(17.65)
9(26.47)
3(8.82)
2(5.88)
2(5.88)
--
--
--
1(16.67)
1(16.67)
--
--
4(66.67)
--
4(10.00)
8(20.00)
7(17.50)
10(25.00)
3(7.50)
2(5.00)
6(15.00)
*=sample size
Table 5.1.5 depicts that 10 (25%) colleges out of 40 are having students
ranging from 601 – 1000. 8 (20%) colleges are having student strength of 301 –
450 and 6 (15%) colleges are having student strength of 2001 and above. The
student numbers indicate the need for career guidance to develop suitable
manpower for the needs of the country. However to provide career guidance in
the colleges there should be enough faculties. This will help them to provide
individual attention to student’s problems and needs.
5.1.4 Academic programs and courses:
Academic programs play an important role in the forming of the work force
within and outside the countries. As the global economy continues to blossom and
there is a need for the work force to move more and more freely across the
boundaries; hence they should be well equipped with the new developments in
different subjects. It is necessary to offer new courses in higher education to help
the new generations to meet the present requirements in this digital era. Figure
5.1.1 gives an idea about the important courses offered by the colleges under
study.
Colleges affiliated to Andhra University have provided various degree
courses as indicated in chart 1. Fig. 5.1.2 reveals that most of the colleges offer
BA, BSc and B.Com courses and some colleges have Master degree program. All
the Government colleges and Autonomous colleges under study offer B.A and
B.Com courses. Where as 88.24% of the Government colleges and 100%
Autonomous colleges offer B.Sc courses. Only 8.82% government colleges and
50% autonomous colleges offer M.A courses. 8.82% of the government and
83.33% of the autonomous colleges offer MSc courses in various subjects.
M.Com course is provided by 5.88% of the government college and 33.33% of the
autonomous college. Only 33.33% autonomous college offers MBA course and
50% autonomous college offers MCA course.
100
100
100
88.24
100
87.5
100
100
100
8.82
50
12.58.82
66.66
15
5.88
33.33
7.5
0
33.33
50
50
7.5
0102030405060708090
100
Perc
enta
ge
B.A BSc B.Com M.A M.Sc M.Com MBA MCACourses Offered
Academic programs and courses offered Govt.
Autonomous
Total
Figure 5.1.2
Above figure also reveals that all the colleges under study offer B.A
courses in different subject combinations and B.Com courses and 90% offers B.Sc
courses in various subject combinations. 15% college offers M.A courses in
various subjects. 20% college offers M.Sc courses in different subjects. Only 10%
colleges’ offer M.Com, 5% colleges offer MBA and 7.5% offer MCA courses.
5.1.5 Year of establishment of the college libraries:
The year of establishment of the college library influences its growth in
terms of physical facilities, number of volumes acquired, number of periodical
subscriptions, number of staff working in the library, the quality of service
provided by the library etc. Here the years are divided under pre-independence i.e
before 1947, post-independence i.e. from 1948 – 1979 and modern period which
starts from 1980 onwards.Table 5.1.6
Year of establishment of the library
Year of establishment of the college library
No. of Degree Colleges Total
40*Government
34*Autonomous
6*
1853 – 1947
1948 – 1979
1980 – 2006
2(5.88)
15(44.12)
17(50.00)
3(50.00)
3(50.00)
--
5(12.50)
18(45.00)
17(42.50)
*=sample size
Table 5.1.6 shows that out of 40 college libraries under study 18 (45%)
were started in between 1948 – 1979, 17 (42.5%) of the college libraries began in
the modern period i.e. 1980 – 2006 and remaining 5 (12.5%) were started before
independence i.e.1853 – 1947.
In the case of government college libraries 17 (50%) of them are started in
between 1980 – 2006, while 15 (44.12%) were established in between 1948 –
1979 and 2 (5.88%) of them began in between 1853 – 1947.
3 (50%) of the Autonomous college libraries were established in between
1853 – 1947 and the remaining 3 (50%) were started after independence i.e. 1948
– 1979.
The survey further revealed the libraries have been established from the
inception of the college.
5.1.6 Working Hours
One of the important aspects that contribute for the proper utilization of the
library facilities is its working hours. Generally the working hours of libraries in
degree colleges are concomitant of the working hours of the colleges. Usually, a
degree college works for six hours a day. In certain degree colleges for
administrative convenience the degree colleges and junior colleges are run on a
shift basis. In such cases they are working for five hours only
Table 5.1.7
Working hours of the college
Working hours of the college
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
0 – 6
7 – 12
--
34(100)
--
6(100)
--
40(100)
*=sample size
It is evident from the above table that all the colleges work about 7 – 12 hour
per day.Table 5.1.8
No. of working hours in college libraries
Hours
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
5 – 7
8 – 10
11 and above
24(70.59)
10 (29.41)
--
1(16.67)
4 (66.67)
1(16.67)
25(62.50)
14(35.00)
1(2.50)
*=sample size
The above table reveals that 25 (62.5%) college libraries are kept opened
for 5-7 hours a day and 14 (35%) college libraries 8-10 hour; significant
observation is that one of the libraries opened for more than 11 hours, which is an
autonomous college.
In government degree college libraries 24 (70.59%) of the libraries opened
for 5-7 hours and 10 (29.41%) of them are working for 8 - 10 hours a day.
Autonomous colleges also follow the suit and works between 8 – 10 hours per
day.
It can be inferred that 37.5% of the college libraries are working beyond
college timings to facilitate optimum utilization of the library resources by student
community. However, all college libraries ought to work beyond working hours
to facilitate optimum utilization of library.
5.1.6.1 Circulation hours in the libraries: Circulation hours in the library should
be arranged according to the convenience of the students so that they can come
and borrow or return the library books. If the library circulation counter is kept
open before and after the college hours it will be beneficial to the users of the
library. Hence an attempt was made to see the circulation hours of the college
library and the result is shown in table 5.1.9
Table 5.1.9
Circulation hours of the Library
Circulation hours of the college library
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
0
1 – 6 7 – 12
1(2.94)
4(11.76)
29 (85.29)
--
--
6(100)
1(2.50)
4(10.00)
35(87.50)
*=sample size
The table given above depicts that 35 (87.5%) of the degree college
libraries the circulation section opened for 7 – 12 hours and 1 (2.5%) did not have
circulation hours in the library.
In the case of government degree colleges 29 (85.29%) noted that the
circulation counter is opened in their library 7 – 12 hours and 1 (2.94%) did not
have circulation hour. In the case of autonomous college 100% of the libraries
are having circulation hours 7 – 12.
It can be inferred that the circulation hours are sufficient in 87.5% college
libraries.
5.1.6.2. Lunch break and library hour: As the students get some free time during
the lunch break it is beneficial for the students if the libraries are kept opened at
this time of the day especially for day scholars. The observations are presented in
Table 5.1.10.
Table 5.1.10
Lunch break and library hour
Opening of library during lunch break
No. of Degree Colleges Total
40*Government
34*Autonomous
6*Yes
No
23(67.65)
11(32.35)
5(83.33)
1(16.67)
28(70.00)
12(30.00)
*=sample size
The table 5.1.10 clearly express that 28 (70%) of the libraries are opened
during lunch break and only 12 (30%) are keeping the libraries closed during
lunch break.
In the case of government degree college libraries 23 (67.65%) of them are
keeping their libraries opened during lunch break and in the case of autonomous
colleges out of 6, 5 (83.33%) of the libraries are kept open during lunch break.
It indicates that the libraries are providing good service to their users as
70% of them keep open the library during lunch hour too.
The adequacy of opening and working hours indicates a logical reason to
offer effective career guidance services in libraries.
5.1.7. Finance: The most important factor in the development and functioning of
a library is the availability of adequate financial resources to meet the expenditure.
Generally libraries are funded with two types of grants – recurring and non-
recurring. The University Grant Commission (India) is the main source of finance
for college libraries. It provides assistance to the college libraries only when
colleges are enlisted under the Sections 2(f) and 12(b) of UGC Act. Table 5.1.11
presents in detail the sources of recurring grant for the degree college libraries.
Table 5.1.11
The Sources of Grant in College LibrariesSources of Income
No. of Degree CollegesGovernment Autonomous All Colleges
Yes No Total Yes No Total Yes No TotalUGC
State Govt
Students fee
College management
27(79.41)
34(100)
22(64.71)
--
7(20.59)
--
12(35.29)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
5(83.33)
1(16.67)
6(100)
3(50.00)
--
1(16.67)
5 (83.33)
--
3(50.00)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
32(80.00)
35(87.50)
28(70.00)
3(7.5)
2(5.00)
8(20.00)
5(12.50)
12(30.00)
37(92.5)
38(95.00)
40(100)
40(100)
40(100)
40(100)
40(100)
The above Table 5.1.11 reveals that 32 (80%) college libraries are
receiving finances from the UGC. All college libraries under study except one
autonomous college receives UGC grant. The State Government is providing
grant to 35 (87.50%) degree colleges. Only 1 (16.67%) of the autonomous college
library mentioned that it is receiving fund from state government. It is funding
grants to all the State Government college libraries. Further, 70% of college
libraries are collecting nominal amount from the students as subscription amount
for libraries, though the amount is meager. The collection of nominal amounts
from the source ‘private management’ is completely nil in case of degree college
libraries under Government management where as it is collected by only 3
autonomous college libraries (50%). Under any other 2 (5.88%) government
college libraries mentioned that from social welfare society they receives fund for
the library.
It is obvious from the analysis that the libraries under study have regular
financial support that lead to systematic financial planning and execution. Hence,
from the point of topic of study, i.e. career guidance in college libraries, it can be
intend that the libraries are sound enough to take up career guidance to students.
5.1.7.1Budgetary allocation:
An attempt is made to know the percentage of library budget allocated within
the total college budget for the degree college libraries under government
management (34) and private aided autonomous colleges (6). The budget amount
allocated is only for the purchase of books, periodicals and binding. The amount
varies from library to library. Table 5.1.12 presents the data in detail from 2003-
2004 to 2004-2005.
Table 5.1.12Percentage of library budget allocated out of the total college budget during the period
2003-2004 to 2004-2005
% of library budget in the college budget
No. of Degree CollegesGovernment
34*Autonomous
6*2003-2004 2004 - 2005 2003 - 2004 2004 - 2005
Less than 1
1 - 2
2– 3
Above 3
18(52.94)
13 (38.24)
2 (5.88)
1(2.94)
16(47.06)
15(44.12)
2 (5.88)
1 (2.94)
--
3(50.00)
2(33.33)
1(16.67)
--
3(50.00)
2(33.33)
1(16.67)
*=sample size
The Education Commission such as Radhakrishnan Commission, Kothari
Commission, UGC Review Committee have made recommendations for adequate
budgets on percentage basis from the total education budget. The Radhakrishnan
Commission (1984-49) recommended 6.5% of the total institutional budget, while
Kothari Commission (1964-66) recommended 6.5-10%. The committee has
recommended a per capita amount of Rs.15 per student and Rs.200 per teacher or
research fellow. However, in reality, the situation seems to be different. In
majority of the degree colleges, management is allocating one to two percent of
the total of the total college budget. Same is the case with both Government and
private aided autonomous colleges.
The actual allocation of the amount to the college libraries seems to be
somewhat better in private aided/ autonomous colleges when compared to
Government management colleges because in majority of the cases the actual
amount spent in libraries ranges from Rs.5000 – 25,000 in Government colleges
where as such an amount spent is between Rs.35, 000 – 55,000 in the case of
private aided autonomous colleges. (Table 5.1.13)
Table 5.1.13Budgetary details of college libraries from 2003 – 2004 & 2004 - 2005
Library budget(in Rs.) No. of Degree Colleges
Government 34*
Autonomous 6*
2003-2004 2004 - 2005 2003 - 2004 2004 - 2005Less than 5000
5001 - 15000
15001 – 25000
25001 – 35000
35001– 45000
45001 – 55000
Above 55000
3(8.82)
12(35.29)
10(29.41)
2(5.88)
3(8.82)
2(5.88)
2(5.88)
3(8.82)
10(29.41)
9(26.47)
3(8.82)
4(11.76)
3(8.82)
2 (5.88)
--
--
--
--1
(16.67)2
(33.33)3
(50.00)
--
--
--
--1
(16.67)2
(33.33)3
(50.00)
*=sample size
It is evident from the above table that even though there is continuous flow
of finance every year there is a need to increase the amount for the purchase of
books and periodicals in the government college libraries. In 2004 – 2005 only 2
(5.88%) of the government college libraries had spend above Rs.55000/-. Where
as in autonomous colleges the libraries are in better position in finance, which
enable them to provide effective services in the library.
5.1.8. Organizational structure: Library Committee and the role of librarian:
For better organization and systematic management of the libraries,
professionally trained personnel are very essential along with supporting staff.
The professional librarian attends to the routine jobs, technical and skilled tasks
and develops value added services to reach out to user community. A library
committee is necessary for the smooth functioning of the library. It serves both as
a coordinating and a policy making body. For a college library, the principal or
vice-principal heads the library committee as chairperson and some Heads of
Departments made its members. The librarian is member and work as secretary of
the committee as stipulated by the rules of the government. Data gathered reveals
that the organizational structure of all colleges under study has a library committee
that helps the librarian in the decision making and execution of programmes. The
general organizational pattern in college libraries is given under.
The general organizational structure
Principal
Library committee
Librarian
Assistant Librarian Assistant Librarian
Non-professional staff
To find out the existing pattern of manpower in the libraries under study,
data has been gathered, tabulated and presented in Table 5.1.14.
Table 5.1.14 shows the existing staff position in the 40 degree college
libraries. Out of 40, 36 (90%) libraries are managed by the professional librarians.
But only 6 (15%) college libraries are having assistant librarian and 6 (15%) of the
libraries are having library assistants and only 15 (37.5%) college libraries are
having attenders.
Further analysis reveals that 30 Government college libraries (88.24%) and
all the autonomous college libraries have qualified librarian. Only 2 (5.88%) of
the Government College libraries are having an assistant librarian and in case of
autonomous college libraries 4 out of 6 have assistant librarian (66.67%). 9
(26.53%) Government college libraries got attenders to help where as it is 5
(83.33%) in case of autonomous college libraries. In some of the colleges there
are more than 1 attender to help in the library.
Table 5.1.14 Staff Pattern in college libraries
DesignationNo. of Degree Colleges
Government 34*
Autonomous 6*
All Colleges 40*
Yes No Total Yes No Total Yes No Total
Librarian
Asst. Librarian
ProfessionalAssistant
Clerk/Typist
Attender
30(88.24)
2(5.88)
5(14.71)
5(14.71)
9(26.47)
4(11.76)
32(94.12)
29(85.29)
29(85.29)
25(73.53)
34(100)
34(100)
34(100)
34(100)
34(100)
6(100)
4(66.67)
1(16.67)
3(50.00)
6 (100)
--
2(33.33)
5(83.33)
3(50.00)
--
6(100)
6(100)
6(100)
6(100)
6(100)
36(90.00)
6(15.00)
6(15.00)
8(20.00)
15(37.5)
4(10.00)
34(85.00)
34(85)
32(80.00)
25(62.5)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
The analysis reveals that staff position is satisfactory in the colleges
responded to the study except in two government colleges where the libraries are
being managed by untrained librarians. It further reveals that the autonomous
college libraries are in a better position when compared to Government college
libraries.
Table 5.1.15
Qualifications of Library Staff in colleges
QualificationsNo. of Degree Colleges
Total
40*Government
34*Autonomous
6*P.G. Degree + MLISc.
P.G. Degree + BLISc
Graduation + MLISc
Graduation + BLISc
Graduation
21(61.77)
9(26.47)
--2
(5.88)
2(5.88)
6(100)
--
----
--
27(67.5)
9(22.5)
--2
(5.00)
2(5.00)
*=sample size
Table 5.1.15 presents the information about the educational and
professional qualifications of library staff in degree college libraries under
Government and Autonomous. As per the UGC norms, a librarian should possess
a Post Graduate degree + B.L.I.Sc or graduation + MLISC degrees for the post of
college librarian. The table given above shows that in most of the college libraries
27 (67.5%) affiliated to Andhra University is having qualified librarians.
However, only in 2 cases (5%) the librarians are not having the required
professional qualifications. In case of government college libraries 21 (61.77%)
have qualified librarians and it is 100% in the case of autonomous college
libraries.
Therefore it can be inferred that the college libraries in the state are well
equipped with qualified professional staff and are expected to perform well. It can
also be deduced that being professionally qualified and having a Postgraduate
degree they will be in a better position to offer career guidance.
5.1.8.1 Experience: An attempt was made to find out the level of experience of
staff who are working in the degree college libraries under Government and
autonomous since experience makes a person expert and contributes to effective
performance of the professional. Tables 5.1.16 reveal the experience of librarian,
assistant librarian and library assistant in degree college libraries.
Table 5.1.16 reveals that 23 (57.5%) librarians are having 16 and above years
of experience and 7 (17.5%) fall in the range of 11-15 and 4 (10%) are in the range
of 6-10.
Table 5.1.16Details of Experience of Library staff in Colleges
Length of service in years
Librarian Assistant Librarian Library Assistant
Govt.34*
Auto6*
Total40 *
Govt.34*
Auto.6*
Total40 *
Govt.34*
Auto.6*
Total40*
0
1 – 5
6 – 10
11 – 15
16 and above
3(8.82)
2(5.88)
3(8.82)
5(14.71)
21(61.76)
--1
(16.67)1
(16.67)2
(33.33)2
(33.33)
3(7.50)
3(7.50)
4(10.00)
7(17.50)
23(57.50)
32(94.12)
1 (2.94)
--
--
1(2.94)
2(33.33)
1(16.67)
2(33.33)
1(16.67)
--
34(85.00)
2(5.00)
2(5.00)
1(2.50)
1(2.50)
29(85.29)
--
1(2.94)
1(2.94)
3(8.82)
5(83.33)
--
1(16.67)
--
--
34(85.00)
--
2(5.00)
1(2.50)
3(7.50)
*=sample size
In the case of government degree college libraries 21 (61.76%) has 16 and
above years of working experience. Where as in the case of autonomous college
libraries 2 (33.33%) falls in the range of 16 and above years. It is noted that 3
(7.5%) of the government college librarians did not respond to the question.
Table 5.1.16 also reveals that 34 (85%) of the college libraries do not have
any assistant librarians. 2 (5%) of the assistant librarians are having 1 - 5
experience and another 2 (5%) has 6 – 10 years of experience. Only 1(2.5%) has
16 and above years of experience and the remaining 1 (2.5%) has 11 – 15 years of
experience.
Table 5.1.16 further explains that 34 (85%) of the college libraries do not
have library assistants. 3 (7.5%) of the library assistant have 16 and above work
experience. 2 (5%) of the library assistants have 6 – 10 years of experience and
remaining 1 (2.5%) has 11 – 15 years of experience.
The analysis reveals that there is a need to appoint assistant librarians and
library assistants both in government and autonomous college libraries. So that the
libraries can provide better services to its users and also extend its services to
student’s career literacy.
5.1.9. Information sources (Book collection)
Collections are the backbone that gives basic structure to a library. The
strength of books is an indication to the information wealth of library. Though in
case of information, quality is more important than quantity, the latter also has a
vital role in providing comprehensive access to related information. Figure 5.1.3
furnishes the data about the total collection of books by the degree college libraries
under government and autonomous.
5.88
0
5
20.59
0
17.5
44.12
0
37.5
29.41
100
40
0
10
20
30
40
50
60
70
80
90
100Pe
rcen
tage
1-1000 1001-5000 5001-10000 10001 andabove
Number of books
Book strength in college libraries
GovtAutonomousTotal
Figure 5.1.3It is evident from the above figure that the total collections of documents
are 10001 and above in majority (40%) of the college libraries covered in this
survey. In Government degree college libraries 44.12% has collection ranging
from 5001 - 10000, 20.59% government college libraries have collection ranging
from 1001 - 5000 and 5.88% of them have collection ranging from 1 - 1000.
Among autonomous college libraries all the libraries are having book collection of
10,001 and above.
However, it is important to note that the total strength of the documents
collection depends on the age of the library, whether it is the Government or
autonomous. The growth of such document collection also depends on the
financial policies of the college management and allocation of funds to the library.
The analysis indicates that autonomous colleges are in an enviable position
compared to their counterparts under government management. Indeed the
prerequisite to career guidance is adequate collection. Hence it can be expected
that the libraries will strengthen their existing collection to take up the task of
guiding the students for better career.
5.1.9.1. Reference Books:
Reference books are an approach material, from where one can find
information upon the original knowledge and they serve as the mirror of
information and gateway to knowledge. A good collection reference sources
reveals the quality of a library and its capability to serve as career guidance cell.
Table 5.1.17Strength of Reference Book in College Libraries
No. of Reference booksNo. of Degree Colleges
Total
40*
Government34*
Autonomous6*
1 – 1000
1001-5000
5001-10000
10001 and above
22(64.71)
12 (35.29)
--
--
--
4(66.67)
1 (16.67)
1 (16.67)
22(55.00)
16 (40.00)
1 (2.50)
1 (2.50)
*=sample size
Above table shows that 22 (55%) college libraries have 1 – 1000 reference
books, 16 (40%) of the colleges has reference books ranging from 1001 – 5000, 1
(2.5%) of the college libraries has reference books ranging from 5001 – 10000 and
remaining 1 (2.5%) has 10001 and above.
With regard to government college libraries 22 (64.71%) has reference
books ranging from 1 – 1000 and remaining 12 (35.29%) has reference books
ranging from 5001-10000. Where as in the case of autonomous college libraries 4
(66.67%) has reference books ranging from 1001 – 5000. 1 (16.67%) has reference
books ranging from 5001-10000 and remaining 1 (16.67%) has 10001 and above.
Table 5.1.17 reveals that the autonomous colleges have good number of
reference books in general, barring few exceptions, and can provide the students
with basic reference information; while the Government colleges also maintains
good collection if not the large.
5.1.9.2. Strength of Serial Publications:
Periodicals, being primary source of information, play a pivotal role in the
dissemination of nascent thought content. However, in a college library, which
serves undergraduates, periodicals have a minor role, compared to books.
However out of 40 colleges 9 (22.5%) offers Postgraduate courses. Hence they
ought to possess more periodical collection to facilitate research orientation at Post
Graduate level. The data gathered to study this aspect are displayed in Table
5.1.18.
Table 5.1.18
No. of Current Periodical Subscription in College Libraries
No. of periodicalsNo of Degree colleges Total
40*Government
34*Autonomous
6*0
1-50
51-100
101-150
151 and above
8 (23.53)
25(73.53)
1(2.94)
--
--
--
1(16.67)
2(33.33)
2(33.33)
1(16.67)
8 (20.00)
26(65.00)
2(5.00)
1(2.50)
1(2.50)
*=sample size
Table 5.1.18 provides information about the subscription to number of
periodicals in the degree college libraries. With regards to the subscription of
current periodicals, most of the libraries 26(65%) subscribe 1 – 50 periodicals. In
the case of government college libraries 25 (73.53%) subscribe 1- 50 periodicals
and 8 (23.53%) do not subscribe any periodicals. Where as in autonomous degree
college libraries 1(16.67%) subscribes 151 and above periodicals, 2 (33.33%)
subscribes between 101 – 150 and another 2 (33.33%) of the libraries subscribes
periodicals between 51 - 100 and remaining 1 (16.67%) subscribes periodicals
ranging from 1 – 50.
From this study it may be stated that Autonomous college libraries
subscribe to more number of journals than Government College libraries. It may
be interpreted that as majority of autonomous colleges offer Post Graduate courses
their library’s periodical subscriptions are more than government college libraries.
However, from the career guidance point of view the libraries are expected to
improve their periodical subscriptions.
5.1.9.3. News Papers subscription in college libraries:
A library that caters to undergraduates is expected to acquire more number
of news papers and magazines to keep the students abreast of current
developments. It also helps them to get career oriented information.
Table 5.1.19
No. of News Papers available in the libraries
No. of News papersNo. of Degree Colleges
Total40*
Government34*
Autonomous6*
0
1-10
11-20
21 and above
2 (5.88)
31 (91.18)
1 (2.94)
--
--
5(83.33)
1(16.67)
--
2 (5.00)
36 (90.00)
2(5.00)
--
*=sample size
Above table shows that 36 (90%) of the college libraries are getting 1-10
newspapers daily. 2 (5%) of the colleges are getting 11 – 20 newspapers and
remaining 2 (5%) college libraries are not getting even single newspapers.
In the case government colleges 31 (91.18%) are getting 1 – 10 newspapers
daily and 1 (2.94%) are getting 11 – 20 newspapers and 2 (5.88%) not getting any
newspapers. Where as in autonomous college libraries 5 (83.33%) are getting 1 –
10 newspapers and remaining 1 (16.67%) college library is getting 11 – 20
newspapers daily.
It is inferred from the above analysis that the college libraries provide
adequate access to current news events to its users.
5.1.9.4. Audio-visual facilities:
The present day library is expected to help the users more towards
imparting education and research. Unless the library is equipped with modern
gadgets such as audio-visual aids it cannot fulfill its tasks satisfactorily. With an
interest to know the availability of such equipment and their use in the degree
college libraries, the data has been collected and displayed.
Table 5.1.20Availability of Audio-visual material in college libraries
Availability ofA/V material
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
0
1-100
101 – 200
201 and above
27(79.41)
6(17.65)
1(2.94)
--
4(66.67)
1(16.67)
--
1(16.67)
31(77.50)
7 (17.50)
1(2.50)
1(2.50)
*=sample size
Table 5.1.20 shows that only 7 (17.5%) of the college libraries have audio
visual materials ranging from 1 - 100. 1 (2.5%) has audio visual materials ranging
from 101 – 200 and remaining 1 (2.5%) have 201 and above.
In the case of government college libraries 6 (17.65%) has audio-visual
materials in their collection and 1 (2.94%) has audio visual material ranging from
101 – 200 and among autonomous college libraries 1 (16.67%) has audio visual
material ranging from 1 – 100 and another 1 (16.67%) has 201 and above audio
visual material in their collection.
In view of the fast developing modern technology it is necessary for the
libraries to acquire varieties of audio-visual materials that have educational
programmes to support modern education. There are a number of packages
available on career guidance and it is expected that the libraries will possess them.
The analysis shows that college libraries are far from satisfactory level in this
regard as 77.50% draws a blank with regard to audio/visual collections.
5.1.9.5. Internet Access: Access to global information through World Wide Web
is an added advantage to the contemporary generations of students. The libraries
are centres for information available and it has to provide documents in its various
form such print, e-print and web. Only 25% of the libraries under study have
internet connectivity. It shows there is a need to pay attention in this area and
college libraries have to be equipped with internet connectivity and related
infrastructures so that students can have access to more information.
5.1.10. Technical processing:
The mission of a library is to acquire and systematically organize all
documents that are received in the library and make them readily available for the
use of learning, teaching, research or any other purpose. The goal of the library is
to maximize the use of available documents and provide easy access to
information to serve its users effectively and efficiently. The efficiency of library
use depends largely on technical services of the library. Technical services in the
libraries lay the foundation and determine the quality and efficiency of the
retrieval process. For the proper management, organization, utilization, retrieval
and dissemination of information the resources should be accessioned, classified
and catalogued. To find out the methods adopted for such vital technical
processing by the responded libraries, data was gathered and tabulated below.
5.1.10.1. Classification, Cataloguing and access to information:
For effective utilization of library documents, systematic arrangement is
essential. There are many classification schemes for the arrangement of books in
libraries. Out of the available schemes for classification, two schemes namely
DDC and CC are popular in India. An attempt has been made to examine the
different schemes followed by the degree college libraries for classification of the
acquired documents and the observations are presented in Table 5.1.21
It is found from the data in the table that in majority i.e. 33 (82.5%) of the
college libraries books are classified following classification scheme. It is also a
fact that in some college libraries 7 (17.5%) the classification system is not being
used. This can be found in the Government college libraries. All the autonomous
college libraries following classification scheme to arrange documents.
Table 5.1.21
Classification system in college libraries
Classification systemNo. of Degree Colleges
Total40*
Government34*
Autonomous6*
Classification system followed
Classification system not followed
27(79.41)
7(20.59)
6(100)
--
33(82.50)
7(17.50)
Type of classification schemes
DDC
CC
24(88.89)
3(11.11)
6(100)
--
30(90.91)
3(9.09)
*=sample size
It is also evident from the table above that out of 33 college libraries 30
(90.91%) are following DDC and only 3 (9.09%) college libraries are making use
of CC for shelf arrangement.. Among government college libraries 24 (88.89%)
follows DDC and 3 (11.11%) follows CC. Where as in autonomous college
libraries 6 (100%) follow DDC.
Table 5.1.22
Cataloguing work in college libraries
Existence of catalogue No. of Degree Colleges Total
40*Government
34*Autonomous
6*Cataloguing done
No cataloguing
28(82.35)
6(17.65)
6(100)
--
34(85.00)
6(15.00)
Catalogue code usedNo response
AACR 2
CCC
7(25.00)
19(67.86)
2(7.14)
--
6(100)
--
7(20.59)
25(73.53)
2(5.88)
*=sample size Out of the 34 Government degree college libraries 28 (82.35%) do
catalogue their collection, whereas the remaining 6 (17.65%) do not catalogue
their document collection. In the case of autonomous college libraries 6 (100%)
cataloguing is done.
Information regarding types of cataloguing is also obtained from the degree
college libraries both under government and autonomous. A total of 13 college
libraries (46.43%) under both revealed that full cataloguing is done in their
concerned colleges while in 15 (53.57%) degree college libraries only partial
cataloguing is done.
It can be seen from the Table 5.1.22 that out of the 40 degree college
libraries, 34 (85%) prepare catalogue to provide index to their collection.
However 6 college libraries do not prepare index to the holdings is a point that
needs attention.
Further information is gathered regarding the codes for cataloguing
followed by the libraries. The information received is presented in Table 5.1.22.
Out of the 34 libraries in Government and autonomous degree colleges, 25
(73.53%) are following AACR2. The remaining 2 (5.88%) degree college
libraries are following CCC.
It is evident from the table that out of the 28 libraries in Government
colleges 19 (67.86%) are using AACR2 code, 2 (7.14%) are following CCC. In
the autonomous college libraries all 6 (100%) are following AACR2.
For the proper organization and retrieval of information classification and
cataloguing are must in a college library. From the above analysis it is inferred
that 82.5% of the college libraries are using classification system for the shelf
arrangement and 85% of the college libraries catalogue their collection. At the
same time there is no uniformity in use of classification and cataloguing codes.
Therefore the technical processing data of colleges under study indicates that the
arrangement and access to information is good. The situation is lopsided as there
is no uniformity of development and it may hinder resource sharing.
5.1.10.1.1. Physical form of catalogue:
Catalogues can be maintained in different forms as book, card, sheet,
OPAC, etc. The easiest of all the forms is the book form. In the libraries where
the collection is small and the rate of growth of the collection also is very slow the
book form is more convenient. However, the card form with its added advantages
has gained importance in contemporary times. The 28 degree college libraries
which are using codes of catalogue were further analyzed to know the physical
form of catalogues which they use. The physical form of catalogue will have an
effect on the use of documents by users. In the survey it is found that out of 40
college libraries 21 (52.5%) make use of book form, 5 college libraries use card
form (12.5%), and 4 (10%) of the libraries are having OPAC. Survey also
revealed that some college libraries make use of both book and card form and
those who are making use of OPAC also maintains main entry card catalogues in
their libraries. Another interesting feature is that most of the Government college
libraries still use book forms (61.76%)
An important observation of the analysis is that the librarians, being
professionally qualified are giving priority to organize the contents so as to bring
them to the attention of the users. Further two colleges are being maintained
unqualified staff and three are recently recruited. This may be the reason for non
application of systematic arrangement of document in six libraries with proper
classification and cataloguing.
The above analysis shows that even though the present age is a digital
library era government and autonomous college libraries under Andhra University
have a long way to go in library automation and in the use of OPAC in their
libraries.
5.1.10.1.2 Access to information:
The mode of access to library materials is another important factor which
makes the use of library materials more meaningful. In order to satisfy the first
three laws of the Library Science, as enunciated by Dr. S. R. Ranganathan, i.e.,
books are for use, every reader his/her book, and every book its reader, the library
should adopt the open access system in preference to closed access system.
Autonomous colleges have a little edge over government colleges. A
noteworthy point is that 12 government colleges still follow closed access.
Certainly it is a point of concern and needs attention of authorities.
5.1.11. Information services:
The information services have been introduced in libraries to bridge the gap
between the mute document and the dynamic user. The types of service developed
and being offered vary from library to library depending on the nature of users and
their type of information requirements. However, in general, it has been believed
that a college library has to offer reference, reader’s advisory, current awareness,
bibliographies and loan services to achieve effective performance. Infact, the
information services form the basis for career guidance and develops interaction
between librarian and the student. To know the different services that are being
offered by the degree college libraries, the data has been gathered and the
responses given are presented in Table 5.1.23.
From the table it is clear that out of 40 college libraries 38 (95%) offer
Reference and Readers advisory services, Circulation or lending services provided
in 35 (87.50%) college libraries, User orientation/information literacy is given in
30 (75%) colleges, Current awareness services in 27 (67.5%) colleges and career
guidance is provided by 21 (52.5%) colleges and other services like Document
Supply 21(52.5%), Inter Library Loan service 7(17.5%), Reprography 12 (30%)
and Internet access 10(25%).
Table 5.1.23Provision of information services in College libraries
ServicesNo. of Degree Colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalReference & Readers Advisory
Document Supply Service
Circulation/Lending
Inter Library Loan
Current Awareness Service
User Orientation/ Education/ Information Literacy
Reprography
Internet access
Career guidance
32(94.12)
15(44.12)
29(85.29)
4(11.76)
22(64.71)
25(73.53)
8(23.53)
6(17.65)
16(47.06)
2(5.88)
19(55.88)
5(14.71)
30(88.24)
12(35.29)
9(26.47)
26(76.47)
28(82.35)
18(52.94)
34(100)
34(100)
34(100)
34(!00)
34(100)
34(100)
34(100)
34(100)
34(100)
6(100)
6(100)
6(100)
3(50.00)
5(83.33)
5(83.33)
4(66.67)
4(66.67)
5(83.33)
--
--
--
3(50.00)
1(16.67)
1(16.67)
2(33.33)
2(33.33)
1(16.67)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
38(95.00)
21(52.50)
35(87.50)
7(17.5)
27(67.50)
30(75.00)
12(30.00)
10(25.00)
21(52.50)
2(5.00)
19(47.50)
5(12.50)
33(82.5)
13(32.50)
10(25.00)
28(70.00)
30(75.00)
19(47.50)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
A matter of concern is 30 (75%) college libraries do not have internet
connectivity. Career guidance is not available in 19 (47.50%) libraries. These
matters need an immediate attention as traditional services can not meet the
demands of user in contemporary information environment, especially to those
who aim at a bright career.
5.1.13. Location of the library
Location of the library is very important for the economy and functioning
of the library. When the library is centrally located it is easy for all users to access
the information and also it will help to avoid need for duplication of same
documents. The data collected reveals that 97.5% percent of the college libraries
are centrally located.
Table 5.1.24
Location of college librariesCentrally Located libraries No. of Degree Colleges
Total40*
Government34*
Autonomous6*
Yes
No
33(97.06)
1(2.94)
6(100)
--
39(97.50)
1(2.50)
Separate library building
Yes
No
2(5.88)
32(94.12)
3(50.00)
3(50.00)
5(12.5)
35(87.5)
*=sample size Table 5.1.24 reveals that except one government college library all other college
libraries under study are centrally located. Out of 40 only 5 (12.5%) have separate
building for the library.
The analysis reveals that even in this modern era the college libraries do not have
proper accommodation facilities. To provide effective and qualitative services the
libraries should have separate building and it should be free from all noise pollution. The
management should see to this problem and take necessary actions.
5.1.13.1 Seating facilities: A mere collection and display of books and other materials
would not serve any purpose unless the library is provided with sufficient seating
arrangements for the readers to utilize the available information according to their
requirements. Proper seating arrangement is an important requisite for reaping maximum
benefits from the libraries. Indeed to make library as career guidance centre necessitates
adequate space for reading and training students. Table 5.1.25 provides information
relating to the existing position of seating facilities in degree college libraries under
Government and autonomous.
Table 5.1.25Reading Accommodation in College Libraries
Number of seatsNo. of Degree Colleges
Total40*
Government34*
Autonomous6*
Less than 20
21-40
41-60
61-80
81-100
Above 100
8 (23.53)
13 (38.24)
9(26.47)
1(2.94)
3 (8.82)
--
----
2 (33.33)
1 (16.67)
--
3 (50.00)
8 (20.00)
13 (32.5)
11 (27.5)
2 (5.00)
3 (7.5)
3 (7.5)
*=sample size
It may be noticed from the above table that out of 40 degree college
libraries as many as 13 (32.5%) providing 21 – 40 seats as reading facility within
the library while 11 (27.5%) are providing 41-60 seats. In 2 degree colleges (5%)
that 61-80 seats are available and another 3 (7.5%) colleges provides seats falling
in the range of 80-100. In 3 (7.5%) college libraries above 100 seats are provided
in the seating area. Less than 20 seats have been provided by 8 (20%) college
libraries..
It is quite evident from the above observations that the seating
accommodation which is very essential facility in the degree college libraries is
quite inadequate compared to the strength of the students in their respective
colleges. The UGC (India) prescribed norm is to have seating facility for 25% of
membership. The libraries under the autonomous management appear to be
somewhat better in this regard. This observation points out the urgent need for
improvement of the seating accommodation in the libraries.
Therefore, on an average 20 – 60 seating capacity is available in 24 (60%)
college libraries, which is not an encouraging figure. Especially to encourage
career guidance, the students have to spend more time in the library after class
hours which necessitate more seating/reading facility.
5.1.14. Information technology infrastructure: As we are in an Information
Technology era it is necessary to have IT infrastructure in libraries to collect,
organize, retrieve and disseminate information. The Internet, specifically the
World Wide Web, has become an important resource to access global information,
instantaneously. To use the Internet, a computer, communication facilities, and a
modem are needed. Libraries should be equipped with scanners and printers to
support handling of electronic information sources. Overhead and LCD (Liquid
Crystal Display) projectors are useful for group discussions, video conferencing in
library and to conduct workshops and seminars. Such equipment is also useful to
give instruction on information literacy, computer literacy and career literacy.
Table 5.1.26IT infrastructure in the college libraries
IT infrastructure
No. of Degree colleges
Government34*
Autonomous 6*
All colleges 40*
Yes No Total Yes No Total Yes No TotalComputers
Multimedia support systemPrinters
Scanner
Communication links
ModemLAN connectivityInternet connectivityLCD projector
16(47.06)
6(17.65)
7(20.59)
4(11.76)
4(11.76)
4(11.76)
5(14.71)
6(17.65)
1(2.94)
18(52.94)
28(82.35)
27(79.41)
30(88.24)
30(88.24)
30(88.24)
29(85.29)
28(82.35)
33(97.06)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
5(83.33)
3(50.00)
4(66.67)
2(33.33)
3(50.00)
2(33.33)
3(50.00)
2(33.33)
3(50.00)
1(16.67)
3(50.00)
2(33.33)
4(66.67)
3(50.00)
4(66.67)
3(50.00)
4(66.67)
3(50.00)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
21(52.50)
9(22.50)
11(27.50)
6(15.00)
7(17.50)
6(15.00)
8(20.00)
8(20.00)
4(10.00)
19(47.50)
31(77.50)
29(72.50)
34(85.00)
33(82.50)
34(85.00)
32(80.00)
32(80.00)
36(90.00)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Table 5.1.26 shows that out of 40 college libraries 21 (52.50%) has
computers in their libraries. Out of 19 (47.5%) college libraries which do not have
computers except one all others are situated in the rural area. One which located
in urban area is an autonomous college.
It also predicts that among the Government degree college libraries 16
(47.06) has computer facility. In the case of autonomous college libraries 5
(83.33%) have Computers.
It is evident from Table 5.1.26 that Information Technology infrastructure
in the college libraries has to improve much. At present it is important to have
internet connectivity in the college libraries so that students can browse for current
information in their subject field and also to gather career information. Compared
to Government degree college libraries autonomous college libraries are having
slightly better infrastructures; at the same time it is worth to mention that
Autonomous colleges are located in urban or semi urban area where as out of 34
government colleges 27 are situated in rural areas.
5.1.15. Career Guidance Cell in colleges:
Career guidance has become more important in recent years with the impact on
labour force of accelerating technological change, global competition, downsizing
and other economic changes. It identifies valuable resources and services that
counselors or faculty can use to provide career awareness, career information and
career planning for their students. Beyond that students can learn strategies they
will need as they make career changes and choices throughout their lives. One of
the main benefits of career guidance and counseling programs is to support
educational excellence by increasing motivation and improving academic
achievement. Students who have career goals can better recognize the benefit of
course work and education experiences. Table 5.1.27 shows the existence of
career guidance cell in government and autonomous colleges under study.
Table 5.1.27Career Guidance cell in colleges
Career guidance cell No. of Degree CollegesTotal40*
Government34*
Autonomous6*
Yes
No
24 (70.59)
10(29.41)
6(100)
--
30(75.00)
10(25.00)*=sample size
It is clearly evident from Table 5.1.27 that out of 40 colleges 30 (75%) are
having career guidance cell. In the case of Government Colleges 24 (70.59%) are
having career guidance cell and among autonomous colleges 100% are having
career guidance cell. Inspite of Government order 10 (29.41%) of the government
colleges do not initiate career guidance cell.
The analysis clearly shows that 75% of colleges under study have career
guidance cell but there is a need to start career guidance cell in colleges wherever
it is not yet established. Inspite of guidelines by Commissioner of Collegiate
Education (CCE), it is unfortunate that 25% of colleges under study did not
establish career guidance cell. The management should see that this facility is
provided to its students so that it will be easy for them to make decisions regarding
their career.
5.1.15.1. Career guidance cell and college libraries:
All career guidance cells provide five basic types of information such as
occupational information for both military and civilian jobs to include training
requirements, duties, salary, work environment, projection of employment,
advancement opportunities and skills needed; career decision making material
which include universities, community colleges, vocational and technical
institutions, military, apprentice-ships, and on the-job training; career decision
making material such as tests and surveys of student’s interests, values, aptitudes
and self-directed material for career planning exploration; test preparation material
related to SAT, GMAT, NET, Civil service etc., job seeking material related to
strategies, resumes, applications, interviews and advancement. Information
regarding scholarship and financial aid also can be provided. To collect, store,
organize, retrieve and disseminate this information libraries are the better place as
all can have access to these material and librarian is the right person to acquire and
disseminate these information as he/she is already trained in this area. Table
5.1.28 depict that career guidance cell is a part of college libraries in some of the
colleges under study.
Table 5.1.28Career Guidance cell and college libraries
Career guidance cellas part of college library
No. of Degree CollegesTotal30*
Government24*
Autonomous6*
Yes
No
10(41.67)
14 (58.33)
2 (33.33)
4 (66.67)
12(40.00)
18(60.00)*=sample size
Table 5.1.28 makes it clear that out of 30 colleges in 12 (40%) of the
colleges career guidance cell is part of the library. In case of Government Degree
colleges only in 10 (41.67%) the career guidance cell is a part of the library and in
autonomous college libraries only in 2 (33.33%) career guidance cell is a part of
the library.
It indicates that though the role of library in career guidance is well
established, it has not been implemented due to unknown reasons. An opinion
study of management may reveal the facts.
5.1.15.1.1. Librarian as a collaborator in career guidance:
Collaboration between the academic community and the career guidance
cell is a natural partnership. Joint planning and consultation in both collection
development and programming evolve into more ambitious endeavors such as
instruction. In some of the colleges this relationship has become well established
through the efforts of library administration and librarians. The combined effort
has resulted in student’s increased use of library resources in order to prepare
better for the job market, while gaining lifelong skills for finding and analyzing
career information. As Career guidance cell is not a part of 18 libraries a question
had asked to find out do the librarian collaborate with the career guidance cell in
the college.
Table 5.1.29Librarian as a collaborator in college career guidance activities
Librarian is a collaborator in career guidance
No. of Degree CollegesTotal18*
Government14*
Autonomous4*
Yes
No
10(71.43)
4 (28.57)
3(75.00)
1(25.00)
13(72.22)
5 (27.78)
*=sample size
It is evident from the above table that of the 18 degree colleges 13 (72.22%)
college librarians collaborates with other career guidance cell members to provide
guidance to the students. In the case of government degree colleges out of 14 in
10 (71.43%) colleges the librarian collaborates with others and in case of
autonomous degree colleges out of 4 in 3 (50%) colleges librarian collaborates
with the career guidance activities of the college.
It can be inferred that the role of librarian in career guidance has been
identified in 72.22% though not implemented in all colleges.
5.1.15.1.2. Librarian as a member in college career guidance cell: An
innovative and creative librarian can do much help in college career guidance
activities. By making him/her a member in the career guidance cell the authorities
are making clear to others the role of a librarian in this area and also
acknowledging his/her abilities. It will boost their self confidence and help them
to make better decisions in the collection building of career guidance materials.
Table 5.1.30 shows that in some of the colleges, librarians are members in the
career guidance cell. Table 5.1.30
Librarian as a member in the college career guidance cell
Librarian is a member No. of Degree Colleges
Total30*Government
24*Autonomous
6*Yes
No
16(66.67)
8(33.33)
5(83.33)
1(16.67)
21(70.00)
9(30.00)
*=sample size
It is evident from the table that out of 30 colleges in 21 (70%) colleges the
librarian is a member in the career guidance cell. In the case of government
colleges librarian in 16 (66.67%) while the figure is 5 (83.33%) out of 6 in their
counter parts.
It can be inferred that the librarians are playing the expected role in career
guidance as the figure 70% indicates.
5.1.15.2. Other members of career guidance cell in colleges: Career guidance is
not one man’s job. There should be sufficient manpower to provide guidance to
the students. In this modern digital age the number of students who join for higher
education is vast. So to meet the need of each student in an efficient way there
should be sufficient staff. Staffing provides a good foundation for a Career
Guidance Cell and can meet most student needs. Other members can be the
Principal of the college, Vice-principal and lecturers. Table 5.1.31 explains the
current situations in government and autonomous degree colleges affiliated to Andhra
University.
Table 5.1.31Other members of career guidance cell in the college
Other members of career guidance
cell
No. of Degree colleges
Government 24*
Autonomous6*
All colleges 30*
Yes No Total Yes No Total Yes No Total
Principal
Vice Principal
Lecturers
10(41.67)
3(12.50)
21(87.50)
14(58.33)
21(87.50)
3(12.50)
24(100)
24(100)
24(100)
5(83.33)
3(50.00)
6(100)
1(16.67)
3(50.00)
--
6(100)
6(100)
6(100)
15(50.00)
6(20.00)
27(90.00)
15(50.00)
24 (80.00)
3 (10.00)
30(100)
30(100)
30(100)
*=sample size
It is evident from the above table that out of 30 colleges in which there is a
career guidance programme the other members are the Principal, vice- principal and
lecturers. And in 15 (50%) colleges Principal is a member of career guidance cell and
in 6 (20%) college the vice principal is a member in the career guidance cell. In 27
(90%) colleges lecturers are members in the career guidance cell.
In the case of government degree colleges out of 24 only in 10 (41.67%) the
principal is a member in career guidance cell, where as in autonomous colleges in 5
(83.33%) Principal is a member. In 3 (12.5%) of the government colleges the vice
principal is member of career guidance cell and in 3 (50%) autonomous degree
colleges the vice principal is a member of career guidance cell. 21 (87.50%)
government colleges the lecturers are members in career guidance cell and in 6
(100%) autonomous colleges the lecturers are members of the career guidance cell.
It can be inferred that there is a need to involve the Principal of colleges in the
career guidance cell as the present study reveals only 50% of them are taking active
part in it. The Principal should be the president of the career guidance cell. As per
guidelines the Principals should take all measures for effective functioning of the
centres in their colleges and review activities periodically.
5.1.16. Visit to library for career information:
Students visit the library not only for academic purpose but also to refer career
resources and learn career opportunities available to them. For career development,
personality development, communication skill development and career planning
students depend on college libraries. Hence an attempt to see how many students
visit the library for career guidance in a week and the result is shown in table 5.1.32.
Table 5.1.32No. of Students visit the library for career guidance in a week
No. of students visits the library for career guidance in a week
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
0
1 – 50
51 – 100
101 and above
15(44.12)
16(47.06)
2(5.88)
1(2.94)
2(33.33)
3(50)
1(16.67)
--
17(42.50)
19(47.50)
3(7.50)
1 (2.50)
*=sample size
The above table reveals that out of 40 colleges in 19 (47.5%) college libraries
in a week 1 – 50 students visit the library for career information; in 3 (7.50%)
colleges the number of students visit the library for career information fall between 51
- 100; and in 1 (2.5%) the number of students who visit the library for career
information is 101 and above. In the case of government degree colleges in 16
(47.06%) the number students visit the library for career information fall in the range
of 1 – 50. In 2 (5.88%) of the government college libraries the number students who
visits the library for career information fall in the range of 51 – 100 and only in
1(2.94%) it is 101 and above. Among autonomous colleges only in 1(16.67%)
colleges the number is 51 – 100 and in 3 (50%) autonomous colleges the number
range between 1 – 50.
From the analysis it can be inferred that the number of students who visits the
library for career information is much less as the figures 42.5% (who do not visits)
and 47.15% (1-50 visits) indicate. It may be due to lack of awareness of the
availability of career information resources in the library. It is high time for the
librarians to create awareness among the students regarding the career resources
available and how to make use of these resources through various publicity means.
There is a need to provide career information literacy to graduates so that they will be
able to help themselves in finding, evaluating and making use of required career
information in their field of interest.
5.1.17. Use of Internet for career guidance:
In the networked environment lot of information regarding careers are
available on the net. Chapter 3.9 already made an insight into it. So librarians are
asked how many students make use of internet for career guidance in a week. The
result is shown in table 5.1.33
Table 5.1.33No. of Students who use internet for career guidance in a week
No. of students who use internet for career guidance
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
0
1 –25
26 – 50
51 and above
32 (94.12)
2 (5.88)
--
--
4(66.67)
1(16.67)
--1
(16.67)
36 (90.00)
3(7.50)
--1
(2.50)
*=sample size
Above table explains that in 3 (7.5%) of the college libraries students use
internet facility for career guidance and the number of student range between 1 –
25 and only in 1 (2.5%) the number of students who visit the library to use internet
for career guidance is 51 and above. In the case of Government College libraries
out of 34 only in 2(5.88%) libraries the numbers of students who use internet for
career guidance fall between 1 – 25. Where as in autonomous colleges in 1
(16.67%) library student number fall in the range of 1 – 25 and another 1 (16.67%)
it is 51 and above.
It is a startling revelation to note that in 90% colleges internet is not being
used for career guidance. On the whole the analysis notes that there is much scope
for improvement in this area as only 10% makes use of the Internet for career
information. Those who are in authority should see that all the higher educational
institutions provide Internet facility to students and also it is better to give this
facility without charge so that all can make use of it to develop their career.
5.1.18. Methods adopted to provide career information in colleges where
there is no career guidance cell:
Table 5.1.27 reveals that out of 40 colleges in 10 colleges there is no career
guidance cell. Even though there is no separate guidance cell in the college, the
college librarians might be providing career information to students through
informal means. It may be like passing on career oriented information,
maintaining materials for competitive tests, informal guidance/counseling and
displaying career oriented information. Here an attempt is made to see these
activities of librarian in ten government degree college libraries affiliated to
Andhra University in which there is no career guidance cell in the college.
Table 5.1.34 depicts that out of 10 government colleges in 4 (40%) college
librarians pass career-oriented information to the students and staffs. 7 (70%) of college
librarians are maintaining material for competitive tests, 6 (60%) provides informal
guidance/counseling and displays career oriented information.
Table 5.1.34Career services provided by the librarian’s own interest where there is no career guidance
cell
Activities of librarian in the absence of career guidance cell in
the college
Government Colleges10*
Yes No Total
Passing on career-oriented information
Maintaining materials for competitive tests
Informal guidance/counseling
Displaying career oriented information
4 (40.00)
7 (70.00)
6 (60.00)
6 (60.00)
6(60.00)
3(30.00)
4(40,00)
4(40.00)
10(100)
10(100)
10(100)
10(100)
*=sample size
The analysis shows that even though there is no career guidance in the
college libraries some of the librarians are active in providing career related help
to its users.
5.1.19. Career information sources
Without career information sources the libraries cannot meet the career
information needs of its clientele. Some of the important sources are books,
journals, periodicals, Electronic media, Audio/Visual, Specific magazines,
Question bank and the Internet. Table 5.1.35 highlights the availability of these
sources in the colleges under study.
Table 5.1.35
Sources available for career guidance in the college libraries
SourcesNo. of Degree colleges
Government34*
Autonomous6*
All colleges 40*
Yes No Total Yes No Total Yes No TotalBooks
Journals
Periodicals
Electronic media
Audio/Visual
Specific magazines
Question Banks
Internet Access
32 (94.12)
23(67.65)
25(73.53)
2(5.88)
2(5.88)
11(32.35)
17(50.00)
2(5.88)
2(5.88)
11(32.35)
9(26.47)
32(94.12)
32(94.12)
23(67.65)
17(50.00)
32(94.12)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
6(100)
6(100)
6(100)
3(50.00)
2(33.33)
5(83.33)
4(66.67)
3(50.00)
--
--
--
3(50.00)
4(66.67)
1(16.67)
2(33.33)
3(50.00)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
38(95.00)
29(72.50)
31(77.50)
5(12.5)
4(10.00)
16(40.00)
21(52.5)
5(12.5)
2(5.00)
11(27.50)
9(22.50)
35(87.5)
36(90.00)
24(60.00)
19(47.5)
35(87.5)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
The above table shows that in 38 (95%) college libraries books are made
available to provide career information. 31 (77.5%) college libraries are getting
periodicals. In 5 (12.5%) colleges has internet access and electronic media, and
only in 4 (10%) colleges are having audio/visual facilities available in career
information.
In government colleges 29 (85.29%) libraries are equipped with career
oriented books. 22 (64.71%) libraries have journals in career subjects; 24
(70.59%) libraries are getting periodicals, and only 2 (5.88%) of the colleges are
having audio/visual material, electronic media and internet access for career
information.
All the autonomous college libraries are having books, periodicals and journals to
provide information in career guidance but only in 2 (33.33%) libraries have audio/visual
materials in career information.
Data analysis reveals that even in this digital era college libraries are mostly
(95% books, 72.5% journals and 77.5% periodicals) depends on printed
information to provide career information and the use of audio/visual material
(10%), electronic media (12.5%) and internet facility for career guidance is very
meager in college libraries as only eight colleges has this facility and in most of
the libraries students are not allowed to use them.
5.1.19.1. Topics to be dealt in Career guidance:
Graduates need a wide range of information and advice, wider than is
generally offered and across a broader range of options. The need is for improved
access to such help and more discerning and more sophisticated tools to support it.
The more complex the world of work and more extensive the information
available, the greater is the need for personalized, impartial guidance to help
students make right choices. Libraries should be equipped with information
documents in different topics like career exploration, career planning, Job
search/resume writing, professional schools and colleges, study and/or work
abroad, company and government information, career web sites, communication
skills, personality development, developing soft skills, general knowledge etc.
Hence an attempt has been made to find out the resources available in particular
topics for career guidance in college libraries affiliated to Andhra University.
Table 5.1.36Topics in which literature available for career guidance in college libraries
TopicsNo. of Degree colleges
Government34*
Autonomous 6*
All colleges 40*
Yes No Total Yes No Total Yes No TotalCareer exploration
Career planning
Job search/Resume writing
Professional schools & colleges
Study and/or work abroad
Company & Government Information
Career Websites
Communication skills
Personality development
Developing soft skillsGeneral knowledge
9(26.47)
11(32.35)
15(44.12)
5(14.71)
2(5.88)
4(11.76)
3(8.82)
21(61.76)
22(64.71)
19(55.88)
28(82.35)
25(73.53)
23(67.65)
19(55.88)
29(85.29)
32(94.12)
30(88.24)
31(91.18)
13(38.24)
12(35.29)
15(44.12)
6(17.65)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
4(66.67)
6(100)
4(66.67)
4(66.67)
5(83.33)
4(66.67)
3(50.00)
4(66.67)
6(100)
5(83.33)
6(100)
2(33.33)
--
2(33.33)
2(33.33)
1(16.67)
2(33.33)
3(50.00)
2(33.33)
--
1(16.67)
--
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
13(32.5)
17(42.5)
19(47.5)
9(22.5)
7(17.5)
8(20.00)
6(15.00)
25(62.50)
28(70.00)
24(60.00)
34(85.00)
27(67.5)
23(57.5)
21(52.5)
31(77.5)
33(82.5)
32(80.00)
34(85.00)
15(37.50)
12(30.00)
16(40.00)
6(15.00)
40(!00)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Table 5.1.36 shows that out of 40 college libraries 34 (85%) of the college
libraries have collections on general knowledge. 28 (70%) of the libraries have
materials on personality development, 25(62.5%) have resources in
communication skills and only 6 (15%) have information on career web sites.
Among government college libraries 28 (82.35%) of them have general
knowledge collection. 22 (64.71%) have information on personality development,
21 (61.76%) of libraries have materials on communication skills, and only in 2
(5.88%) of the libraries have resources in study and/or work abroad.
In the case of autonomous college libraries 100% of them are having career
planning and personality development and general knowledge resources. Only in 3
(50%) of the college libraries have information regarding career web sites.
The above explanation clearly expresses that most of the college libraries
have to improve their collection development for career guidance in various topics
specifically in career exploration (67.5%), further education (77.5%), career web
sites (85%) etc. At present they give importance to general knowledge,
personality development, communication skills and soft skill development.
5.1.19.2. Availability of Career Guidance Documents: There are varieties of
documents available in the market for career guidance in different subjects.
College libraries have to acquire, process and disseminate the information
contained in these documents for the benefit of graduates and also for the sake of
staff involved in guiding the students. Hence an attempt has been made to find out
how far these documents are available in college libraries.
Table 5.1.37Resources available for career guidance in college libraries
Resources(Titles of Books)
No. of Degree collegesGovernment
34*Autonomous
6*All colleges
40*Yes No Total Yes No Total Yes No Total
Study Abroad
Careers in Law
Careers in computersCareers in foreign languagesThe essential guide to careers in IndiaPenguin India career guide 2 v.
The perfect career
Taking charge of your career
Careers
6 steps to career success
Universities handbook
The ultimate CV book
Interviewing: a practical guide to students
Self development
Quantitative aptitude and reasoning
How to pass advanced numeracy tests
The ultimate job search lettersResume! Resume! Resume!
4(11.76)
3(8.82)
10(29.41)
3(8.82)
5(14.71)
4(11.76)
4(11.76)
5(14.71)
8(23.53)
4(11.76)
11(32.35)
2(5.88)
7(20.59)
11(32.35)
10(29.41)
7(20.59)
8(23.53)
2(5.88)
30(88.24)
31(91.18)
24(70.59)
31(91.18)
29(85.29)
30(88.24)
30(88.24)
29(85.29)
26(76.47)
30(88.24)
23(67.65)
32(94.12)
27(79.41)
23(67.65)
24(70.59)
27(79.41)
26(76.47)
32(94.12)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34!00)
34(100)
34(100)
34(100)
34(100)
34(100)
6(100)
3(50.00)
4(66.67)
5(83.33)
3(50.00)
2(33.33)
--
--
2(33.33)
--
6(100)
2(33.33)
1(16.67)
4(66.67)
6(100)
3(50.00)
3(50.00)
3(50.00)
--
3(50.00)
2(33.33)
1(16.67)
3(50.00)
4(66.67)
6(100)
6(100)
4(66.67)
6(100)
--
4(66.67)
5(83.33)
2(33.33)
--
3(50.00)
3(50.00)
3(50.00)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
10(25.00)
6(15.00)
14(35.00)
8(20.00)
8(20.00)
6(15.00)
4(10.00)
5(12.5)
10(25.00)
4(10.00)
17(42.50)
4(10.00)
8(20.00)
15(37.5)
16(40.00)
10(25.00)
11(27.5)
5(12.5)
30(75.00)
34(85.00)
26(65.00)
32(80.00)
32(80.00)
34(85.00)
36(90.00)
35(87.5)
30(75.00)
36(90.00)
23(57.50)
36(90.00)
32(80.00)
25(62.5)
24(60.00)
30(75.00)
29(72.5)
35(87.5)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Above table reveals that out of 40 colleges in 17 (42.5%) of the college
libraries have ‘Universities handbook’, 16 (40%) of the college libraries have the
resource ‘Quantitative aptitude and reasoning’ and in 15 (37.5%) of the college
libraries have the resource ‘Self development’, 14 (35%) have ‘Careers on
computers’, 11 (27.5%) of them have the ‘Ultimate job search letters’. Regarding
other documents only less than 10 (25%) college libraries have them in their
collection.
Among government colleges libraries 11 (32.35%) have the document Self
development and Universities Handbook, 10 (29.41%) have ‘Quantitative aptitude
and reasoning’ and ‘Careers in Computers. Only in 2 (5.88%) have the books
‘Resume! Resume! Resume!’ and ‘The Ultimate CV books’ in their collection.
In the case of autonomous colleges 100% of the libraries are having the
documents ‘Study abroad’, ‘Universities handbook’, ‘Quantitative aptitude and
reasoning’ and only 1 (16.67%) of the library has ‘Interviewing a practical guide
to students’ and many titles are not available.
Compared to government college libraries autonomous college libraries
have good collection in career guidance documents at the same time the analysis
shows that the collection is not sufficient and both government and autonomous
colleges have to strive to acquire some of the important titles in this area so that
students can have a clear understanding of available careers and how to improve
themselves academically, physically, spiritually and mentally.
5.1.19.3. Availability of Periodicals for Career Guidance in College Libraries:
To know the present changes in the field of career it is necessary to
subscribe current periodicals. This will give an idea to the students/graduates in
the selection of careers and studies. Data has been gathered to assess the nature of
periodicals and magazines acquired for career guidance in college libraries
affiliated to Andhra University.Table 5.1.38
Periodicals subscribed by the college libraries for career guidanceTitles of
periodicalssubscribed
No. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalAdvanc’edge MBA
Employment news/ Udyoga sopanam etc
Competition success review/ Competition master/ etc
Educare/Education world/etc
India today/ Week/Frontline/etc
Newspapers (English/Telugu)
--
25(73.53)
21(61.76)
3(8.82)
22(64.71)
33(97.06)
34(!00)
9(26.47)
13(38.24)
31(91.18)
12(35.29)
1(2.94)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
2(33.33)
6(100)
5(83.33)
3(50.00)
6(100)
6(100)
4(66.67)
--
1(16.67)
3(50.00)
--
--
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
2(5.00)
31(77.50)
26(65.00)
6(15.00)
28(70.00)
39(97.50)
38(95.00)
9(22.50)
14(35.00)
34(85.00)
12(30.00)
1(2.50)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Table 5.1.38 reveals that out of 40 colleges in 39 (97.5%) are getting
newspapers in Telugu/English. 31 (77.5%) of the college libraries are subscribing
‘Employment News’/ ‘Udyoga Sopanam’. In 28 (70%) of the college libraries are
getting ‘India Today’/ ‘Week’ ‘Frontline’etc. In 26 (65%) of college libraries are
having periodicals like ‘Competition Success Review’/ ‘Competition Master’.
Only in 2 (5%) of libraries have ‘Advanc’edge MBA’.
It is evident from the table that out of 34 government degree colleges in 33
(97.06%) of the government colleges are providing newspapers to its users. 25
(73.53%) of the libraries are getting ‘Employment news’/ ‘Udyoga Sopanam’ etc.
Only 3 (8.82%) of the government college libraries are subscribing ‘Educare’ /
‘Education World’ etc.
In the case of autonomous degree colleges in 6 (100%) of the libraries are
having periodicals like ‘Employment News’ / ‘Udyoga Sopanam; ‘India Today’/
‘Week’/ ‘Frontline’ etc and ‘News papers’ and only in 2 (33.33%) of the libraries
are getting ‘Advanc’edge MBA’.
The analysis clearly shows that most of the libraries (97.5% Newspapers,
77.5% Employment news/ Udyoga sopanam etc.) both in government and
autonomous degree colleges are getting some of the important periodicals and
news papers in career guidance available in India. However, there is a need to
improve the magazine and newspaper collection with more standard publications.
5.1.19.4. Resources for the preparation of Entrance Tests:
At present to get in different courses the students/graduates have to appear
for entrance tests. Resources to prepare for these entrance tests are costly and the
students may not be able to purchase these books. So it is left to the libraries to
provide these sources to students. Here an attempt is made to find out the
resources available in college libraries affiliated to Andhra University.
Table 5.1.39Availability of resources to prepare for Entrance tests
Names of Entrance Tests No. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No Total
CAT/ICET/EDCET/AUCET/etc
NDA/INE/IME/etc
NET/SLET
SAT
GMAT/GRE
TOEFL
24(70.59)
8(23.53)
14(41.18)
2(5.88)
11(32.35)
10(29.41)
10(29.41)
26(76.47)
20(58.82)
32(94.12)
23(67.65)
24 (70.59)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
5(83.33)
4(66.67)
5(83.33)
3(50.00)
4(66.67)
5(83.33)
1(16.67)
2(33.33)
1(16.67)
3(50.00)
2(33.33)
1(16.67)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
29(72.50)
12(30.00)
19(47.50)
5(12.50)
15(37.50)
15(37.50)
11(27.50)
28(70.00)
21(52.50)
35(87.50)
25(62.5)
25(62.50)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Table 5.1.39 shows that in 29 (72.5%) of the college libraries provide
resources to support the students in preparing CAT/ICET/EDCET/AUCET/ etc.
In the case of government degree colleges in 24 (70.59%) of the libraries
provides information to prepare for CAT/ICET/EDCET/AUCET/etc.
Among autonomous degree colleges in 5 (83.33%) of the libraries provide
information to prepare for CAT/ICET/EDCET/AUCET/etc; NET/SLET and
TOEFL exams. In 3 (50%) of the libraries have information to prepare for SAT.
On the whole the analysis proves that the college libraries under study are
supporting the students to prepare for various entrance tests, as 72.5% support in
the preparation for CAT/ICET/EDCET/AUCET but other areas it is below 50% is
matter of concern.
5.1.19.5. Guidance for entrance tests:
As there are various types of entrance tests in this competitive society it is difficult
for the students to know the rules and regulations and the way to prepare for the
entrance tests. In some of the colleges the librarians are guiding the students in
preparing for these tests. Hence an attempt has been made to understand the
guidance given by librarian in college libraries affiliated to Andhra University for
different entrance tests.
Table 5.1.40Competitive tests for which guidance is given by the college librarians
Name of Tests No. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No Total
UPSC
APPSC
RBI Officer’s Exam
Bank Clerical/ P.O
RRB
DSC
20(58.82)
26(76.47)
17(50.00)
21(61.76)
21 (61.76)
22(64.71)
14(41.18)
8 (23.53)
17(50.00)
13(38.24)
13(38.24)
12(35.29)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
6(100)
5(83.33)
5(83.33)
5(83.33)
5(83.33)
4(66.67)
--
1(16.67)
1(16.67)
1(16.67)
1(16.67)
2(33.33)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
26(65.00)
31 (77.50)
22(55.00)
26(65.00)
26(65.00)
26(65.00)
14(35.00)
9(22.50)
18(45.00)
14(35.00)
14(35.00)
14(35.00)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Above table highlights that out of 40 college libraries in 31 (77.5%) the
librarian provides guidance for Andhra Pradesh Public Service Commission
(APPSC) tests. In 22 (55%) libraries the librarians assist in the preparation for
Reserve Bank of India (RBI) officer’s examination.
In 26 (76.47%) government degree college libraries the librarian guides in
the preparation for APPSC examinations. In 17 (50%) of the libraries, librarian
provide guidance in RBI Officer’s Exam.
Among autonomous degree college libraries cent percent of them are
providing guidance to prepare for Union Public Service Commission (UPSC)
examinations, while in 4 (66.67%) of the college libraries, librarian assist in the
preparation for (District Selection Commission) DSC examination.
The analysis shows that most of the college librarians are providing
guidance in preparing for various competitive examinations as the figures 65% and
above indicates.
5.1.20. Guidance Activities and college libraries:
College libraries play an important role in guidance activities. They are
equipped with different means to provide guidance information to students and
staff and assist in the activities of career guidance cell. To find out the activities
undertaken by college libraries under study data has tabulated below.
Table 5.1.41 reveals that 29 (72.5%) of the college libraries display career
information on Bulletin boards, 26 (65%) provide career advice, 21 (52.5%) gives
career talks/seminars and workshop etc. But only 1 (2.5%) college library conduct
mock interviews/tests.
Table 5.1.41Guidance activities in the college library
Guidance ActivitiesNo. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalBulletin board display
Career advice
Career talks/Seminars/Workshop
Essay writing/ Quiz
Career exhibition/ fair
Discussion groups/Debate/Public Speaking
Book reviews/Book clubs
Online tutorials
Net based services
Counseling classes
Mock interviews/tests
Campus interview
Placement service
Alumni databank
24(70.59)
21(61.76)
16(47.06)
14(41.18)
8(23.53)
10(29.41)
11(32.35)
--
1(2.94)
7(20.59)
1(2.94)
1(2.94)
1(2.94)
8(23.53)
10(29.41)
13(38.24)
18(52.94)
20(58.82)
26(76.47)
24(70.59)
23(67.65)
34(100)
33(97.06)
27(79.41)
33(97.06)
33(97.06)
33(97.06)
26(76.47)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
5(83.33)
5(83.33)
5(83.33)
6(100)
1(16.67)
2(33.33)
3(50.00)
--
2(33.33)
2(33.33)
--
1(16.67)
1(16.67)
3(50)
1(16.67)
1(16.67)
1(16.67)
--
5(83.33)
4(66.67)
3(50.00)
6(100)
4(66.67)
4(66.67)
6(100)
5(83.33)
5(83.33)
3(50)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
29(72.5)
26(65.00)
21(52.5)
20(50.00)
9(22.5)
12(30.00)
14(35.00)
--
3(7.5)
9(22.5)
1(2.5)
2(5.00)
2(5.00)
11(27.5)
11(27.5)
14(35.00)
19(47.5)
20(50.00)
31(77.5)
28(70.00)
26(65.00)
40(100)
37(92.5)
31(77.5)
39(97.5)
38(95.00)
38(95.00)
29(72..5)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
In Government degree college libraries out of 34 in 24 (70.59%) have
bulletin board display service, 21 (61.76%) libraries provide career advice, 11
(32.35%) Book reviews/ Book clubs etc. Only 1 (2.94%) library has activities such
as net based services, Mock interview/tests, campus interview and placement
service.
Among autonomous degree college libraries 5 (83.33%) libraries have
activities like Bulletin board display, Career advice, Career
talks/Seminars/Workshop. Only 1 (16.67%) college library assist in conducting
Career exhibition/fair, Campus interview, and Placement service.
It can be inferred from the above analysis that libraries involved in career
guidance activities (72.5% bulletin board display, 65% career advice, 52.5%
career talks/seminars, 50% essay writing/quiz). However there is still scope for
further development in career guidance activities in areas like ‘conduct of mock
interview, placement service, net based service, career exhibitions etc.
5.1.20.1. Development of soft skills and college libraries:
In the 21st century soft skill development is the most focused area for achieving
career. The students should be helped in this area and libraries can assist the
students by organizing seminars/workshops or libraries can support the career
guidance staff in conducting workshops/seminars in different career topics such as
career planning, personality development etc. To find out the topics in which the
college libraries are assisting the college data gathered and analyzed as displayed
in the table below.
Table 5.1.42Assistance in Organizing workshops/seminars on soft skills in college libraries
Soft skillsNo. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalCareer planning
New student orientation
Personality development
Time management
Resume writing
Communication skills
Interviewing skillsStudy and/or work abroad
12(35.29)
15(44.12)
10(29.41)
9(26.47)
5(14.71)
13(38.24)
9(26.47)
3(8.82)
22(64.71)
19(55.88)
24(70.59)
25(73.53)
29(85.29)
21(61.76)
25(73.53)
31(91.18)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
34(100)
3(50.00)
5(83.33)
4(66.67)
2(33.33)
3(50.00)
5(83.33)
3(50.00)
2(33.33)
3(50.00)
1(16.67)
2(33.33)
4(66.67)
3(50.00)
1(16.67)
3(50.00)
4(66.67)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
6(100)
15(37.5)
20(50.00)
14(35.00)
11(27.5)
8(20.00)
18(45.00)
12(30.00)
5(12.5)
25(62.5)
20(50.00)
26(65.00)
29(72.5)
32(80.00)
22(55.00)
28(70.00)
35(87.5)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
40(100)
*=sample size
Above table clearly explains that out of 40 college libraries 20 (50%) of the
libraries provide new student orientation. Only 5 (12.5%) of the libraries
organize/assist in seminars on study and/ work abroad.
Out of 34 government degree college libraries 15 (44.12%) of them
mentioned that they have workshop/seminars in new student orientation and only
3 (8.82%) of the libraries mentioned about giving seminars in Study and/or work
abroad.
Among autonomous degree college libraries out of 6 in 5 (83.33%) of the
libraries organize workshop/seminars in new student orientation and
communication skills and only 2 (33.33%) of the libraries organized seminars in
time management and Study and/or work abroad.
The above analysis predicts that some of the libraries are assisting in
organizing various workshops/seminars in soft skills but it is not a common
feature as more than 50% of them are not extending such activity.
5.1.21. Librarian has role in career guidance activities in colleges:
Opinions are sought from the college librarians to ascertain their views on their
role in career guidance in colleges.
Table 5.1.43Opinion of librarians regarding their role in Career guidance
Librarian has a role to play in career guidance
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
Yes
No
34 (100)
--
6(100)
--
40 (100)
--
*=sample size
Table 5.1.43 reveals that all the college librarians under this study believe
that they have a role to play in career guidance. It is a welcoming factor as the
Library and Information Science professionals have ascertained their role in career
guidance.
5.1.21.1 Librarian’s role in career guidance in colleges:
Career guidance is not an isolated activity and is not confined to
dissemination of information. It involves personal interaction with students and
guiding them as per their individual choices and needs. On the other hand career
guidance is not a single activity but a series of activities that include aptitude,
formation, and attitude development to written and spoken communication skills.
Hence it demands for a collaborative action, instead of isolated one. To know the
views of the librarians under study in this aspect, their opinions were sought that
are displayed in the following table.
Table 5.1.44Type of librarian’s role in career guidance
Librarian has a role to play in career guidance
No. of Degree CollegesTotal40*
Government34*
Autonomous6*
Alone
In collaboration
3(8.82)
31(91.18)
--
6(100)
3(7.5)
37(92.5)
*=sample size
As predicted, the librarians are of the view that career guidance should be a
collaborative activity as viewed by 92.5% of libraries. It is an indication that
librarian would like to work in collaboration with faculty to impart career
guidance.
5.1.21.2 Area in which librarian can collaborate in career guidance: There are
several aspects, where the librarian can assist/or support the members of career
guidance cell or the career activities of the college such as providing access to
information services, information based guidance, career counseling and
developing career oriented skills. Here opinions were sought from the librarian to
mark the areas that they feel comfortable while offering career guidance.
Table 5.1.45
Level of collaboration of librarian in Career guidance in colleges
Level of collaboration
No. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalProviding access to career information services
Information-based guidance
Career counseling
Developing career-oriented skills (hard and soft)
34(100)
26(76.47)
21(61.76)
17(50.00)
--
8(23.53)
13(38.24)
17(50.00)
34(100)
34(100)
34(100)
34(100)
6(100)
6(100)
6(100)
6(100)
--
--
--
--
6(100)
6(100)
6(100)
6(100)
40(!00)
32(80.00)
27(67.50)
23(57.50)
--
8(20.00)
13(32.50)
17(42.50)
40(100)
40(100)
40(100)
40(100)
*=sample size
Table 5.1.45 highlights that all the librarians expressed that they provide
access to information services. 32 (80%) mentioned that they have information-
based guidance. 30 (75%) of the librarians support career counseling and 26
(65%) said that they assist in career oriented skills, 27 (67.5%) mentioned that
they collaborate in providing career counseling and 23 (57.5%) noted that they
collaborate in the development of career-oriented skills (hard and soft).
In the case of government colleges all the librarians opined that they
support in providing access to information services. 26 (76.47%) librarians are
assisting in information-based guidance, 21 (61.76%) librarians support career
counseling and 17 (50.00%) of the librarians are helping in developing career
oriented skills.
From the above analysis it is inferred that the 21st century librarians are
capable of assisting in the different facets of career guidance. Not only in
providing career information to students but also they are willing to organize or
assist in different career activities and help in the area of career counseling too.
5.1.22. Personal characteristics required for a librarian to offer career
guidance
To provide career guidance to students/graduates the librarian should have
certain personality traits and skills. Opinions were sought from the librarians on
different required characteristics using rating scale 1-5. Where 5 – Strongly agree,
4 – Agree, 3 – Moderate, 2 – Disagree, 1 – Strongly disagree. The data gathered is
shown in table 5.1.46.
Table 5.1.46Personal characteristics required of a librarian to offer career guidance
Characteristics Rate Government34*
Autonomous6*
Total40*
1.Ability to deal effectively with students 1
2
3
4
5
19 (55.88)
15(44.12)
--
--
--
5(83.33)
1(16.67)
--
--
--
24(60.00)
16(40.00)
--
--
--
2. Courtesy and patience 1
2
3
45
13(38.24)
20(58.82)
1(2.94)
----
4(66.67)
2(33.33)
--
----
17 (42.50)
22(55.00)
1(2.50)
---- continued
3. Intellectual ability – breadth of knowledge, resourceful with up to date knowledge
1
2
3
4
5
17(50.00)
16(47.06)
1(2.94)
--
--
3(50.00)
3(50.00)
--
--
--
20(50.00)
19(47.50)
1(2.50)
--
--4. Good organizational and analytical skills 1
2
3
4
5
14(41.18)
17(50.00)
3(8.82)
--
--
2(33.33)
4(66.67)
--
--
--
16(40.00)
21(52.50)
3(7.50)
--
--5. Ability to use IT effectively 1
2
3
4
5
10(29.41)
15(44.12)
8(20.59)
1(2.94)
--
1(16.67)
3(50.00)
1(16.67)
1(16.67)
--
11(27.50)
18(45.00)
9(22.50)
2(5.00)
--6. Counseling skills 1
2
3
4
5
11(32.35)
16(47.06)
7(20.59)
--
--
2(33.33)
2(33.33)
2(33.33)
--
--
13(32.50)
18(45.00)
9(22.50)
--
--
7. Commitment to job 1
2
3
4
5
18(52.94)
16(47.06)
--
--
--
4(66.67)
2(33.33)
--
--
--
22(55.00)
18(45.00)
--
--
--8. Being dynamic and energetic 1
2
3
4
5
14(41.18)
16(47.06)
3(8.82)
--
1(2.94)
3(50.00)
2(33.33)
1(16.67)
--
--
17(42.50)
18(45.00)
4(10.00)
--
1(2.50)
9. Out going personality 1
2
3
4
5
10(29.41)
17(50.00)
5(14.71)
1(2.94)
1(2.94)
3(50.00)
--
3(50.00)
--
--
13(32.50)
17(42.50)
8(20.00)
1(2.50)
1(2.50)
10. Accountability 1
2
3
4
5
12(35.29)
18(52.94)
3(8.82)
--1
(2.94)
3(50.00)
3(50.00)
--
--
--
15(37.50)
21(52.50)
3(7.50)
--1
(2.50)*=sample size
1. Ability to deal effectively with students – Out of 40 degree college librarians 24
(60%) of them strongly agree with the statement ‘ability to deal effectively with
students’ and remaining 16 (40%) librarians agree with the statement.
Among the government college librarians 55.88% strongly agree with the
statement ‘ability to deal effectively with students’ and 44.12% librarians agree
with the same statement. In the case of autonomous colleges 83.33% librarians
strongly agree and 16.67% librarian agree with the statement ‘ability to deal
effectively with students’
2. Courtesy and patience – It is evident from the table that out of 40 college
librarians 17 (42.5%) librarians strongly agree with the statement, 22 (55%)
librarians agree with the statement and only 1 (2.5%) librarian marked ‘moderate’
38.24% Government College librarians ‘strongly agree’, 58.82% ‘agree’
and 2.94% moderately agree with the above statement. Among autonomous
college librarians 66.67% strongly agree with the statement and 33.33% agree with
the statement.
3. Intellectual ability – breadth of knowledge – 20 (50%) college librarians
strongly agree with the statement, 19 (47.5%) agree and 1 (2.5%) moderate.
50% government college librarians strongly agree, 47.06% agree and only
2.94% moderately agree with the statement. Among the autonomous college
librarians 50% ‘Strongly agree’ and remaining 50% ‘Agree’ with the statement.
4. Good organizational and analytical skills – Out of 40 college librarians 16
(40%) of the college librarians expressed that they ‘Strongly agree’, 21 (52.5%)
‘Agree’ and 3 (7.5%) marked it as ‘moderate’.
Among the government degree college librarians 41.18% of them are
‘Strongly agree’ and 50% librarians ‘Agree’ and remaining 8.82% librarians
marked it as ‘moderate’. Where as autonomous degree college librarians 33.33%
opined as ‘Strongly agree’ and remaining 66.67% mentioned as ‘Agree’.
5. Ability to use IT effectively – Out of 40 college librarians, 11 (27.5%) librarians
opined as ‘Strongly agree’, 18 (45%) librarians mentioned as ‘Agree’, 9 (22.5%)
librarians marked it as ‘moderate’ and 2 (5%) librarian expressed as ‘Disagree’
Government college librarians 29.41% librarians opined that they ‘Strongly
agree’ with the statement, 44.12% librarians expressed as ‘Agree’, 23.53%
mentioned as ‘moderate’ and 2.94% librarian ‘Disagree’ with the statement.
Among autonomous college librarians 16.67% librarian mentioned that ‘Strongly
agree’, 50% expressed as ‘Agree’, 16.67% opined as ‘moderate’ and remaining
16.67% marked as disagree.
6. Counseling skills – Out of 40 college librarians 13 (32.5%) librarians expressed
as ‘Strongly agree’, 18 (45%) librarians opined as ‘Agree’ and 9 (22.5%)
mentioned as ‘moderate’
Among the government college librarians 32.35% librarians opined as
‘Strongly agree’, 47.06% librarians expressed as ‘Agree’ and remaining 20.59%
mentioned as ‘moderate’. In the case of autonomous college librarians 33.33%
librarians opined as ‘Strongly agree’, another 33.33% librarians expressed as
‘Agree’ and remaining 33.33% librarians mentioned as ‘moderate’
7. Commitment to job – Out of 40 college librarians 22 (55%) librarians opined
that they ‘Strongly agree’ with the statement. Where as 18 (45%) college
librarians mentioned that they ‘Agree’ with the statement.
Government degree college librarians 52.94% expressed that they ‘Strongly
agree’ with the statement and remaining 47.06% librarians opined that they
‘Agree’ with the statement. Among the autonomous college librarians 66.67%
opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’
with the statement.
8. Being dynamic and energetic – Out of 40 of the college librarians 17 (42.5%)
librarians opined as ‘Strongly agree’, 18 (45%) librarians opined as ‘Agree’, 4
(10%) librarians expressed as ‘moderate’ and only 1 (2.5%) librarian mentioned as
‘Strongly disagree’ with the statement.
41.18% Government degree college librarians opined as ‘Strongly agree’,
47.06% librarians mentioned as ‘Agree’, 2.94% expressed as ‘moderate’ and
remaining 2.94% librarian opined as ‘Strongly disagree’ with the statement.
Where as among autonomous college librarians 50% opined as ‘Strongly agree’,
33.33% librarians mentioned as ‘Agree’ and remaining 16.67% librarian expressed
as ‘moderate’.
9. Outgoing personality – Out of 40 of the college librarians 13 (32.5%) librarians
opined that they ‘Strongly agree’ with the statement. 17 (42.5%) librarians
expressed that they ‘Agree’, 8 (20%) librarians mentioned as ‘moderate’, 1 (2.5%)
librarian marked as ‘Disagree’ and remaining 1 (2.5%) librarian opined as
‘Strongly disagree’ with the statement.
Among government college librarians 29.41% opined as ‘Strongly agree’,
50% librarians mentioned as ‘Agree’, 14.71% librarians expressed as ‘moderate’,
2.94% librarian opined as ‘Disagree’ and the remaining 2.94% librarian mentioned
as ‘Strongly Disagree’ with the statement. In the case of autonomous college
librarians 50% opined as ‘Strongly agree’ and the remaining 50% librarians
expressed as ‘moderate’.
10. Accountability – Out of 40 college librarians 15 (37.5%) librarians opined as
‘Strongly agree’, 21 (52.5%) of the librarians mentioned as ‘Agree’, 3 (7.5%)
librarians expressed as ‘moderate’ and remaining 1 (2.5%) librarian opined as
‘Strongly disagree’ with the statement.
Here 35.29% government college librarians opined as ‘Strongly agree’,
52.94% librarians expressed as ‘Agree’, 8.82% librarians mentioned as ‘moderate’
and remaining 2.94% librarian opined as ‘Strongly disagree’ while 50%
autonomous college librarians expressed that they ‘Strongly agree’ and remaining
50% librarians mentioned that they ‘Agree’ with the statement.
The above analysis reveals that most of the college librarians (60%, 42.5%,
50%, 40%, 27.5%, 32.5%, 55%, 42.5%, 32.5%, and 37.5%) mentioned that they
strongly agree with the statements in support of personal characteristics required
of a librarian to offer career guidance - ability to deal effectively with students,
courtesy and patience, intellectual ability – breadth of knowledge, good
organizational and analytical skills, ability to use IT effectively, counseling skill,
commitment to job, being dynamic and energetic, outgoing personality and
accountability respectively. The percentages of those who ‘Agree’ with the above
statements are – 40%, 55%, 47.5%, 52.5%, 45%, 45%, 45%, 45%, 42.5%and
52.5% respectively. It can be inferred that for a librarian to impart career
knowledge to students/graduates these personal characteristics are essential.
5.1.23. Soft skills
To assist/support in career guidance activities of the colleges the college
librarians should have certain soft skills like communication skill, group
facilitation skills, job market knowledge, innovativeness, information management
skill, creativity, leadership qualities, positive attitude, analytical and logical skill
and Interpersonal skill. Hence here an attempt is made to gather opinions from the
college librarians.Table 5.1.47
Soft skills required for the librarianSoft skills Rate Government
34*Autonomous
6*Total40*
1.Communication skill 1
2
3
4
5
20(58.82)
13(38.24)
--
1(2.94)
--
3(50.00)
3(50.00)
--
--
--
23(57.50)
16(40.00)
--
1(2.50)
--2. Group facilitation skills 1
2
3
4
5
16(47.06)
16(47.06)
1(2.94)
1(2.94)
--
1(16.67)
3(50.00)
2(33.33)
--
--
17(42.50)
19(47.50)
3(7.50)
1(2.50)
--
3. Job market knowledge 1
2
3
4
5
11(32.35)
18(52.94)
4(11.76)
1(2.94)
--
1(16.67)
2(33.33)
--
2(33.33)
1(16.67)
12(30.00)
20(50.00)
4(10.00)
3(7.50)
1(2.50)
4. Innovativeness 1
2
3
4
5
9(26.47)
20(58.82)
4(11.76)
1(2.94)
--
1(16.67)
3(50.00)
2(33.33)
--
--
10(25.00)
23(57.50)
6(15.00)
1(2.50)
--5. Information management skill 1
2
3
4
5
13(38.24)
18(52.94)
2(5.88)
1(2.94)
--
3(50.00)
3(50.00)
--
--
--
16(40.00)
21(52.50)
2(5.00)
1(2.50)
--6. Creativity 1
2
3
4
5
12(35.29)
16(47.06)
5(14.71)
1(2.94)
--
4(66.67)
1(16.67)
1(16.67)
--
--
16(40.00)
17(42.50)
6(15.00)
1(2.5)
--
continued
7. Leadership qualities 1
2
3
4
5
16(47.06)
16(47.06)
--
1(2.94)
1(2.94)
5(83.33)
1(16.67)
--
--
--
21(52.50)
17(42.50)
--
1(2.50)
1(2.50)
8. Positive attitude 1
2
3
4
5
15(44.12)
18(52.94)
1(2.94)
--
--
6(100)
--
--
--
--
21(52.50)
18(45.00)
1(2.50)
--
--9. Analytical and logical skill 1
2
3
4
5
12(35.29)
20(58.82)
2(5.88)
--
--
1(16.67)
3 (50.00)
2(33.33)
--
--
13(32.50)
23(57.50)
4(10.00)
--
--10. Interpersonal skill 1
2
3
45
13(38.24)
18(52.94)
3(8.82)
----
1(16.67)
4(66.67)
1(16.67)
----
14(35.00)
22(55.00)
4(10.00)
----
*=sample size
Table5.1.47 clearly highlights the opinion of librarians regarding the soft
skill which are necessary for the librarians to provide career guidance in colleges.
1. Communication skill – Out of the 40 college librarians 23 (57.5%) librarians
opined that they ‘Strongly agree’ with the statement, 16 (40%) librarians
mentioned that they ‘Agree’ and remaining 1 (2.5%) librarian mentioned that
he/she ‘Disagree’ with the statement.
Among government college librarian 58.82% opined that they strongly
agree with the statement, 38.24% librarians are expressed as ‘Agree’ and 2.94%
librarian mentioned as ‘Disagree’ with the statement. Where as among
autonomous college librarians 50% opined as ‘Strongly agree’ and remaining 50%
opined as ‘Agree’ with the statement.
2. Group facilitation skills – Out of 40 college librarians 17 (42.5%) librarians
opined as ‘Strongly agree’, another 19 (47.5%) librarians opined as ‘Agree’, 3
(7.5%) librarians expressed as ‘moderate’ and only 1 (2.5%) librarian mentioned
as ‘Disagree’ with the statement.
Government college librarians 47.06% opined as ‘Strongly agree’, 47.06%
of the librarians mentioned as ‘Agree’, 2.94% of the librarians expressed as
‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the
statement. Among autonomous college librarians 16.67% librarian opined as
‘Strongly agree’, 50% of the librarians expressed as ‘Agree’ and remaining
33.33% of the librarians mentioned as ‘moderate.’
3. Job market knowledge – Out of 40 college librarians 12 (30%) librarians opined
as ‘Strongly agree’, 20 (50%) librarians mentioned as ‘Agree’, 4 (10%) librarians
expressed as ‘moderate’, 3 (7.5%) librarians opined as ‘Disagree’ and 1 (2.5.%)
librarian expressed as ‘Strongly Disagree’ with the statement.
32.35% government college librarians opined as ‘Strongly agree’, 52.94%
librarians opined as ‘Agree’, 11.76% librarians expressed as ‘moderate’ and
remaining 2.94% librarian mentioned as ‘Disagree’ with the statement. Among
autonomous college librarians 16.67% librarian opined as ‘Strongly Agree’,
33.33% of the librarians mentioned as ‘Agree’, another 33.33% librarians
expressed as ‘Disagree’ and remaining 16.67% librarians mentioned as ‘Strongly
disagree’ with the statement.
4. Innovativeness – Out of the 40 college librarians 10 (25%) of the librarians
opined as ‘Strongly agree’, 23 (57.5%) librarians mentioned as ‘Agree’, 6 (15%)
librarians opined as ‘moderate’ and remaining 1 (2.5%) librarians expresses as
‘Disagree’ with the statement.
In the case of government college librarians 26.47% opined as ‘Strongly
Agree’, 58.82% of the librarians mentioned as ‘Agree’, 11.76% librarians
expressed as ‘moderate’ and remaining 2.94% librarian opined as ‘Disagree’ with
the statement. Autonomous college librarians 16.67% librarians opined as
‘Strongly agree’ 50% librarians mentioned as ‘Agree’ and remaining 33.33%
librarians expressed as ‘moderate’.
5. Information management skill – Out of 40 college librarians 16 (40%) librarians
mentioned as ‘Strongly agree’, 21 (52.5%) librarians opined as ‘Agree’, 2 (5%)
librarians expressed as ‘moderate’ and remaining 1 (2.5%) of the librarians opined
as ‘Disagree’ with the statement.
Among government college librarians 38.24% opined as ‘Strongly agree’,
52.94% of the librarians mentioned as ‘Agree’, 5.88% librarians expressed as
‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the
statement. Where as among autonomous college librarians 50% opined as
‘Strongly agree’ and remaining 50% librarians mentioned as ‘Agree’ with the
statement.
6. Creativity – Among the 40 college librarians 16 (40%) librarians opined as
‘Strongly agree’, 17 (42.5%) of the librarians mentioned as ‘Agree’, 6 (15%)
librarians expressed as ‘moderate’ and remaining 1 (2.5%) librarian opined as
‘Disagree’ with the statement.
In the case of government degree college librarians 35.29% opined as
‘Strongly agree’, 47.06% librarians mentioned as ‘Agree’, 14.71% librarians
expressed as ‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with
the statement. Among autonomous college librarians 66.67% librarians opined as
‘Strongly agree’, 16.67% librarian mentioned as ‘Agree’ and remaining 16.67%
librarian expressed as ‘moderate’.
7. Leadership qualities – Out of 40 college librarians 21 (52.5%) librarians opined
as ‘Strongly agree’, 17 (42.5%) librarians mentioned as ‘Agree’, 1 (2.5%) librarian
‘Disagree’ and remaining 1 (2.5%) librarian expressed as ‘Strongly Disagree’ with
the statement.
Among the government college librarians 47.06% opined as ‘Strongly
agree’, another 47.06% librarians ‘Agree’, 2.94% librarians ‘Disagree’ and
remaining 2.94% librarians mentioned as ‘Strongly Disagree’ with the statement.
Among autonomous college librarians 83.33% opined as ‘Strongly agree’ and
remaining 16.67% librarians expressed as ‘Agree’ with the statement.
8. Positive attitude – Out of 40 college librarians 21 (52.5%) librarians opined as
‘Strongly agree’, 18 (45%) librarians mentioned as ‘Agree’ and remaining 1
(2.5%) librarian express as ‘moderate.’
44.12% Government college librarians opined as ‘Strongly agree’, 52.94%
librarians mentioned as ‘Agree’ and remaining 2.94% librarians expressed as
‘moderate’. Among the autonomous college librarians all of them opined as
‘Strongly agree’ with the statement.
9. Analytical and logical skill – Out of 40 college librarians 13 (32.5%) librarians
opined as ‘Strongly agree’, 23 (57.5%) librarians expressed as ‘Agree’ and
remaining 4 (10%) librarians mentioned as ‘moderate’
35.29% Government college librarians opined as ‘Strongly agree’, 58.82%
librarians mentioned as ‘Agree’ and remaining 5.88% librarians expressed as
‘moderate’. Among autonomous college librarians 16.67% mentioned as
‘Strongly agree’, 66.67% librarians opined as ‘Agree’ and remaining 16.67%
librarian expressed as ‘moderate.’
10. Interpersonal skill – Out of 40 college librarians 14 (35%) librarians opined as
‘Strongly agree’, 22 (55%) librarians expressed as ‘Agree’, 4 (10%) librarians
opined as ‘moderate.’
It is evident from the table that 38.24% Government College librarians
opined as ‘Strongly agree’, 52.94% librarians mentioned as ‘Agree’, 8.82%
librarians expressed as ‘moderate’ about the statement. Among the autonomous
degree college librarians 16.67% librarians opines as ‘Strongly agree’, 66.67%
librarians expressed as ‘Agree’ and remaining 16.67% librarians mentioned as
‘moderate’ to the statement.
From the analysis it is evident that most of the librarians i.e. 57.5%, 42.5%,
30%, 25%, 40%, 40%, 52.5%, 52.5%, 32.5% and 35% ‘strongly agree’ with the
statements – communication skill, group facilitation skills, job market knowledge,
innovativeness, information management skill, creativity, leadership qualities,
positive attitude, analytical and logical skill and interpersonal skill respectively.
Where as the percentages of those who ‘agree’ with the above statements are 40%,
47.5%, 50%, 57.5%, 52.5%, 42.5%, 42.5%, 45%, 57.5%, and 55% respectively. It
is inferred from the above data that to provide career guidance to the
students/graduates the librarian must have the above mentioned soft skills.
5.1.24. Librarian as career guide:
In the 21st century as there is so much change in the knowledge
management and the role of the librarian. Now the librarian is recognized as
teacher and guide. Librarian has a definite role in the career guidance of
students/graduates in higher educational institutions. Hence an attempt is made to
get the opinions of college librarians in support of librarian as career guide. The
result is highlighted in table 5.1.48
Table 5.1.48Librarian’s opinions in support of librarian as career guide
Librarian as career guide Rate Government34*
Autonomous6*
Total40*
1. Have immediate access to information sources 1
2
3
4
5
18(52.94)
14(41.18)
1(2.94)
1(2.94)
--
4(66.67)
1(16.67)
1(16.67)
--
--
22(55.00)
15(37.50)
2(5.00)
1(2.50)
--2. Possess more information handling techniques 1
2
3
45
16(47.06)
16(47.06)
2(5.88)
----
3(50.00)
2(33.33)
1(16.67)
----
19(47.50)
18(45.00)
3(7.50)
----
3. Have knowledge in IT skills 1
2
3
4
5
7(20.59)
19(55.88)
6(17.65)
1(2.94)
1(2.94)
--
4(66.67)
2(33.33)
--
--
7(17.50)
23(57.50)
8(20.00)
1(2.50)
1(2.50)
4. More interaction with students 1
2
3
4
5
19(55.88)
14(41.18)
1(2.94)
--
--
5(83.33)
1(16.67)
--
--
--
24(60.00)
15(37.50)
1(2.50)
--
--5. Maintain good relationship with colleagues 1
2
3
4
5
17(50.00)
17(50.00)
--
--
--
6(100)
--
--
--
--
23(57.50)
17(42.50)
--
--
--
6. Ever ready to help those who approach 1
2
3
4
5
18(52.94)
13(38.24)
3(8.82)
--
--
4(66.67)
2(33.33)
--
--
--
22(55.00)
15(37.50)
3(7.50)
--
--
7. Encourage & helps students according to their 1 20 4 24
continued
behavioral needs.2
3
4
5
(58.82)13
(38.24)1
(2.94)--
--
(66.67)2
(33.33)--
--
--
(60.00)15
(37.50)1
(2.50)--
--
8. Inculcate enthusiasm and interest for reading and upgrading
1
2
3
4
5
20(58.82)
13(38.24)
1(2.94)
--
--
5(83.33)
--
1(16.67)
--
--
25(62.50)
13(32.50)
2(5.00)
--
--9. Provide a congenial environment for students 1
2
3
4
5
18(52.94)
13(38.24)
3(8.82)
--
--
5(83.33)
1(16.67)
--
--
--
23(57.5)
14(35.00)
3(7.50)
--
--10. Enthusiasm for life-long learning 1
2
3
4
5
18(52.94)
12(35.29)
4(11.76)
--
--
4(66.67)
2(33.33)
--
--
--
22(55.00)
14(35.00)
4(10.00)
--
--*=sample size
1. Have immediate access to information sources – Out of 40 college librarians 22
(55%) librarians opined as ‘Strongly agree’, 15 (37.5%) librarians expressed as
‘Agree’, 2 (5%) librarians mentioned as ‘moderate’ and remaining 1 (2.5%) librarians
opined as ‘Disagree’ with the statement.
Among Government degree college librarians 52.94% opined as ‘Strongly
agree’, 41.18% librarians expressed as ‘Agree’, 2.94% librarians mentioned as
‘moderate’ and remaining 2.94% librarians opined as ‘Disagree’ with the statement.
Among autonomous college librarians 66.67% opined as ‘Strongly agree’ with the
statement. 16.67% librarians mentioned as ‘Agree’ and remaining 16.67% librarians
expressed as ‘moderate.’
2. Possess more information handling techniques – Out of 40 college librarians 19
(47.5%) librarians opined as ‘Strongly agree’, 18 (45%) librarians expressed as
‘Agree’ and 3 (7.5%) librarians mentioned as ‘moderate’ to the statement.
47.06% Government degree college librarians opined as ‘Strongly agree’,
another 47.06% librarians opined as ‘Agree’ and remaining 5.88% librarians
expressed as ‘moderate’ about the statement. Among autonomous college librarians
50% opined as ‘Strongly agree’, 33.33% librarians expressed as ‘Agree’ and
remaining 16.67% of the librarians mentioned as ‘moderate.’
3. Have knowledge in IT skills – out of 40 college librarians 7 (17.5%) librarians
opined as ‘Strongly agree’, 23 (57.5%) librarians mentioned as ‘Agree’, 8 (20%)
librarians expressed as ‘moderate’, 1 (2.5%) librarian opined as ‘Disagree’ and
remaining 1 (2.5%) of the librarians mentioned as ‘Strongly Disagree’ with the
statement.
In the case of Government college librarians 20.59% librarians opined as
‘Strongly agree’, 55.88% librarians expressed as ‘Agree’ 17.65% librarians
mentioned as ‘moderate’, and remaining 2.94% librarians opined as ‘Disagree’ and
remaining 2.94% librarian opined as ‘Strongly Disagree’with the statement. Among
autonomous college librarians 66.67% librarians opined as ‘Agree’ and remaining
33.33% librarians mentioned as ‘moderate’
4. More interaction with students – Out of 40 college librarians 24 (60%) librarians
opined as ‘Strongly agree’, 15 (37.5%) librarians mentioned as ‘Agree’ and remaining
1 (2.5%) librarian expressed as ‘moderate’ about the statement.
55.88% government college librarians opined as ‘Strongly agree’, 41.18%
librarians mentioned as ‘Agree’ and 2.94% librarians mentioned as ‘moderate’
Among autonomous college librarians 83.33% librarians opined as ‘Strongly agree’
and remaining 16.67% librarian mentioned as ‘Agree’ with the statement.
5. Maintain good relationship with colleagues – Out of 40 college librarians 23
(57.5%) librarians opined as ‘Strongly agree’ and remaining 17 (42.5%) librarians
expressed as ‘Agree’ with the statement.
Government college librarians, 50% opined as ‘Strongly agree’ and remaining
50% librarians mentioned as ‘Agree’ with the statement. Among autonomous college
librarians, all of them opined that they ‘Strongly agree’ with the statement.
6. Ever ready to help those who approach – Out of 40 college librarians 22 (55%)
librarians opined as ‘Strongly agree’, 15 (37.5%) librarians mentioned as ‘Agree’ and
remaining 3 (7.5%) librarians expressed as ‘moderate’ about the statement.
In the case of government college librarians 52.94% librarians opined as
‘Strongly agree’. 38.24% librarians expressed as ‘Agree’ and remaining 8.82%
mentioned as ‘moderate’. Among autonomous college librarians 66.67% librarians
opined as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’
with the statement.
7. Encourage and helps students according to their behavioral needs – Out of 40
college librarians 24 (60%) librarians opined as ‘Strong agree’, 15 (37.5%) librarians
mentioned as ‘Agree’ and remaining 1 (2.5%) librarian expressed as ‘moderate’
Government College librarians 58.82% librarians opined as ‘Strongly agree’,
38.24% librarians mentioned as ‘Agree’ and remaining 2.94% librarian expressed as
‘moderate’. Where as among autonomous college librarians 66.67% librarians opined
as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the
statement.
8. Inculcate enthusiasm and interest for reading and upgrading – Out of 40 college
librarians 25 (62.5%) librarians opined as ‘Strongly agree’, 13 (32.5%) librarians
mentioned as ‘Agree’ and remaining 2 (5%) librarians opined as ‘moderate’ to the
statement.
Among government college librarians 58.82% mentioned that they ‘Strongly
agree’, 38.24% librarians mentioned as ‘Agree’ and 2.94% of the librarians expressed
as ‘moderate’ about the statement. In the case of autonomous college librarians
83.33% librarians opined as ‘Strongly agree’ and remaining 16.67% librarians
mentioned as ‘moderate’ to the statement.
9. Provide a congenial environment for students – Out of 40 college librarians 23
(57.5%) librarians opined as ‘Strongly agree’. 14 (35%) librarians mentioned as
‘Agree’ and remaining 3 (7.5%) librarians expressed as ‘moderate’ to the statement.
Government College librarians 52.94% librarians opined as ‘Strongly agree’,
38.24% librarians expressed as ‘Agree’ and remaining 8.82% librarians mentioned as
‘moderate’. Among autonomous college librarians 83.33% opined as ‘Strongly agree’
and remaining 16.67% librarian expressed as ‘Agree’ with the statement.
10. Enthusiasm for life-long learning – Out of 40 college librarians 22 (55%)
librarians opined as ‘Strongly agree’, 14 (35%) librarians expressed as ‘Agree’ and
remaining 4 (10%) librarians mentioned as ‘moderate’ to the statement.
52.94% government college librarians opined as ‘Strongly agree’, 35.29%
librarians expressed as ‘Agree’ and remaining 11.76% librarians mentioned as
‘moderate’ to the statement. Where as autonomous college librarians 66.67% opined
as ‘Strongly agree’ and remaining 33.33% librarians mentioned as ‘Agree’ with the
statement.
The above analysis reveals that most of the librarians (55%, 47.5%, 17.5%,
60%, 57.5%, 55%, 60%, 62.5%, 57.5% and 55%) ‘Strongly agree’ with the
statements – Have immediate access to information sources, possess more
information handling techniques, have knowledge in IT skill, more interaction with
students, maintain good relationship with colleagues, ever ready to help those who
approach, encourage and helps students according to their behavioral needs, inculcate
enthusiasm and interest for reading and upgrading, provide a congenial environment
for students and enthusiasm for life-long learning respectively. The percentages of
those who ‘Agree’ with the above statements are 37.5%, 45%, 57.5%, 37.5%, 42.5%,
37.5%, 37.5%, 32.5%, 35% and 35% respectively. It can be inferred from the above
data that librarians under study support the statement given in favour of librarians as
career guides.
5.1.25. Career guidance programs, problems of implementation: Most college
librarians now regard career guidance is important in college libraries. Unfortunately
there are many factors inhibiting in providing career guidance in the libraries. Close
cooperation with academic staff is necessary to provide these facilities in colleges.
The library staff on one hand finds lack of time and the lack of expertise to handle
this. Table 5.1.49 high lights the opinion of librarians regarding the problems faced
by them in providing career guidance service in college libraries.
It is clearly evident from the above table out of 40 college librarians 36 (90%)
of the librarians feel that there is low staff strength to provide career guidance in
libraries, 37 (92.5%) mentioned about limited budget as problem., 32 (80%) of the
librarians opined that inadequate infrastructure stand on the way in providing career
guidance, 23 (57.5%) of the librarians says that qualification of library staff is not
enough to provide career guidance, 19 (47.5%) of them feel that there is inadequate
skill, 13 (32.5%) of the librarian mentioned that perception of user is an impediment,
12 (30%) feel that perception of teaching staff is a problem, and 11 (27.5%) of the
librarian mentioned of Limited working hours is the problem in providing career
guidance in the library.
Among the Government college librarians 97.06% opined that low staff
strength and limited budget as a problem, and 35.29% of the librarians support limited
working hours as a hindrance in providing career guidance.
Table 5.1.49Problems of library in providing career guidance
ProblemsNo. of Degree colleges
Government34*
Autonomous6*
All colleges40*
Yes No Total Yes No Total Yes No TotalLow strength of library staff
33(97.06)
1(2.94)
34(100)
3(50.00)
3(50.00)
6(100)
36(90.00)
4(10.00)
40(!00)
Qualification of library staff
21(61.76)
13(38.24)
34(100)
2(33.33)
4(66.67)
6(100)
23(57.50)
17(42.50)
40(!00)
Inadequate skill 16(47.06)
18(52.94)
34(100)
3(50.00)
3(50.00)
6(100)
19(47.50)
21(52.50)
40(!00)
Perception of user’s 13(38.24)
21(61.76)
34(100)
-- 6(100)
6(100)
13(32.50)
27(67.50)
40(!00)
Perception of teaching staff
11(32.35)
23(67.65)
34(100)
1(16.67)
5(83.33)
6(100)
12(30.00)
28(70.00)
40(!00)
Inadequate infrastructure
29(85.29)
5(14.71)
34(100)
3(50.00)
3(50.00)
6(100)
32(80.00)
8(20.00)
40(!00)
Limited budget 33(97.06)
1(2.94)
34(100)
4(66.67)
2(33.33)
6(100)
37(92.50)
3(7.50)
40(!00)
Limited working hours 10(29.41)
24(70.59)
34(100)
1(16.67)
5(83.33)
6(100)
11(27.50)
29(72.50)
40(!00)
*=sample size
It is clear from the table that 66.67% of the autonomous college librarians
support the problem of limited budget, and 16.67% of the librarians support the
problem of perception of teaching staff and limited working hours as an impediment
in providing career guidance in libraries.
The main problems faced by the college libraries in providing career guidance
can be explained with the help of a pie chart.
Problems of library in providing career guidance
90
47.532.530
80
27.592.5
57.5
Low strength of librarystaffQualification of librarystaffInadequate skill
Perception of user's
Perception of teachingstaffInadequateinfrastructureLimited budget
Limited working hours
Figure 5.1.4
It is clear from the above figure that in the opinion of college librarians the
main problem in providing career guidance in college library is limited budget
(92.5%) and the next hindrance is low strength of library staff (90%) followed by
inadequate infrastructure (80%).
It can be inferred that low strength of library staff followed by limited budget
and inadequate infrastructure are the main problems faced by the libraries in
providing career guidance. The concerned authorities take necessary steps to solve
these problems so that libraries can serve the career needs of its users better.
5.1.26. COMPARISON WITH EXISTING GUIDELINES FOR CAREER
GUIDANCE (C.C.E.A.P.)
Computer and telecommunication technology had brought forth growth and
development in the society and this has created changes in occupational structure. To
meet the changes in labour market there is a need for manpower planning in higher
education institutions. This requires a dynamic system of providing the job market
information on placement, job offers and employer’s estimation of their needs in
terms of manpower to the higher education institutions on a continuing basis. Higher
educational institutions have to make adjustments in their capacities and also adapt
curricular to emerging changes in the job market and also assist students to make
correct choices.
The impact of information technology, the emerging concept of global village
and access to information trespassing geographical boundaries, makes the information
environment more complex. In this situation present day libraries cannot confine
only to traditional supporting role. It has to play a pivotal role in the career
development of the students in higher educational institution by imparting career
related information and actively participating in the career guidance activities in
colleges. How far the existing college libraries are prepared to face the emerging
challenges is an important issue. This requires evaluation of existing career
information services in college libraries, compared with guidelines provided by
Commissioner of Collegiate Education (C.C.E).
Evaluation of college libraries a comparative study with C.C.E guidelines:
The Commissioner and Director of Collegiate Education, Andhra Pradesh:
Hyderabad realized that the students at the undergraduate level are at the adolescent
age and face several learning, emotional and identity problems. Further, they need
help in planning for their future career. And it is felt that teachers should consider
‘counseling’ a part of their regular duty and mould the personality, behaviour and
career of the students. It is therefore essential for each college to have a counseling
and career guidance centre, which should function round the year in the college
campus. So the Principals of all Govt. and Private Colleges are requested to start
counseling and career guidance centres and where already such centres are
functioning they should be strengthened. The C.C.E also mentioned in its
proceedings that the centre should plan a programme of action and record all its
activities. The Principal will have to review the activities of the Centre once in a
month and record his impressions and directions and these activities and record will
be reviewed by the inspecting authorities periodically.
The proceedings of C.C.E bearing Rc. No. 63/AC,III/2000 dated 18-5-2000 had
suggested certain guidelines for the counseling wing and career guidance wing. The
suggestions for career guidance wing includes the following guidelines –
1. The Librarian will be a member of the career guidance wing.
2. Information pertaining to (i) Higher education avenues (ii) employment
opportunities shall be regularly collected and made available to the students.
3. It is possible that this wing can be developed into a placement wing by
interacting with the employment agencies around.
4. A data bank of alumni can also be developed which will be useful for
development of the college in the long run.
5. It is highly essential to arrange regular guest lecturers/interaction on relevant
topics by experts and officials concerned.
6. Co-curricular activities such as debates, public speaking, essay writing, quiz,
mock interviews etc. shall be conducted to correct defects in students and to
promote inborn talent in all students.
Lastly it also mentioned that Principals should take all measures for effective
functioning of the centres in their colleges and also review the activities periodically.
Establishment of career guidance wing in colleges
The present study of college libraries in Andhra University area indicates that
only some colleges had followed the suggestions of the C.C.E. Even though the
Government colleges and Autonomous colleges under study receives recurring grants
from the State Government and UGC and these colleges in a better financial position
regarding the establishment of the counseling wing and career guidance wing it is
found that out of 40 colleges under study only 30 colleges have the counseling cell in
their colleges out of which 24 are Government colleges and 6 are private aided
autonomous colleges.
It shows that 25% of the colleges did not follow the government order.
Another finding was there is no separate wing such as counseling and career guidance
in colleges. It functions as single cell.
Librarian is a member in career guidance wing
It is evident from the present study that out of 30 colleges only in 21 (70%)
colleges the librarian is a member in the career guidance cell. Among government
colleges librarian in 16 (66.67%) while it is 5 (83.33%) out of 6 in their counter parts.
It reveals that even though the government had taken initiative the college
authorities did not follow the guidelines and in some of the colleges librarian is not
aware of the guidelines issued by the government.
Collection development in Higher Educational Information and Employment
opportunities
The survey revealed that most of the libraries under study have printed books
(95%), journals (72.5%), and periodicals (77.5%) to provide career information and
also to prepare for competitive examinations. Regarding other information media
such as electronic (12.5%), audio/visual (10%) and internet access (12.5%) gives a
poor picture as in this digital era the libraries have to improve in this area as lot of
information is distributed only through this medias and it is the bounden duty of the
libraries to provide access to all available information.
Further study regarding the topics in which literature available proved that
most of the libraries have literature on general knowledge (85%), personality
development (70%), communication skills (62.5%) and developing soft skills (60%)
but in other areas such as job search/resume writing (47.5%), Study and/or work
abroad (17.5%), company and government information (20%) etc. reveals that there is
a need to improve the collection in career information in college libraries.
Activity as placement wing
It is the dream of the government that the career guidance wing should act as
placement wing by interacting with employment agencies around.
In this regard the present study revealed that only in 5% of the colleges under
study is having placement service. In this contemporary world higher educational
institutions should produce market friendly products by studying the present day
demand and the authorities should have proper connection and relationship with the
employers to know their needs and so that the products are consumed as soon as they
come out of the college.
Arrangement of guest lectures and interaction on relevant topics by experts and
officials concerned.
It is the need of the hour to provide career talks/ seminars/workshops so that
students can interact with the experts and officials in their related field of study.
The present study revealed that 52.5% of the colleges are providing this kind
of services to its student community. Even though regular financial assistance is
received by the colleges to arrange guest lectures and also to invite experts in
different subject areas it is a surprising revelation is that 47.5% of the colleges are not
making use of these facilities.
Co-curricular activities
It is a known fact that to come up in life the students should develop their
communication skill, leadership qualities etc. To imbibe these qualities and also to
bring out the inborn abilities in students the career guidance wing should provide
opportunities by organizing various activities such as debate, essay writing, public
speaking, quiz and mock interviews etc.
Findings from the survey revealed that only 30% guidance cells conducts
group discussions/debates and public speaking, and 2.5%college is having mock
interviews. Where as 50% of the colleges are having activities such as essay writing
and quiz programmes.
Alumni databank
It is necessary to create databank of alumni in the career guidance cell/wing to
have contact with them and to find out their present status in the society. To find out
they are absorbed in the mainstream of workforce or not. Even the guidance cell can
help them if they are in need of change.
The study revealed that only 27.5% of the colleges are having a databank of
their alumni. Even though the C.C.E had specially mentioned about the creation of
alumni data bank majority (72.5%) of the colleges do not follow the guidelines.
5.1.27. Conclusion
The analysis of data gathered from the librarians of Government and autonomous
colleges affiliated to Andhra University reveals that there is an immediate need to
improve the career development activities in colleges. Library professionals will be
able to contribute much in this area if they are given sufficient staff support, enough
finance and a chance to improve their skills in information technology and in career
counseling. It is evident that they have identified their role and interested to take the
responsibility to assist the youngsters in choosing better career. It is high time for the
Government, UGC and the Management to take more interest in this area and try to
make better use of the library to provide such a service in the higher education
institutions. If the libraries are equipped and the librarians are given a chance to
prove their ability in this field then it will be the best place; and librarian will be the
suitable person to take charge of this important area which mould a person’s life and
livelihood and to help a person to achieve his/her goals and dreams.
5.2. Role of College Library in Career Guidance: Students’ Opinion
5.2.0 Introduction
The purpose of higher education is to guide the student towards becoming
self-directing individual. Libraries play a vital role in this regard and in a college
library the core user group is the student community. The college library staff
pays much attention to satisfy the various information needs of this core group.
Hence the interaction between the library and their student is a major concern. As
no secondary sources are available to know about the use of library for career
information by the college students a primary survey was undertaken. A survey of
libraries and librarian’s role in career guidance, presented in chapter 5.1 revealed
that out of 40 libraries studied 21 are offering career guidance with true
seriousness. Hence for the student survey, only those college libraries which are
providing career information service have been taken for study. The study done
on the primary data collected from the librarians revealed that in 16 government
degree colleges and 5 private aided autonomous degree colleges the librarians are
members of college career guidance cell and they actively involved in providing
career information to the students.
This part of the study examines the association between the student and the
library with focus on career guidance. The main intention of the survey is to find
out the purpose for which the students seek information, the adequacy of career
information sources and services in catering to their career information
requirements, and their opinions and expectations from their college library in
relation to career guidance. As already mentioned, a separate questionnaire was
devised and distributed to collect data on the above concepts. The questionnaire
was executed to students seeking graduate studies viz. B.A, B.Sc, B.Com courses.
P.G students are not included as only three colleges offer P.G courses. For a
comparative analysis, the data was analyzed under gender wise, year wise and
course wise. An attempt was made to study the rural and urban divide also
wherever possible.
5.21. Sample size
Data collection has been done by following stratified random sampling
technique, with a sample size of 10 percent. However, to give equi-importance to
users of all branches of knowledge, the student’s community has been stratified
under Course wise viz. Science (B.SC) Arts (B.A) and Commerce (B.COM) and
Year Wise (first, second and third year students). The data has been studied under
gender wise (male and female students) too. The total population of 11 colleges in
which the study has under taken is 9648. The distribution of number of
questionnaire in each group is given in Table 5.2.1
Table 5.2.1Sample size
Name of the college Total No. of students
No. of Questionnaire Distributed
Total
B.A B.Com B.Sc
I II III I II III I II III
1. Government Degree College,Srungavarapukota
300 3 3 4 3 3 4 3 3 4 30
2. RRDS Government Degree College, Bhimavaram 306 5 5 5 5 5 5 - - - 30
3. ASNM Government Degree College, Palakol 622 7 7 7 7 7 7 7 7 7 63
4. Government Degree College for Women, Srikakulam
900 10 10 10 10 10 10 10 10 10 90
5. VKV Government Degree College, Kothapet 733 8 8 8 8 8 8 8 9 9 74
6. Government Degree CollegePalakonda
500 5 5 6 5 5 6 6 6 6 50
7. P.R. Government Degree College, Kakinada 1509 17 17 17 16 16 17 17 17 17 151
8. VSK Government Degree College, Visakhapatnam 1650 18 18 19 18 18 19 18 18 19 165
9. St. Joseph’s Women’s College (A), Gnanapuram 600 6 6 8 6 6 8 6 6 8 60
10. Ch.S.D. ST.Theresa’s College for Women (A), Eluru 1800 20 20 20 20 20 20 20 20 20 180
11. SDS (A) college of Arts & Science, Vizianagaram 728 8 8 8 8 8 8 8 8 9 73
Total 9648 107 107 112 106 106 112 103 104 109 966
5.2.2. Response rate to questionnaire:
The success of any survey depends on the response of the population
surveyed. It is difficult to study the entire population due to the general
constraints such as time, money, etc. Total 966 questionnaires were distributed
to the degree college students in 11 colleges, for which 830 (85.92%) students
responded to the questionnaire owing to the personal visits of the researcher to
different colleges. The questionnaires were distributed and responses were
collected during the period ranging between November to December 2006. The
response rate has been displayed in Table 5.2.2
Table 5.2.2
Distribution of Responses received from the degree college students
Name of the college
Total No.of Ques-tionna-ires distri-buted
No. of Response received TotalNo. of resp-onses rece-ived
B.A B.Com B.Sc
I II III I II III I II III
1. Government Degree College,Srungavarapukota
30 3 3 3 3 3 3 3 3 3 27
2. RRDS Government Degree College, Bhimavaram 30 5 5 5 5 5 5 - - - 30
3. ASNM Government Degree College, Palakol 63 6 6 6 6 6 6 6 6 6 54
4. Government Degree College for Women, Srikakulam
90 10 10 10 10 10 9 10 10 10 89
5. VKV Government Degree College, Kothapet 74 8 8 8 6 3 8 8 8 8 64
6. Government Degree CollegePalakonda
50 5 5 6 5 5 6 6 6 6 50
7. P.R. Government Degree College, Kakinada 151 17 15 16 10 9 7 12 15 15 116
8. VSK Government Degree College, Visakhapatnam 165 15 3 11 17 4 17 17 17 14 115
9. St. Joseph’s Women’s College (A), Gnanapuram 60 5 3 6 2 6 5 6 6 6 45
10. Ch.S.D. ST.Theresa’s College for Women (A), Eluru 180 19 20 20 20 20 20 18 20 20 177
11. SDS (A) college of Arts & Science, Vizianagaram 73 6 6 6 8 6 7 8 8 8 63
Total 966 99 84 97 92 77 92 94 99 96 830(85.92)
Figure 5.2.1 shows the student response rate to questionnaire in general.
Student response rate to questionnaire
86%
14%
Response
Non-response
Figure 5.2.1
The students’ responses under different strata such as gender, course and
year of study are displayed in Figure 5.2.2.
41.33
58.67
34.82 33.7331.45
34.3431.44
34.22
0
10
20
30
40
50
60
Mal
e
Fem
ale
BS
c
B.A
Bco
m
I yea
r
II ye
ar
III y
ear
Gender Course Year
Response rate - gender wise, Course wise and Year wise
Figure 5.2.2
The above figure gives a broad view of the response to the questionnaire
under gender, course of study and year of study. Out of 830 students responded
58.67% of them are females and remaining 41.33% are males. Course wise
34.82% of the students from B.Sc, 33.73% from B.A and 31.45% from B.Com
students. Year wise it is 34.34% first years, 31.44% second years and 34.22%
third year students. Thus on average almost equal number responses have been
received from each strata, that adds authentication to analysis.
5.2.3. Collection of data
Questionnaire method was employed for the collection of data owing to its
advantages in gathering data from distributed environment. The areas covered in the
questionnaire include:
Visit to college library
Purpose of visits to library
Time spend in each visit
Use pattern of information sources
Use pattern of information services
Level of satisfaction from the facilities of college library
Use of Internet
Career information service
Role of library in career guidance
Role of librarian in career guidance
(The copy of questionnaire has been enclosed in Annexure – II)
5.2.4. Analysis of data
After collecting the data, suitable tables have been formulated for each aspect
with the aid of computer and the percentages of their performance are analyzed.
While analyzing the data, for ranked priorities of users, only first two ranks have been
considered as having significance and the third and above ranks have been combined.
If there is no response, it has been indicated as ‘0’ for the purpose of analysis. The
data thus gathered has been tabulated, analyzed and presented in the following
paragraphs with derived inferences. For this study percentage and Chi-square test are
used for analysis. The significance of the chi-square value is taken from the table
value at 0.05 (5%) levels. Results of the survey is analyzed and displayed here under:
5.2.4.1. Visit to college library
The usage of library depends upon the visits paid by the students. There is no
yardstick to measure the visit of the students to the library. Hence, three variables,
regular (twice a week), Sometimes (Weekly) and Rare (Once in a fortnight) have
been taken to find out the frequency of visits to their institutional libraries by the
students. The study has been analyzed under gender, course and year wise to find any
disparity.
Table 5.2.3 highlights that majority of the college students 493 (59.40%) visit
the library regularly. While the number of students who visit the library sometimes is
304 (36.63%) and the number of students who visits the library rarely is 33 (3.98%).
The gender wise analysis reveals that 64.72% males visit the library regularly
where as it is 55.65% of females. The course wise analysis reveals that B.Com
students 65.90% visit the library more followed by the Science students 63.67% and
the B.A. students 48.93%. This indicates that students pursuing Social Sciences are
the less users of library compared to their counterparts. Year wise study shows that
third year students visit more regularly (61.62%), followed by the first years 58.60%
and second year 57.85% students. The table further reveals that 40.4% of females
followed by 31.78% male students sometimes visit the library. Under course wise
43.21% B.A students followed by 35.29% B.Sc and 31.03% B.Com students only
sometimes visit the library. The year wise study reveals that 39.08% second year
students followed by 38.95% first years and 32.04% of third years visit the library
only sometimes.
In addition to the above analysis statistical testing has been conducted using
Chi-square technique. The calculated Chi-square values are 6.8776 at 2 degree of
freedom (d.f.) for gender and 9.0350 at 4 d.f. for year of study. It indicates that at 5%
level the frequency, visit of the students to the library is significantly associated with
the gender and it is insignificantly associated with the year of study of the student.
Table 5.2.3
Visit to the college library
Visitto the
library
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Regular 222(64.72)
271(55.65)
493(59.40)
184(63.67)
137(48.93)
172(65.90)
493(59.40)
167(58.60)
151(57.85)
175(61.62)
493(59.40)
Sometimes 109(31.78)
195(40.04)
304(36.63)
102(35.29)
121(43.21)
81(31.03)
304(36.63)
111(38.95)
102(39.08)
91(32.04)
304(36.63)
Rare 12(3.50)
21(4.31)
33(3.98)
3(1.04)
22(7.86)
8(3.07)
33(3.98)
7(2.46)
8(3.07)
18(6.34)
33(3.98)
d.f. = 2; df = 4 *=Sample size
The analysis expresses that number of students who visits the library regularly
is higher in gender wise, course wise or year wise. Hence it can be assumed that
library is a right place for career guidance and librarian can make it wiser with good
collections and services that attract all students without exception.
5.2.4.2 Visit to other libraries:
Due to knowledge revolution and the awareness of the public about the
importance of information and the need for life-long learning, a network of state run
district libraries, local public libraries and also some private libraries in many parts of
the country have been established. At present these libraries are serving the society in
its various information needs. Many of these libraries have a good collection of
career information materials. Even the librarians are helping the users to get
information. Hence here an attempt is made to find out whether the students make
use of these facilities which are available in their localities. The result is given in
Table 5.2.4.
The table depicts that out of 830, only 244 (29.40%) are visiting other libraries
for information.
Gender wise study shows that male students visits to other libraries 42.06% is
more than the female students (17.66%). Among course wise division it can be
noticed that Arts students 115 (41.07%) visit other libraries than their counterparts in
B.Com 65 (24.9%) and B.Sc 64 (22.15%). Year wise analysis shows that 3 rd year
students 84 (29.58%) followed by 84 (29.47%) first years and 76 (29.12%) second
years, visit other libraries.
Table 5.2.4Visit to libraries other than the college library
Visit to
any other library
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 158(42.06)
86(17.66)
244(29.40)
64(22.15)
115(41.07)
65(24.90)
244(29.40)
84(29.47)
76 (29.12)
84 (29.58)
244(29.40)
No 185(53.94)
401(82.34)
586(70.60)
225(77.85)
165(58.93)
196(75.10)
586(70.60)
201(70.53)
185(70.88)
200(70.42)
586(70.60)
d.f =1; d.f = 2; d.f. = 2; *=Sample size
Further, Chi-square test has been conducted and the calculated Chi-square
values are 76.8728 at 1 d.f., 28.2470 at 2 d.f. and 0.0150 at 2 d.f. for gender, course
and year respectively indicates that the frequency of visit of student to libraries other
than the college library is significantly associated with the gender and course of study
but not associated with the year of study in the college.
The analysis shows that male students make use of other libraries more than
the female students; compared to B.Sc and B.Com students more number of B.A
students are visiting other libraries for information and year wise 3rd year students
use other libraries more than other years. The use of libraries either college or public
by student community is very much encouraging. A supplementary question was
asked to those who visit other libraries to mention the name of the libraries for which
most of the students have given the answer that they make use of district public
libraries and other village libraries in their locality.
5.2.4.3. Purpose of visiting the library:
The student community visits the college library for various purposes. Their
interest may be academic, entertainment, to improve general knowledge, to look for
employment information. Further nowadays many college libraries are providing
internet facility therefore, students may come to browse the net, and they may also
visit the library for career information. Here an attempt is made to ascertain the real
purpose for which the student uses the college library.
The respondents have been asked to indicate the reason(s) in order of priority.
The results are displayed in Table 5.2.5.
Table 5.2.5 reveals the over all view about the purpose of visit to the college
library by students. Majority of the respondents mentioned that their main purpose of
visiting the library is to make use of the reading facilities. It is evident from the table
that out of total 830 students, 438 (52.77%) first preference, 51 (6.15%) second
preference, 82 (9.88%) third preference had given to reading facilities. To get career
guidance, to find employment information and to use internet are ranked as third
priority in visiting the library by a majority of students viz. 261 (31.45%), 242
(31.45%), and 99 (11.93%) respectively.
Further analysis of the data by its gender, course and year wise study reveals
that majority favour reading facility as their reason for visiting the college library. It
is notable to mention that under gender 63.56% male and 45.17% female students
mentioned it as their first priority. In course and year wise analysis 54.41% of the
B.Com, 53.29% BSc and 50.71% B.A students and 57.85% second years, 50.53%
first years and (50.35% third years students respectively ranked ‘to use reading
facility’ as their first priority.
Only 0.84% had mentioned that to use internet as their first priority in visiting
the library. 1.93% had given second priority to Internet and 11.93% mentioned it as
their third priority in visiting the library. However, a notable point is that out of 285
first years no one mentioned internet as their first priority in visiting the library. Out
of 830, 708 (85.3%) did not respond. This may be due to lack of internet facility or
they do not know how to make use of this facility. The findings are correlated with
results of librarian survey which revealed that only 25% of the colleges have internet
access in the library.
Out of 830, 16 (1.93%) had given first priority, 30 (3.61%) second priority,
and 242 (29.16%) third priority ‘to find employment information’.
Regarding gender, course and year wise analysis depicts that for majority of
them under any stratification, employment information is only a third priority as the
figures 104 (30.32%) males and 139 (28.34%) females, 99 (34.26%) BSc, 69
(24.64%) B.A and 74 (28.35%), and year of study 85 (32.57%) second years, 86
(30.18%) first years, and 71 (25%) third years indicates.
24 (2.89%) had given first preference, 53 (6.39%) second preference ‘to get
career guidance’. Majority 242 (29.16%) given third preference to it.
Under gender analysis 12 (3.5%) males and 12 (2.46%) females responded ‘to
get career guidance’ as their first purpose in visiting the library at the same time 27
(7.87%) males and 26 (5.34%) females given it as second preference. Where as 174
(35.73%) females and 87 (25.36%) males ranked it as their third preference.
In Course wise analysis B.Com students 92 (35.25%) followed by BSc student
91 (31.49%) and B.A students 78 (27.86%) ranked ‘to get career guidance’ as their
third preference. Other ranks are 11 (3.81%) BSc, 8 (2.86%) B.A and 5 (1.92%)
B.Com students given it first priority where as 18 (6.90%) B.Com, 18 (6.23%) B.Sc
followed by 17 (6.07%) B.A students ranked ‘to get career guidance’ as their second
preference.
From Year wise analysis it is observed that 95 (36.4%) second years, followed
by 82 (28.87%) third years and 84 (29.47%) first years had given third priority.
Table 5.2.5Purpose of visiting the library
Purpose of visiting the
library
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
To use reading facilities
1
2
3
0
218(63.56)
25(7.29)
26(7.58)
74(21.57)
220(45.17)
26(5.34)
56(11.50)
185(37.99)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
154(53.29)
15(5.19)
44(15.22)
76(26.30)
142(50.71)
18(6.43)
20(7.14)100
(35.71)
142(54.41)
18(6.90)
18(6.90)
83(31.80)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
144(50.53)
26(9.12)
31(10.88)
84(29.47)
151(57.85)
17(6.51)
24(9.20)
69(26.44)
143(50.35)
8(2.82)
27(9.51)106
(37.32)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
To use Internet
1
2
3
0
3(0.87)
6(1.75)
42(12.25)
292(85.13)
4 (0.82)
10(2.05)
57(11.70)
416(85.42)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
1(0.35)
8(2.77)
58(20.06)
222(76.82)
3(1.07)
3(1.07)
17(6.07)257
(91.79)
3(1.15)
5(1.92)
24(9.20)229
(87.74)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
0(0.00)
6(2.11)
33(11.58)
246(86.32)
3(1.15)
7(2.68)
42(16.09)
209(80.08)
4(1.41)
3(1.06)
24(8.45)253
(89.08)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
To find employment information
1
2
3
0
6(1.75)
13(3.79)104
(30.32)220
(64.14)
10(2.05)
17(3.49)138
(28.34)322
(66.12)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
5(1.73)
13(4.50)
99(34.26)
172(59.52)
6(2.14)
6(2.14)
69(24.64)
199(71.07)
5(1.92)
11(4.21)
74(28.35)
171(65.52)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
4(1.40)
8(2.81)
86(30.18)
187(65.61)
3(1.15)
13(4.98)
85(32.57)
160(61.30)
9(3.17)
9(3.17)
71 (25.00)
195(68.66)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
To get career guidance
1
2
3
0
12(3.50)
27(7.87)
87(25.36)
217(63.27)
12(2.46)
26(5.34)
174(35.73)
275(56.47)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
11(3.81)
18(6.23)
91(31.49)
169(58.48)
8(2.86)
17(6.07)
78(27.86)
177(63.21)
5(1.92)
18(6.90)
92(35.25)
146(55.94)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
6(2.11)
12(4.21)
84(29.47)
183(64.21)
5(1.92)
19(7.28)
95(36.40)
142(54.41)
13(4.58)
22(7.75)
82(28.87)
167(58.80)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
*=Sample size
The chi-square analysis was done to check the data statistically and the analysis
reveals that -
1.To use reading
facilities 1. d.f. = 3; ; 2. d.f. =6; ; 3. d.f. = 6;
2. to find employment
information 1. d.f. =3; ; 2. d.f. = 6; ;
3. to get career
guidance 1. d.f. = 3; ; 2. d.f. = 6; ; 3. d.f.=6;
The Chi-square value indicates that the use of reading facilities in the library
by students are associated with their gender, course of study and the year of study in
the college libraries. Where as the purpose to find employment is insignificantly
associated with gender, course of study and year of study. While the students’
purpose of visiting the library to get career guidance and their gender and course of
study has significant association at the same time there exist no significant
associations with year of study.
The above analysis reveals that reading facility is the main reason for the
student to visit the library. One of the objectives of academic library is to create
reading habit among students and make them life long learners. This objective is
mostly achieved by the college libraries. However, the internet and career
information and guidance are least priority while visiting the library as majority
marked it as 3rd and above. There is a need to find out the reasons for this situation.
5.2.4.4 Time spent in the library per visit:
Effective utilization of library facility and qualitative information gathering
mainly depend on user’s visit and time spent in the library. The observations
obtained from the students on this aspect are presented in table 5.2.6.
It is evident from the following table that out of 830 students 395 (47.59%)
spend one hour or more than one hour in the library per visit where as 96 (11.57%)
spend two or more than two hours per visit. Where as remaining 339 (40.84%)
students spend less than one hour in the library per visit.
The Gender wise analysis indicates 254 (52.16%) female students and 141
(41.11%) male spend one hour or more than one hour in the library. The course wise
analysis reveals that 157 (54.33%) B.Sc followed by 132 (50.57%) B.Com and 106
(37.86%) B.A. students spend one hour or more than one hour; while year wise, 142
(54.41%) second years followed by 129 (45.26%) B.Sc and 124 (43.66%) B.Com
students mentioned that they spend one hour or more than one hour time in the library
per visit.
The calculated chi-square values 12.8847 at d.f. 2, 25.9907 at d.f. 4 and 7.8899
at d.f. 4 for gender, course and year wise respectively indicates that there is
significant association with time spend by students in each visit to the library and
their gender and course of study but there is no association with the year of study and
the time spend in each visit in the library by the students.
The data reveals that though the student’s visits are regular, the time they
spend in the library is inadequate to make any serious study as 339 (40.84%) students
use library for less than half an hour which is not sufficient to have any serious
learning, and work toward career development. The librarian’s survey under 5.1.6
revealed that the libraries are kept open for extended hours and during lunch break.
Inspite of that students spend less time in library is a matter for further probing.
Table 5.2.6Time spend in each visit
Average time spend in each
visit
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
< One hour 150(43.73)
189(38.81)
339(40.84)
91(31.49)
145(51.79)
103(39.46)
339(40.84)
120(42.11)
91(34.87)
128(45.07)
339(40.84)
One hour 141(41.11)
254(52.16)
395(47.59)
157(54.33)
106(37.86)
132(50.57)
395(47.59)
129(45.26)
142(54.41)
124(43.66)
395(47.59)
two hour 52(15.16)
44(9.03)
96(11.57)
41(14.19)
29(10.36)
26(9.96)
96(11.57)
36(12.63)
28(10.73)
32(11.27)
96(11.57)
*=Sample size
d.f. = 2; d.f. = 4; d.f.= 4;
5.2.4.5. Use pattern Information sources:
The students have been asked to indicate the type of literature normally
used by them to obtain substantive information for their studies. Three responses
have been listed viz. and the students were asked to indicate the sources used by
them in order of priority. Table 5.2.7a reveals the result.
The figures in table 5.2.7a displays that books are the major type of
information source used by the students as 559 (67.35%) ranked it as first, 65
(7.83%) as second and 46 (5.54%) as third. The next sources of preference is
periodicals as 131 (15.78%) ranked it as first and 216 (26.02%) marked it as
second and 157 (18.92%) marked it as third.
Regarding reference sources analysis indicates that most of the students
treated it as third priority as the figures 54 (6.51%), 155 (18.65%) and 136
(16.39%) ranked it as first, second and third respectively indicate.
The data has been analyzed further to find out the variation in the use of
different types of sources by Gender, Course and Year wise.
The gender wise analysis of data with regard to information sources
reveals that there is not much difference between the male and female in the use of
different types of information sources as both the groups marked books as first
priority 63.27% and 70.23%; followed by journals 20.41% and 29.98% and
reference books 17.20% and 19.71%. Further, the course wise analysis the ranks
given by BSc, B.A and B.Com students shows that there is only minute difference
in the use of information sources as the percentages marked for books are 68.86%,
66.79% and 66.28% followed by journals 25.95%, 27.86%, and 24.14% followed
by reference books 24.57%, 15% and 16.09% respectively. Year wise analysis too
reveals that the differences in the use of information sources between different
years of students are insignificant as first, second and third year student marked it
as 69.47%, 65.9% and 66.55% for the use of books followed by journals 24.56%,
21.84% and 31.34% and reference books 19.30%, 21.07% and 15.85%
respectively.
Table 5.2.7aRank Distribution of information sources used by students
Information sources used
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
Books (Text books) 1
2
3
0
217(63.27)
35(10.20)
20(5.83)
71(20.70)
342(70.23)
30(6.16)
26(5.34)
89(18.28)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
199(68.86)
25(8.65)
17(5.88)
48(16.61)
187(66.79)
13(4.64)
19(6.79)
61(21.79)
173(66.28)
27(10.34)
10(3.83)
51(19.54)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
198(69.47)
27(9.47)
14(4.91)
46(16.14)
172(65.90)
16(6.13)
13(4.98)
60(22.99)
189(66.55)
22(7.75)
19(6.69)
54(19.01)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
Periodicals (Journals, Magazines, Newspapers)
1
2
3
0
76(22.16)
70(20.41)
63(18.37)
134(39.07)
55(11.29)
146(29.98)
94(19.30)
192(39.43)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
32(11.07)
75(25.95)
74(25.61)
108(37.37)
42(15.00)
78(27.86)
38(13.57)
122(43.57)
57(21.84)
63(24.14)
45(17.24)
96(36.78)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
50(17.54)
70(24.56)
51(17.89)
114(40.00)
37(14.18)
57(21.84)
60(22.99)
107(41.00)
44(15.49)
89(31.34)
46(16.20)
105(36.97)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
Reference Books (Encyclopedias, Dictionaries etc.)
1
2
3
0
10(2.92)
59(17.20)
74(21.57)
200(58.31)
44(9.03)
96(19.71)
62(12.73)
285(58.52)
54(6.51)155
(18.65)136
(16.39)485
(58.43)
27(9.34)
71(24.57)
45(15.57)
146(50.52)
18(6.43)
42(15.00)
37(13.21)
183(65.36)
9(3.45)
42(16.09)
54(20.69)
156(59.77)
54(6.51)155
(18.67)136
(16.39)485
(58.43)
12(4.21)
55(19.30)
52(18.25)
166(58.25)
27(10.34)
55(21.07)
40(15.33)
139(53.26)
15(5.28)
45(15.85)
44(15.49)
180(63.38)
54(6.51)155
(18.67)136
(16.39)485
(58.43)
*=Sample size
Table 5.2.7b
Chi-square values for Table 5.2.7a
Gender Course Year of study
Books 6.3520 10.3535 7.1553
d.f. 3 6 6
Periodicals 22.2333 24.4036 10.2484
d.f 3 6 6
Reference
Books
21.8706 1.5381 -
d.f 3 6 -
The Chi-square values given in Table 5.2.7b indicates that at 5% level
significance the use pattern of books and students gender, course of study and year of
study has no significant association. Where as the use pattern of periodical by students is
significantly associated with their gender and course of study but insignificantly
associated with year of study. The use pattern of reference books is significantly
associated with the gender of students but insignificantly associated with course of study.
It is obvious from the above tables that students make use mostly text books for
academic purposes. Other sources of information are not used much. It may be due to
their non-availability in the library. Global environment require more exposure to the
outside world for that it is necessary for the libraries to acquire and disseminate current
information which is available in journals and magazines. To face the competitive world
in the job market students should develop general knowledge, for that students should
make use of reference sources. As the library budget is shrinking and the price of
periodicals and other reference sources are escalating it is difficult for the library to
acquire important journals, magazines and reference sources. Use of e-resources on the
Internet is a viable alternative. Hence internet facility needs to be extended to library,
which is not available in 75% libraries as indicated under 5.1.9.5 and 5.1.11 in librarian’s
survey. Lack of current periodicals and Internet facility may be the reason for spending
less time in the library as indicated under 5.2.4.4.
5.2.4.6 Information services:
One of the most important function of a library is the dissemination of
information, to keep its readers well informed and up-to-date in their own and related
subjects. In a college library the main services consists of reference service, reprography
and loan services, user education/orientation, current awareness, information literacy.
How far these basic services are being used is a matter of concern. Hence, a question
was framed to find out the type of services used by the respondents. Table 5.2.8 displays
the figures in rank order.
It is clear from the table that loan service is the most sought after as 401 (48.31%)
ranked it as the first preference. The reason may be that this service is supposed to be a
major service in any academic institution as the students prefer to loan out the prescribed
and related documents for study outside the library premises. The next service in the
order is ‘reference service’ which was ranked by 312 (37.59%) as their first priority.
Very few number of respondents 59 (7.11%) marked ‘current awareness service’ as their
first priority but 64.94% had given third rank for it. ‘User education/orientation and
information literacy service’ ranked as third priority by 21.33% where as 12.65% given
third rank for ‘reprographic service’. The analysis correlates with librarian’s survey
where 95% of the libraries responded saying that they provide reference service and
87.5% provides circulation/lending services.
Further analysis has been done to observe the variation between male and female,
BSc, B.A. and B.Com and also among first, second and third year students in rank the
services used by them. It is evident from the table that loan service is the major service
useful as 175 (51.02%) and 226 (46.41%) of the male students and female student
respectively ranked it as their first priority. Under course wise B.Sc, followed by B.Com
and B.A marked it as first priority (49.48%, 47.89% and 47.5% respectively). In year
wise the percentages of the ranks given by second years, first years and third years are
50.19, 49.47, and 45.42 respectively. On the whole the analysis reveals that there is only
meager difference in the opinion of students under gender, course and year of study in the
use of other different library services as reference service was ranked as second priority
and remaining services as third priority. Librarian's survey shows that only 30% of the
libraries under study provide reprographic facility so it is the least ranked (12.65%) by
the students.
Table 5.2.8Rank Distribution of information services used by students
Information Services used
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
Reference service
1
2
3
0
115(33.53)
198(57.73)
27(7.87)
3(0.87)
197(40.45)
270(55.44)
13(2.67)
7(1.44)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
108(37.37)
161(55.71)
15(5.19)
5(1.73)
103(36.79)
161(57.5)
13(4.64)
3(1.07)
101(38.70)
146(55.94)
12(4.60)
2(0.76)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
105(36.84)
162(56.84)
14(4.91)
4(1.40)
103(39.46)
143(54.79)
12(4.60)
3(1.15)
104(36.62)
163(57.39)
14(4.93)
3(1.06)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
Loan 1
2
3
0
175(51.02)
94(27.40)
69(20.12)
5(1.46)
226(46.41)
135(27.72)
118(24.23)
8(1.64)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
143(49.48)
77(26.64)
65(22.49)
4(1.38)
133(47.50)
79(28.21)
62(22.14)
6(2.14)
125(47.89)
73(27.97)
60(22.99)
3(1.15)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
141(49.47)
76(26.67)
62(21.75)
6(2.11)
131(50.19)
72(27.59)
57(21.84)
1(0.38)
129(45.42)
81(28.52)
68(23.94)
6(2.11)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
Current awareness service
1
2
3
0
26(7.58)120
(34.99)176
(51.31)21
(6.12)
33(6.78)
67(13.76)
363(74.54)
24(4.93)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
22(7.61)
66(22.84)
183(63.32)
18(6.23)
19(6.79)
61(21.79)
184(65.71)
16(5.71)
18(6.90)
60(22.99)
172(65.90)
11(4.21)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
23(8.07)
65(22.80)
178(62.46)
19(6.67)
17(6.51)
60(22.99)
178(68.20)
6(2.30)
19(6.69)
62(21.83)
183(64.44)
20(7.04)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
user education/orientation/ information literacy
1
2
3
0
18(5.25)
25(7.29)
66(19.24)
234(68.22)
25(5.13)
26(5.34)111
(22.79)325
(66.74)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
13(4.50)
15(5.19)
85(29.41)
176(60.90)
17(6.07)
18(6.43)
45(16.07)
200(71.43)
13(4.98)
18(6.70)
47(18.01)
183(70.12)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
14(4.91)
26(9.12)
61(21.40)
184(64.56)
13(4.98)
17(6.51)
62(23.75)
169(64.75)
16(5.63)
8(2.82)
54(19.01)
206(72.54)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
Reprographic service
1
2
3
0
6(1.75)
6(1.75)
44(12.83)
287(83.67)
4(0.82)
10(2.05)
61(12.53)
412(84.60)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
2(0.69)
8(2.77)
60(20.76)
219(75.78)
4(1.43)
3(1.07)
20(7.14)253
(90.36)
4(1.53)
5(1.92)
25(9.58)227
(86.97)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
3(1.05)
5(1.75)
36(12.63)
241(84.56)
3(1.15)
7(2.68)
37(14.18)
214(81.99)
4(1.41)
4(1.41)
32(11.27)
244(85.92)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
*=Sample size
On the whole from the above analysis it can be inferred that loan and
reference services are the most used services in degree college libraries. Under
suggestion many of the students mentioned that they do not have reprographic and
internet facilities in the library and as this facility is provided by about 30% of the
college libraries surveyed. User education/oriention/Information literacy needs
attention by the library managers as it draws a blank. The major limitation appears
to be lack of the internet facility which, indeed, is the need of the hour for efficient
distribution of information.
5.2.4.7. Level of satisfaction from the facilities of college library:
By looking into the level of satisfaction of the user regarding the facilities
provided by the college library, a better understanding can be formed about the
effectiveness and quality of college libraries under study. As user satisfaction is
the ultimate aim of library, an attempt is made to gather information on student’s
opinion on collection, reading facilities, Xerox and internet facilities, services such
as reference, reader’s advisory, career guidance etc. and also regarding the
environment, physical facilities and working hours of the library. Figure 5.2.3
gives an idea about the level of satisfaction of student community on library
facilities and services.
79.16
17.11
3.73
55.18
30.24
14.58
70.48
21.93
7.5914.58
15.9
36.99
23.0117.47
23.61
49.64
39.64
10.72
60.36
33.37
6.27
55.66
37.47
6.87
73.13
23.13
3.730
10
20
30
40
50
60
70
80
Perc
enta
ge
A B C D E F G H IFactors
Student's opinion on level of satisfaction on library facilities
Satisfactory
Some Extent
Notsatisfactory
Figure 5.2.3
It is evident from the above chart majority of the students feel that the
facilities in their college library are satisfactory. Here OX axis represent factors
A, B, C, D, E, F, G, H, I. These alphabets represent Book collection, Periodical
collection, Reading facilities, Reprographic (Xerox) facilities, Internet facilities,
Services, Environment in the library, Physical facilities, and Working hours of the
library respectively. OY axis represents percentage. It is evident from the above
chart majority of the students feel that most of the facilities in their college library
are satisfactory.
Table 5.2.9 indicates the satisfaction of students about the various facilities
available in the college libraries like collection, reading, Xerox, Internet, different
services, environment, physical facilities and working hours.
The analysis revealed that the collections are more adequate for B.Com
(83.52%) and that too first year (85.61%) students indicate the need for
substantiate the collection with more advanced level of documents for the use of
second and third year students and for Science and Art branches of study.
The difference opinion on level of satisfaction of collection between male
(82.22%) and female (77%), though exists, is not much significant as it indicates
higher level of satisfaction. No significant revelations on periodical collection as
the opinions are almost equally distributed among male and female students of
different subjects and different years of study. The figures lowest 14.58% and
highest 55.18% further support this analysis. This coincidence the use of different
types of information sources by the students explained under 5.2.7. Majority of
them marked books as first priority followed by journals and their level of
satisfaction also reveals the same. It clearly indicates two notable points (i) the
library collection are more traditional in nature filled with prescribed books giving
less emphasis on periodicals; (ii) consequently students are more exposed to and
using books than other types of documents. This finding supports the findings of
5.2.4 and shows the need to revamp access to information in college libraries. The
libraries under study, through questionnaire to librarian described under 5.1.9 also
indicated that the library collections are more oriented towards books than other
collections.
Table 5.2.9
Level of satisfaction in the use of library facilitiesLevel of
satisfaction Gender Course of study Year of study
Level Males343*
Females487*
Total830*
B.Sc289*
B.A280*
B.Com261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Book collectionSatisfactory
To some extentNot satisfactory
282(82.22)
53(15.45)
8(2.33)
375(77.00)
89(18.28)
23(4.72)
657(79.16)
142(17.11)
31(3.73)
207(71.63)
62(21.45)
20(6.92)
232(82.86)
40(14.29)
8(2.86)
218(83.52)
40(15.33)
3(1.15)
657(79.16)
142(17.11)
31(3.73)
244(85.61)
33(11.58)
8(2.81)
194(74.33)
55(21.07)
12(4.60)
219(77.11)
54(19.01)
11(3.87)
657(79.16)
142(17.11)
31(3.73)
Periodical collection
Satisfactory
To some extentNot satisfactory
162(47.23)
108(31.49)
73(21.28)
296(60.78)
143(29.36)
48(9.86)
458(55.18)
251(30.24)
121(14.58)
164(56.75)
89(30.80)
36(12.46)
153(54.64)
79(28.21)
48(17.14)
141(54.02)
83(31.80)
37(14.18)
458(55.18)
251(30.24)
121(14.58)
137(48.07)
89(31.23)
59(20.70)
160(61.30)
67(25.67)
34(13.03)
161(56.69)
95(33.45)
28(9.86)
458(55.18)
251(30.24)
121(14.58)
Reading facilities
Satisfactory
To some extentNot satisfactory
228(66.47)
66(19.24)
49(14.29)
357(73.31)
116(23.82)
14(2.87)
585(70.48)
182(21.93)
63(7.59)
193(66.78)
74(25.61)
22(7.61)
193(68.93)
68(24.29)
19(6.79)
199(76.25)
40(15.33)
22(8.43)
585(70.48)
182(21.93)
63(7.59)
193(67.72)
64(22.46)
28(9.82)
191(73.18)
54(20.69)
16(6.13)
201(70.77)
64(22.54)
19(6.69)
585(70.48)
182(21.93)
63(7.59)
Reprographic (Xerox) facilities
Satisfactory
To some extentNot satisfactoryNon-response
31(9.04)
30(8.75)193
(56.27)89
(25.95)
90(18.48)
102(20.94)
114(23.41)
181(37.17)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
34(11.76)
46(15.92)
125(43.25)
84(29.07)
47(16.79)
42(15.00)
96(34.29)
95(33.93)
40(15.33)
44(16.86)
86(32.95)
91(34.87)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
48(16.84)
43(15.09)
105(36.84)
89(31.23)
51(19.54)
42(16.09)
77(29.50)
91(34.87)
22(7.75)
47(16.55)
125(44.01)
90(31.69)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
Internet facilities Satisfactory
To some extentNot satisfactoryNon-response
40(11.66)
69(20.12)
122(35.57)
112(32.65)
151(31.01)
76(15.61)
74(15.20)
186(38.19)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
56(19.38)
46(15.92)
94(32.53)
93(32.18)
61(21.79)
53(18.93)
62(22.14)
104(37.14)
74(28.35)
46(17.62)
40(15.33)
101(38.70)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
59(20.70)
58(20.35)
69(24.21)
99(34.74)
74(28.35)
35(13.41)
52(19.92)
100(38.31)
58(20.42)
52(18.31)
75(26.41)
99(34.86)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
Services Satisfactory
To some extentNot satisfactory
157(45.77)
125(36.44)
61(17.78)
255(52.36)
204(41.89)
28(5.75)
412(49.64)
329(39.64)
89(10.72)
142(49.13)
115(39.79)
32(11.07)
140(50.00)
113(40.36)
27(9.64)
130(49.81)
101(38.70)
30(11.49)
412(49.64)
329(39.64)
89(10.72)
125(43.86)
127(44.56)
33(11.58)
146(55.94)
95(36.40)
20(7.66)
141(49.65)
107(37.68)
36(12.68)
412(49.64)
329(39.64)
89(10.72)
Environment in the library
Satisfactory
To some extentNot satisfactory
166(48.40)
147(42.86)
30(8.75)
335(68.79)
130(26.69)
22(4.52)
501(60.36)
277(33.37)
52(6.27)
173(59.86)
98(33.91)
18(6.23)
171(61.07)
94(33.57)
15(5.36)
157(60.15)
85(32.57)
19(7.28)
501(60.36)
277(33.37)
52(6.27)
165(57.89)
105(36.84)
15(5.26)
185(70.88)
60(22.99)
16(6.13)
151(53.17)
112(39.44)
21(7.39)
501(60.36)
277(33.37)
52(6.27)
Physical facilities
Satisfactory
To some extentNot satisfactory
184(53.64)
134(39.07)
25(7.29)
278(57.08)
177(36.34)
32(6.57)
462(55.66)
311(37.47)
57(6.87)
148(51.21)
112(38.75)
29(10.03)
162(57.86)
99(35.36)
19(6.79)
152(58.24)
100(38.31)
9(3.45)
462(55.66)
311(37.47)
57(6.87)
152(53.33)
118(41.40)
15(5.26)
163(62.45)
80(30.65)
18(6.90)
147(51.76)
113(39.79)
24(8.45)
462(55.66)
311(37.47)
57(6.87)
Working hours of the library
Satisfactory
To some extentNot satisfactory
242(70.55)
85(24.78)
16(4.66)
365(74.95)
107(21.97)
15(3.08)
607(73.13)
192(23.13)
31(3.73)
189(65.40)
88(30.45)
12(4.15)
212(75.71)
57(20.36)
11(3.93)
206(78.93)
47(18.01)
8(3.07)
607(73.13)
192(23.13)
31(3.73)
216(75.79)
58(20.35)
11(3.86)
186(71.26)
65(24.90)
10(3.83)
205(72.18)
69(24.30)
10(3.52)
607(73.13)
192(23.13)
31(3.73)
*=Sample size
Gender Course of study Year of study
Book collection d.f. = 2; d.f. = 4;
Periodical collection: d.f. = 2; d.f. = 4, d.f.= 4;
Reading facilities d.f. = 2; d.f. = 4; d.f.= 4;
Reprographic
Facilities d.f. = 3; d.f. = 6; d.f.= 6;
Internet facilities d.f. = 3; d.f. = 6; d.f.= 6;
Library services. d.f. = 2; d.f. = 4; d.f.= 4;
Environment
in the library d.f. = 2; d.f.= 4; d.f.= 4;
Physical facilities d.f. = 2; d.f. = 4; d.f.= 4;
Working hours
of the library d.f. = 2; d.f. = 4; d.f.= 4;
Chi-square value indicate that there is no significant association between the
level of satisfaction of book collection and gender where as there is significant
association between book collection and the year of study in the college.
Chi-square value shows that there is significant association between level of
satisfaction of periodical collection and student gender and also year of study and
satisfaction of periodical collection. Where as there is no significant association
regarding periodical collection and the course of study.
Chi-square value reveals that students opinion on level of satisfaction in the
reading facilities in libraries and gender has significant association and also with the
course of study and satisfaction from reading facilities. At the same time
satisfaction of reading facilities in the library and year of study are associated
insignificantly.
Chi-square value indicates that there is significant association between the
level of satisfaction from reprographic facilities and gender and also the year of
study where as course of study and satisfaction from reprographic facilities are
associated insignificantly.
Chi-square value shows that there is significant association between the level
of satisfaction from internet facilities and gender and also course of study where as
there is no significant association in the level of satisfaction in internet facilities of
the library and year of study.
Chi-square value indicates that there exists significant association between
level of satisfaction in library services of students and their gender and also with the
year of study while there is insignificant association with course of study and
satisfaction in library services.
Chi-square value reveals that there exists significant association regarding
satisfaction of the environment in the library and students’ gender and year of study
where as regarding course of study and level of satisfaction from environment in the
library associated insignificantly.
Chi-square value indicates there is insignificant association of the opinion of
students on physical facilities in the library and gender where as there is significant
association of the opinion of students regarding physical facilities in the library and
course of study and year of study.
Chi-square value shows that the opinion of students regarding the satisfaction
of working hours of the college library frequency is not significantly associated
with gender and also in the year of study in college libraries where as it is
significantly associated with course of study.
From the above study it can be inferred that students are satisfied with most of
the services of the libraries but regarding Xerox (14.58%) and internet facilities
(23.01%) expressed as satisfactory which reveals there have to be more provisions
in this areas. It is a startling revelation that majority of colleges under study, which
were identified as performing effectively with government/UGC support, are not
extending access to web and e-resources to their student community. As more and
more publications are in e-format there is a great need for improvement of these
facilities in libraries.
5.2.4.8. Use of internet:
In the contemporary networked environment, it is difficult to be abreast
without internet for current and global information. So students are asked regarding
the use of internet and if used the place where they use it e.g. college or other
source. However, this facility is not there in 30 (75%) libraries as observed in
libraries analysis. Hence necessary steps have to be initiated for their introduction.
Hence it became necessary to find out the students opinions on this factor. The
result is given in Table 5.2.10 to Table 5.2.10.4
It is clear from the following table that 406 (48.92%) students expressed that
they use Internet and at the same time almost equal number (51.08%) of students
mentioned that they have not used internet facility, which is an expected outcome
with lack of internet facilities in colleges. Under gender, course and year wise
analysis reveals that there is not much difference in the percentage of use of internet
facility.
From the above analysis one can derive that majority do not use Internet
facility. It can be observed from the data that 53.35% males and 49.49% female
student do not use this facility. This is because of lack of facility in college libraries
as already mentioned. There is a need to provide Internet facility in all colleges so
that students can have better access to information.
Table 5.2.10Use of Internet by the student community
Use of Internet
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 160(46.65)
246(50.51)
406(48.92)
146(50.52)
133(47.50)
127(48.66)
406(48.92)
134(47.02)
129(49.43)
143(50.35)
406(48.92)
No 183(53.35)
241(49.49)
424(51.08)
143(49.48)
147(52.50)
134(51.34)
424(51.08)
151(52.98)
132(50.57)
141(49.65)
424(51.08)
d.f. = 1; d.f. = 2; d.f.= 2; *=Sample size
Chi-square value indicates that the opinion of students regarding the
internet use frequencies has no significant association with gender, course of
study and year of study in the college.
Further analysis was done to assess the use of internet among rural and urban
degree college students and result is shown in figure 5.2.4
43.01
54.0850
46.07 36.46
55.76
0
10
20
30
40
50
60
Perc
enta
ge
B.Sc B.A B.COM
Courses
Use of Internet- rural and urban students
Rural
Urban
Figure 5.2.4
In the above figure OX axis represents Courses and OY axis represent
percentage. It is clearly visible that among B.Sc and B.Com rural and urban
students there is much variation in the use of internet. It is 43.01% for rural where
as 54.08% for urban B.Sc students where as 36.46% for BCom rural students and
55.76% for urban BCom students. At the same time surprisingly among B.A 50%
rural students use internet while percentage of use of internet for urban students
constitute 46.07%.
5.2.4.8.1 Internet at the college: At present few (25%) of the colleges are
providing internet facility to the students. Some of the colleges have it in the
computer lab and few colleges got it in the library. Table 5.2.10.1 shows the number
of college students who use internet at the college.
The data shown in table 5.2.10.1 reveals that out of 406, 176 (43.35%)
students use internet in the college.
Under Gender wise analysis observe that 45.53% female and 40% male
students use internet at the college. Course wise analysis reveals that there is not
much difference in the usage of internet at college among B.Com (50.39%) and B.A
(50.38%) students; where as B.Sc 45 (30.82%) use it in the college. In Year wise
first years 65 (48.50%), second year 58 (44.96%) and third years 53 (37.06%) use
internet in the college.
Table 5.2.10.1Use of internet at college
Use of InternetAt the
college
Gender Course of study Year of study
Males160*
Females 246*
Total406*
B.Sc146*
B.A133*
B.Com127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 64(40.00)
112(45.53)
176(43.35)
45(30.82)
67(50.38)
64(50.39)
176(43.35)
65(48.50)
58(44.96)
53(37.06)
176(43.35)
No 96(60.00)
134(54.47)
230 (56.65)
101(69.18)
66(49.62)
63(55.86)
230(56.65)
69(51.49)
71(55.04)
90(62.94)
230(56.65)
*=Sample size
d.f.= 1; d.f.= 2 d.f. = 2;
Chi-square value reveals that there is no significant association in the
frequency of internet use in college libraries and gender and year of study where as
there is significant association exist in the frequency of opinion of students regarding
the use of internet at college and course of study.
From the above data displayed it is obvious that females, B.Com, B.A and first
year students mostly use internet at the college. So it is necessary to provide
internet facility in the degree colleges.
5.2.4.8.2 Internet facility and the college library: In this contemporary world
internet facility in college libraries is a must as it provides access to plethora of
information. Further analysis has undertaken to assess the use of internet in the
college library and the data derived from it is given in the following table 5.2.10.2.
It is clear from the table below that 30.05% students answered that they have
internet facility in their college library while 69.95% of the student mentioned that
there is no internet facility. In gender, course and year of study shows the following
percentages 51 (31.88%) male students, followed by 71 (28.86%) females, 42
(33.07%) B.Com students, 43 (32.33%) B.A students and 37 (25.34%) BSc students
and 52 (40.31%) second years, 39 (29.10%) first years followed by 31 (21.68%) of
the third year students respectively noted that they have internet facility in their
college libraries.
Table 5.2.10.2
Use of Internet facility in the college library
Internet facility
Gender Course of study Year of study
Males160*
Female246*
Total406*
B.Sc146*
B.A133*
B.Com127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 51(31.88)
71 (28.86)
122(30.05)
37(25.34)
43(32.33)
42(33.07)
122(30.05)
39(29.10)
52(40.31)
31(21.68)
122(30.05)
No 109(68.13)
175(71.14)
284(69.95)
109(74.66)
90(67.67)
85(66.93)
284(69.95)
95(70.90)
77(59.69)
112(78.32)
284(69.95)
*=Sample size
d.f.= 1; d.f. = 2; d.f.= 2;
Chi-square value reveals that there is no significant association in the
frequency of internet use in college libraries and gender and course of study where as
there is significant association exist the frequency of opinion of students regarding the
use of internet at college and year of study
The above study shows that majority of the students do not have internet
facilities in their college libraries. It is an expected finding as it correlates with the
finding of librarian survey where only 25% of the libraries mentioned that they have
access to internet in the library. In this modern age it is difficult to get current and
important information without internet.
Further analysis is done to assess the availability of internet facility in rural
and urban college libraries with the help of a chart. The result is given in figure
5.2.5.
14.5 23.0855.94
51.77
0
10
20
30
40
50
60
Perc
enta
ge
Rural Urban
Area
Availability of Internet in the Library
Male studentsFemale students
Figure 5.2.5
It is clearly evident from the above figure the college libraries in rural areas
are in poor condition regarding internet connection compared to college libraries in
urban area. 23.08% female students from rural area said they have internet
connection while the male students from rural area mentioned it as 14.5%. Where
as in urban area 55.94% male students and 51.77% female students expressed that
they have net facility in their college library.
In India, rural areas do not have much electricity and even if they have it they
often face power cut, in this situation it is difficult for the colleges in rural areas to
have internet facility.
5.2.4.8.3Use of Internet at home: Some of the students may have internet facility at
home. Hence it is necessary to find out how many students make use of this facility
at home. Table 5.2.10.3 gives a clear picture of it.
Table 5.2.10.3Use Internet at home
Use InternetAt the
college
Gender Course of study Year of study
Males160*
Females246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 15(9.38)
33(13.41)
48(11.82)
21(14.38)
13(9.77)
14(11.02)
48(11.82)
15(11.19)
17(13.18)
16(11.19)
48(11.82)
No 145(90.62)
213(86.59)
358(88.18)
125(85.62)
120(90.23)
113(88.98)
358(88.18)
119(88.81)
112(86.82)
127(88.81)
358(88.18)
*=Sample size
d.f. = 1; d.f.= 2; d.f. = 2;
The above table reveals that only11.82% students’ use internet at home.
Gender analysis shows that female students 13.41% use internet at home. Course and
Year wise analysis observe that 14.38% BSc and 13.18% second year students use
internet at home. The low percentage reveals that only few students have access to
internet at home.
Chi-square value reveals that there is no significant association exists between
the frequency of use of internet at home and gender, course of study and year of
study.
From the above analysis it can be inferred that majority of the students
(88.18%) do not have internet facility at home, so they have to depend on their
colleges or other private browsing centre for this facility.
5.2.4.8.4 Use Internet at Browsing centre: Students who do not have these facilities
at home or college and also those who are not satisfied with the facilities at college
depend on browsing centers. Following table give an idea about the number of
students use internet facility at the browsing center.
It obvious from the below data displayed that out of 406, 196 (48.28%)
students use internet at browsing centre.
Gender analysis reveals that 59.38% male students followed by 41.06% female
students use net facility at browsing centre. Course and Year wise analysis observe
that 58.22% BSc and 44.36% B.A. followed by 40.94% B.Com students and 60.84%
third year students followed by 48.06% second year students and 35.07 first year
students depend on browsing centre for the use of net.
Table 5.2.10.4
Use Internet at Browsing centre
Use InternetAt the college
Gender Course of study Year of study
Males160*
Females246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 95(59.38)
101(41.06)
196(48.28)
85(58.22)
59(44.36)
52(40.94)
196(48.28)
47(35.07)
62(48.06)
87(60.84)
196(48.28)
No 65 (40.62)
145(58.94)
210(51.72)
61(41.78)
74(55.64)
75(59.06)
210(51.72)
87(64.93)
67(51.94)
56(39.16)
210(51.72)
*=Sample size
d.f. = 1; d.f. = 2; d.f .= 2;
Chi-square value shows that students’ opinion of internet use at browsing
centre frequency and gender, year of study and course of study are significantly
associated.
From the above analysis it can be inferred that male students (59.38%), mainly
B.Sc students (58.22%) that too the third year students (60.84%) make use of
browsing centers to get information from the internet. The reasons may be the male
students are free to spend much time after their college hour here and for BSc
students they need to get current information and need time to download information
for that browsing centre may be better place as in colleges there will be time limit in
the use of internet. Third years need to prepare for various competitive examinations
and they need more information because of this most of them depend on browsing
centre.
5.2.4.8.5. Browsing of website for career information: There are many career
information web sites on the internet. Every day more and more career web sites are
added on the internet. To get current information regarding careers or jobs it is
necessary to browse the internet. Hence the students are asked do they browse
websites for career information. The result is shown on table 5.2.10.5
Table 5.2.10.5Browsing of websites for career information
BrowseWebsites for career information
Gender Course of study Year of study
Males160*
Female246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 107(66.88)
192(78.05)
299(73.65)
112(76.71)
91(68.42)
96(75.59)
299(73.65)
94(70.15)
106(82.17)
99(69.23)
299(73.65)
No 53(33.12)
54(21.95)
107(26.35)
34(23.29)
42(31.58)
31(24.41)
107(26.35)
40(29.85)
23(17.83)
44(30.77)
107(26.35)
*=Sample size
d.f. = 1; d.f.2 = d.f. = 2;
The table 5.2.10.5 reveals that out of 406 students who use internet, 299
(73.65%) of the students browse the internet for career information at the same time
107 (26.35%) of the students are not browsing any websites for career information.
Data analysis reveals that there is not much difference in the percentage of
students under different strata in their use of websites in search of career information.
Under gender, course and year of study the highest percentages of those who browse
the website for career information are 78.05% of the female students followed by
66.88% male students, 76.71% of the B.Sc students followed by 75.59% B.Com
students and 82.17% of the second year students followed by 70.15% first years
respectively.
Chi-square value reveals that the frequency of student opinion regarding
browsing of web sites for career information is significantly associated with gender
and also with year of study where as it is insignificantly associated with course of
study.
Further the analysis shows that among those who use the internet 73.65%
students are aware of career information web sites and they make use of them. At the
same time it is the duty of the authorities to provide necessary infrastructure in the
college and bring into the fold all those who do not use the internet due to lack of
facilities in their colleges, homes or towns. This will help the students to improve
themselves and get better positions in life.
The analysis of data regarding availability and access to Internet reveals that
the situation is in blue as majority of students do not have the facility. Under such
circumstances it is difficult for students to access career information. Hence libraries
have to download information and repackage with added value and serve the users
with relevant career information.
5.2.5 Career Information Service:
The present society is knowledge based and information oriented that leads to
evaluation of work force by their present skills rather than their career paths and
chronological work histories. The world is experiencing so much change in the work
environment which automatically affects the educational plan and the field of careers.
Hence an attempt is made to find out from the student community their interest in
career development, their awareness regarding different courses to which they can be
admitted, and of different job opportunities available in the market, their know how
on preparing resume, how to face an interview and also how far internet is helping
them to get career information.
5.2.5.1. Student’s interest in their career development: Here an attempt has been
made to know whether the degree college students have awareness and interest in
their career development. Study done on the basis of gender and course and year wise
is displayed below.
Table 5.2.11Student’s interest in Career Development
Interested in career
development
Gender Course of study Year of study
Males343*
Females487*
Total830*
B.Sc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
IIIyear275*
Total830*
Yes 331(96.5)
475(97.54)
806(97.11)
281(97.23)
266(95.00)
259(99.23)
806(97.11)
274(96.14)
257(98.47)
275(96.83)
806(97.11)
No 12(3.50)
12(2.46)
24(2.89)
8(2.77)
14(5.00)
2(0.77)
24 (2.89)
11(3.86)
4(1.53)
9(3.17)
24 (2.89)
Total 343(100)
487(100)
830(100)
289(100)
280(100)
261(100)
830(100)
285(100)
261(100)
284(100)
830(100)
*=Sample size
The table given above clearly shows that 97.11% students have expressed that
they are interested in their career development. In Gender wise, course wise and
year wise the highest percentage of the students who mentioned about their interest in
career development are 97.54% of the female student followed by 96.5% of males,
99.23% of the B.Com students followed by 97.23% of BSc students and 98.47% of
the second year students followed by 96.83% of the third year students respectively.
The analysis reveals that majority of the students have set goals for their career
development and hopes for better career as 97.11% responded in affirmative.
In the following figure an attempt is made to know is there any differences
between college students belonged to rural and urban areas with reference to their
interest in career development. Surprisingly rural students (female 100% and males
99%) are more interested than their urban counter parts (females 96.97%, males
93.01%). Comparing to the male students, female students have more interest in
career development.
99.00
100
93.01
96.97
88
90
92
94
96
98
100
Rural Urban
Area
Interested in career development
Males
Females
Figure 5.2.6
5.2.5.2. Career goal: Planning for future career with a set goal is very important in
life especially for a college student in their late teens and early twenties. Without it
the career will be meaningless. Hence an attempt has been made to find out whether
the students have any set goals to achieve after their degree. The result is shown in
table 5.2.11.
It is clear from table given below that 95.06% of the students mentioned that
they have an aim/goal to achieve a career after degree. The highest percentage in
gender, course and year of study are 96.30% females followed by 93.29% males,
98.27% B.Sc students, and 98.08% B.Com followed by 88.93% B.A students and
98.47% second years followed by 95.42% third years and 91.58% first year students
respectively.
Table 5.2.12
Career goal
Have an Aim after
degree
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 320(93.29)
469(96.30)
789(95.06)
284(98.27)
249(88.93)
256(98.08)
789(95.06)
261(91.58)
257(98.47)
271(95.42)
789(95.06)
No 23(6.71)
18(3.70)
41(4.94)
5(1.73)
31(11.07)
5(1.92)
41 (4.94)
24(8.42)
4(1.53)
13(4.58)
41 (4.94)
d.f. = 1; d.f. = 2;
*=Sample size
Chi-square value indicates that the opinion of students, regarding the aim/goal
is not significantly associated with gender, at the same time it is significantly
associated with course of study.
It is clear from the analysis that majority (95%) of the students have an
aim/goal to achieve after their degree. It is an encouraging factor as the nations future
is left in the shoulders of these young generations. This observation bestows
responsibility on college libraries to help the students to achieving their career goals.
5.2.5.3 Awareness of different courses: With the advent of computer,
communication and information technologies there are innumerable new subject areas
to study and degrees to obtain. Awareness of these courses is necessary for the
student community so that they can prepare themselves for the new avenues of
knowledge and opt for new opportunities. Hence the students are asked about their
awareness of different courses available in the market. The result is given in table
5.2.13.
Table 5.2.13 reveals that 72.05% of the students are aware of different courses
to which they can attend after their degree while 27.95% of the students are not aware
of other courses. The highest percentage in gender, course, and year of study are
73.10% of the females followed by 70.55% male students, 74.71% B.Com 71.28%
B.Sc, and 70.36% B.A students and 80.08% second years followed by 73.59% third
years and 63.16% first year students respectively.
Table5.2.13
Awareness of different courses
Have awareness of different
cources
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 242(70.55)
356(73.10)
598(72.05)
206(71.28)
197(70.36)
195(74.71)
589(72.05)
180(63.16)
209(80.08)
209(73.59)
589(72.05)
No 101(29.45)
131(26.90)
232(27.95)
83(28.72)
83(29.64)
66(25.29)
232(27.95)
105(36.84)
52(19.92)
75(26.41)
232 (27.95)
*=Sample size
d.f. =1; d.f. = 2; d.f. = 2;
Chi-square value indicates that the opinion of students regarding awareness of
different course frequency is not significantly associated with gender and also with
course of study where as it has significant association with year of study.
The analysis reveal that majority of the students (72.05%) have an idea of
what are the courses they can join after their graduation. At the same time there is a
need to create awareness to the remaining 27.95% students too.
Further analysis under area wise among males and females shown in figure
5.2.7
79.5 80.22
58.04
71.46
0
10
20
30
40
50
60
70
80
90
Perc
enta
ge
Rural Urban
Area
Aware of different courses
MalesFemales
Figure 5.2.7
Here OX axis represent area rural and urban and OY axis represent
percentage. Among rural female students 80.22% are aware of different courses and
among rural male students 79.5% mentioned that they are aware of different courses
to which can be admitted after their degrees. Regarding urban male and female
students the percentages are 58.04% and 71.46%. Among the rural and urban there is
much variation. It may be even now rural students give much importance to teaching
job so they know after their graduation they can be admitted for B.Ed. Where as
urban situation is different as they know there are so many openings but not sure
which one to choose.
5.2.5.4 Preparing for competitive examinations: Presently most of the institutes of
courses and careers conduct competitive examination to select the candidates. Hence
information was sought from students to find out are they preparing for any
competitive examinations. The result shown in Table 5.2.14
Table5.2.14
Preparation for Competitive Examinations
Preparing for competitive examination
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 223(65.01)
224(50.10)
467(56.27)
164(56.75)
146(52.14)
157(60.15)
467(56.27)
148(51.93)
134(51.34)
185(65.14)
467(56.27)
No 120(34.99)
243(49.90)
363(43.73)
125(43.25)
134(47.86)
104(39.85)
363(43.73)
137(48.07)
127(48.66)
99(34.86)
363(43.73)
*=Sample size
d.f. = 1; d.f = 2; d.f. = 2;
Above table depicts that 56.27% are preparing to attend competitive
examinations and the remaining 43.73% of the students are not preparing for any
examinations. Under Gender, Course and Year wise study, males 65.01% followed by
females 50.10%, B.Com 60.15%, 56.75% B.Sc and 52.14% B.A and 65.14% final
year students, followed by 51.93% first years and 51.34% second year students.
Chi-square value shows that student’s opinion regarding preparation for
competitive examination frequency is significantly associated with gender and also
with year of study. Where as the preparation for competitive examination and course
of study has no significant association.
The analysis reveals that majority of the students are preparing for competitive
examinations especially males that too B.Com final year students. This may be
because the male students are ambitious and at the same time even in this modern
period they are considered as the bread winner of the family. Hence before settling in
family life they have to get suitable employment. About B.Com students they have
many opportunities in banks, companies etc. for that they have to undergo written
examinations. Depending upon the interest and aptitude final year graduate students
prepare for various entrance examinations for further study or to face the job market.
49.9% of the female students mentioned that they do not prepare for any competitive
examination. According to Indian culture for girls it is the age for getting married and
settling in life, may be because of this females are behind males in this area.
Further analysis done on rural and urban male and female students and the
result is shown in figure 5.2.8
63.00 81.3267.83
42.93
0
10
20
30
40
50
60
70
80
90
Perc
enta
ge
Rural Urban
Area
Preparing for competitive examinations
MalesFemales
Figure 5.2.8
Here OX axis represent area (rural and urban) and OY axis represent
percentage. It is clearly shown in the above figure that while 81.32% female students
mentioned they are preparing for competitive examination the percentage among rural
male students are only 63%. In the case of urban male and female students the case is
reverse here 67.83% male students expressed that they are preparing for competitive
examination where as only 42.93% urban female students said they are preparing for
competitive examination. A supplementary question was asked to the students to
mention which examination they are preparing for that many of the students
mentioned that they are preparing for B.Ed entrance and AUCET examination. Some
said they prepare for UPSC and APPSC.
From the above analysis one can infer that rural female students are presently
more empowered through education and guidance and they have the desire to improve
their social status and it is a good sign in our present social structure.
5.2.5.5 Availability of resources in the library to prepare for competitive
examinations: It is the bounded duty of the libraries to equip with necessary
resources to facilitate preparation for competitive examinations. There are all types
of general and subject information available in the market and the students may not be
able to purchase them as they are costly. Hence they have to be made available in the
college library. Here an attempt is made to know about the availability as viewed by
students. The result is given in table 5.2.15.
Table5.2.15
Availability of resources in the library to prepare for competitive examination
Availability of resources for competitive examinations
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 235(68.51)
342(70.23)
577(69.52)
188(65.05)
215(76.79)
174(66.67)
577(69.52)
216(75.79)
185(70.88)
176(61.97)
577(69.52)
No 108(31.49)
145(29.77)
253(30.48)
101(34.95)
65(23.21)
87(33.33)
253(30.48)
69(24.21)
76(29.12)
108(38.03)
253(30.48)
Total 343(100)
487(100)
830(100)
289(100)
280(100)
261(100)
830(100)
285(100)
261(100)
284(100)
830(100)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
Data analysis reveals that 69.52% students feel that the resources to prepare
for competitive examinations are available in the library where as 30.48% mentioned
that resources are not available to prepare for competitive examinations in their
college libraries.
Under gender, course and year of study the highest percentages are 70.23%
females followed by 68.51% males, 76.79% of the B.A students followed by 66.67%
B.Com students and 65.05% BSc students and 75.79% first year students followed by
70.88% second year students and 61.97% third year students expressed that the
resources are available in their college libraries.
The above result correlates with the college librarian survey which reveals
that 72.5% of the college libraries provide information to prepare for
CAT/ICET/EDCET/AUCET/ etc and at the same time for other exams like NDA,
NET/SLET, GMAT/GRE etc 30% to 37.5% of the libraries are having resources.
Chi-square value indicates that there is significant association regarding
student’s opinion on availability of resources in the library to prepare for competitive
examination with their gender, Course wise and year of study.
The analysis shows that majority (70%) of the students feel that they have
resources to prepare for competitive examinations in the college library, which is a
positive factor.
5.2.5.6 Visit to other libraries for career information: Career information is
available in public libraries like district libraries, other village and town libraries.
Hence students are asked to answer do they visit any other library other than their
college library for career information. Table 5.2.16 explains the result.
Table 5.2.16
Visit to libraries other than the college library for career informationVisit to other libraries for career information
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 170(49.56)
121(24.85)
291(35.06)
79(27.34)
128(45.71)
84(32.18)
291(35.06)
104(36.49)
86(32.95)
101(35.56)
291(35.06)
No 173(50.44)
366(75.15)
539(64.94)
210(72.66)
152(54.29)
177(67.82)
539(64.94)
181(63.51)
175(67.05)
183(64.44)
539(64.94)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
It is evident from table 5.2.16 that 35.06% of the students visit other libraries
for career information where as 64.94% do not visit any other libraries. It is expected
that as the resources are not available in some college libraries students have to visit
other libraries in their locality to get career information.
In gender, course and year of study highest percentages are 49.56% male
students followed by 24.85% female students, 45.71% of B.A students followed by
32.18% B.Com students and 27.34% and 36.49% first year students, followed by
35.56% third year students and 32.95% second year students respectively visit other
libraries for career information.
Chi-square value reveals that the opinion of students regarding the visit to
other libraries significantly associated with gender and course of study.
It can be deduced from the above analysis that students depend more on their
college libraries for career information so it is left to the librarians to get enough
information in this area to meet this need of the student community.
5.2.5.7 Awareness of different job opportunities in the market: There is a need for
college student to be aware of job opportunities in the economy so they can prepare
themselves for various courses and competitive examinations. Colleges generally
organize awareness programmes and display job information on notice boards
including that of library. To find out whether the students are aware of different job
opportunities in the market data has been gathered through a question hence focusing
on this aspect is very much necessary and the responses are displayed in table 5.2.17.
The table given below reveals that 53.73% students are aware of different job
opportunities while 46.27% students remain unaware of different job opportunities.
In gender, course and year of study the higher percentages 55.03% of female
students followed by 51.90% male students, 58.62% B.Com students followed by
53.29% B.Sc students and 49.64% B.A students and 56.70% of the second year
students followed by 53.33% first years and 51.41% third year students respectively
are aware of different job opportunities in the market.
Table 5.2.17
Awareness of different job opportunities in the market
Aware of different job opportunities
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 178(51.90)
268(55.03)
446(53.73)
154(53.29)
139(49.64)
153(58.62)
446(53.73)
152(53.33)
148(56.70)
146(51.41)
446(53.73)
No 165(48.10)
219(44.97)
384(46.27)
135(46.71)
141(50.36)
108(41.38)
384(46.27)
133(46.67)
113(43.30)
138(48.59)
384(46.27)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
The Chi-square test indicates that there is no significant association of
students’ awareness of different job opportunity in the market and their gender,
course of study and year of study.
It is obvious to that more than half of the students are aware of different job
opportunities but a sizable number of them do not. It shows the need to organize
more number of awareness programmes.
5.2.5.8 Knowledge about resume preparation: There is a greater need to know how
to prepare one’s resume as it clearly gives an idea about the candidates to the
employers. Present day resume writing is an art so students are asked about their
knowledge to prepare the resume. The result is shown in table 5.2.18
Table 5.2.18 clearly depicts that 55.78% of the students under this study have the
confidence to prepare resume where as 44.22% students do not have the confidence to
prepare their resume.
Gender, course and year of study shows that 59.96% female students followed
by 49.85% male students, 65.13% B.Com students followed by 51.9% BSc students
and 51.07% B.A students and 57.85% second years, followed by 55.99% third years
and 54.68% first year students mentioned that they have knowledge in resume
preparation.
Table5.2.18
Knowledge about resume preparation
Knowledge of resume writing
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 171(49.85)
292(59.96)
463(55.78)
150(51.90)
143(51.07)
170(65.13)
463(55.78)
153(53.68)
151(57.85)
159(55.99)
463(55.78)
No 172(50.15)
195(40.04)
367(44.22)
139(48.10)
137(48.93)
91(34.87)
367(44.22)
132(46.32)
110(42.15)
125(44.01)
367(44.22)
*=Sample size
d.f. = 1; d.f .= 2 d.f. = 2;
Chi-square test shows that students’ opinion on knowledge about resume
preparation has no significant association with their gender and year of study. Where
as it has significant association with course of study.
Resume preparation is a basic activity and nowadays much of the information
in this matter is available on the Internet also. Hence it is expected that students
might be aware of it. However, the responses reveal that about half of the
respondents do not have the skill to prepare resume.
5.2.5.9 Interview facing: As there is a need to prepare oneself before facing an
interview, the graduates ought to possess necessary skills and capabilities. To assess
the level of preparation of the students in this aspect, the respondents have been asked
to indicate their capabilities. The expressions of students under study are tabulated
below.
Table 5.2.19
Preparation for facing an interview
Knowledge of facing an interview
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 145(42.27)
199(40.86)
344(41.45)
107(37.02)
113(40.36)
124(47.51)
344(41.45)
128(44.91)
106(40.61)
110(38.73)
344(41.45)
No 198(57.73)
288(59.14)
486(58.55)
182(62.98)
167(59.64)
137(52.49)
486 (58.55)
182(62.98)
167(59.64)
137(52.49)
486(58.55)
*=Sample size
df = 1; d.f. = 2; d.f .= 2;
It is clear from the table 5.2.19 that only 41.45% of the students have
knowledge in the preparation for interview where as 58.55% students do not know to
prepare for facing interview.
Further analysis indicates in Gender wise 42.47% male students followed by
40.86% female students; course wise 47.51% B.Com students followed by 40.36%
B.A students and 37.02% BSc students and year of study wise 44.91% first years
followed by 40.61% second years and 38.73% third year students mentioned that they
have knowledge in the preparation for facing an interview.
Chi-square test shows that students’ opinion on preparation for facing
interview is insignificantly associated with their gender and year of study while it has
significant association with their course of study.
The analysis explains that more than half of the students (58.55%) do not have
any idea about how to prepare to face an interview. So there is a need to help them in
this area, through career guidance programmes.
5.2.5.10 Internet and career information: At present there are so many web sites
which give information regarding resume writing, cover letter writing, how to prepare
to face the interviews, how to improve ones communication skills, information
regarding various competitive examinations conducted by public and private
institutes, information about different courses, information on educational institutions,
job information, etc. As the networked environment provide more information on any
subject or topic which is available on the web students are asked how helpful the
internet is to get career information. Here students are given three choices ‘very
much’, ‘some extent’, and ‘not at all’ from which to select. The result is given in the
table 5.2.20.
Table 5.2.20
Helpfulness of Internet to get career information
Internet and career information
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Very much
65(18.95)
143(29.36)
208(25.06)
84(29.07)
59(21.07)
65(24.90)
208 25.06)
57(20.00)
88(33.72)
63(22.18)
208 (25.06
)Some extent
64(18.66)
128(26.28)
192(23.13)
93(32.18)
50(17.86)
49(18.77)
192(23.13)
52(18.25)
62(23.75)
78(27.46)
192(23.13)
Not at all 74(21.57)
75(15.40)
149(17.95)
31(10.73)
71(25.36)
47(18.01)
149(17.95)
42(14.74)
43(16.48)
64(22.54)
149(17.95)
No response
140(40.82)
141(28.95)
281(33.86)
81 (28.03)
100(35.71)
100(38.31)
281(33.86)
134 (47.02)
68(26.05)
79(27.82)
281 (33.86)
*=Sample size
d.f. = 3, d.f. = 6; d.f. = 6;
It is evident from the table given above that internet is not much used by
students under study to get career information, regarding helpfulness of internet to get
career information 25.06% mentioned it as ‘Very much’, 17.95% responded as ‘not
at all’ 23.13% responded as ‘some extent’ and 33.86% did not respond to the
question,
In Gender, Course and Year wise analysis shows that 29.36% female students
followed by 18.95% male students, 29.07% of the B.Sc students followed by 24.9%
B.Com students and 24.9% B.A. students and 33.72% second year students followed
by 22.18% third year students and 20% of first year students mentioned that internet
is ‘very much’ helpful to get career information. Above table reveals that those who
responded not at all (17.95%) and those who did not respond at all (33.86%) to the
question all together will be more than those who said it is helpful to get career
information.
Chi-square test indicates that students’ opinion on helpfulness of internet to
get career information is significantly associated with their gender, course of study
and year of study.
From the above analysis one can deduce that more than 50% of the students do
not have internet facility. Under suggestions many students have mentioned that they
need internet facility in the college libraries to get more current information. Hence it
is the duty of college management and other related authorities to study the situation
and provide internet facility in the college libraries. Librarian survey revealed that
only 25% libraries have internet connection in the library out of it only 10%
mentioned that students make use of the internet facility to get career information.
This is a pathetic situation from students’ view point.
5.2.5.11 Need assistance to browse Internet for career information: Many of the
students may not know how to browse internet for career information. They may not
have an idea about the richness of this information source. Hence a supplementary
question was given to ascertain the need for any assistance to browse internet for
career information. The tabulated responses are shown in table 5.2.21
Table 5.2.21Need assistance to browse internet for career information
Need assistance to browseInternet
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 241(70.26)
369(75.77)
610(73.49)
226(78.20)
200(71.43)
184(70.50)
610(73.49)
213(74.74)
199(76.25)
198(69.72)
610(73.49)
No 102(29.74)
118(24.23)
220(26.51)
63(21.80)
80(28.57)
77(29.50)
220(26.51)
72(25.26)
62(23.75)
86(30.28)
220(26.51)
*=Sample size
d.f. = 1; d.f. =2; d.f.=2;
The table shown above gives a clear picture of the current situation. Majority
of the students 73.49% mentioned that they are in need of assistance to browse
internet for career information.
Gender analysis indicates 75.77% of the female students and 70.25% of male
students expressed that they need assistance to browse internet, Course wise data
reveals 78.20% of the BSc students followed by 71.43% B.A students and 70.50%
B.Com students and in Year wise analysis 76.25% second years followed by 74.74%
first years and 69.72% third year students expressed that they are in need of help.
Chi-square test shows that students’ opinion regarding need assistance to
browse internet has no significant association with their gender, course of study and
year of study.
From the above analysis one can deduce that firstly, Internet facility should be
provided to college students and secondly, Internet Literacy classes should be
conducted for college students. This is an area where department of computers and
librarian can work together to help the students. Hence, in the networked
environment this is an immediate need which requires attention from the college
management and authorities.
Further analysis has under taken to assess the present situation in rural and
urban areas with the idea that there will be some disparity related to the Internet
facility available in rural and urban areas and also with the assumption that urban
students are better than their rural counterparts.
Comparison of rural and urban gender wise study with regard to ‘need
assistance to browse the internet for career information’ is shown in figure 5.2.9
66.00
80.22 76.22
74.75
0102030405060708090
Rural Urban
Area
Need assistance to browse the Internet for career information
Males
Females
Figure 5.2.9
Figure 5.2.9 reflects that 80% of the rural female student needs assistance
where as 74.75% of the urban female student mentioned that they are in need of
assistance to browse the net. When 66% of rural male expressed their need for
assistance the percentage among urban male students are 76.22% which was not
expected. It also reveals that the difference is much between rural male and female
students where as it is less between urban male and female students.
From the above analysis the inference can be drawn that both rural and urban
students need assistance to browse the internet and information literacy and career
literacy is must for college students in rural and urban areas.
5.2.6. Role of library in career guidance
As the library is the logical place for career information it has to work in
collaboration with the career guidance cell in the college. It is the duty of the
librarian to provide right information to its user at the right time. College library can
support the career guidance cell by helping them with recent career information to
conduct seminars or career talks to the students. The changed work environment
leads to new levels of expectation on present day libraries for career information.
Hence the study has made a further problem to find out the existence of career
guidance cell and its activities viz., organization of seminars on career counseling,
interview technique, personality development, resume writing etc. Another area of
enquiry was regarding the career information available in their college libraries and to
find out whether the library staffs are helping the students to get career information.
Further, the availability of the internet in college libraries and the nature of its use
have been included in the study. In addition, the expectations of the students from
career guidance cell have been ascertained.
5.2.6.1. Career guidance cell: As per the Commissioner and Director of Collegiate
Education, Hyderabad, Andhra Pradesh proceedings bearing Nos. Rc.No.3/Acad.cell-
3/94 and Rc.No. 63/AC.III/2000 and the Regional Joint Director of Collegiate
Education letter bearing Rc.No.1152/A4/2002 dated 17/4/2002 most of the colleges
should have career guidance cell. These cells are managed by principal and the
members of the teaching faculty and librarian/lecturer incharge of the library.
Guidance cell provide information regarding further courses or careers available in
the particular field of study. Many colleges invite experts to give talks in nascent
topics. Some cells conduct seminars on personality development; resume preparation
and cover letter writing, interview techniques, communication skills etc. with the
assistance of career guidance cell. As the cells are playing an important role in the
life-long learning of students, an attempt has been made to find out the awareness of
students on the existence and activities of the career guidance cell.
Table 5.2.22College Career guidance cell
College career Gender Course of study Year of study
guidance cell Males
343*Females
487*Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 277(80.76)
463(95.07)
740(89.16)
250(86.51)
261(93.21)
229(87.74)
740(89.16)
244(85.61)
244(93.49)
252(88.73)
740(89.16)
No 66(19.24)
24(4.93)
90(10.84)
39(13.49)
19(6.79)
32(12.26)
90(10.84)
41(14.39)
17(6.51)
32(11.27)
90(10.84)
*=Sample size
d.f. = 1; d.f. = 2; d.f. =2;
Above table clearly explains that out of 830 students responded 740(89.16%)
of the students mentioned that there is career guidance cell in their college where as
90 (10.84%) of the students responded saying that there is no career guidance cell in
their college.
In gender wise study 95.07% females and 80.76% of the male students said
that they are aware of career guidance cell. Where as in course wise analysis the
percentage of those who said ‘yes’ are 86.51%, 93.21% and 87.74% of B.Sc, B.A
and B.Com students and in the case of year of the study the percentages are 85.61%,
93.49%, and 88.73 % of the students of first, second and third year respectively.
Chi-square values shows that students’ opinion regarding college career
guidance cell has significant association with their gender, course of study and year of
study.
As for the user study only those colleges who claimed that they are having
career guidance cell in the college has been taken so the analysis reveals that even
though the career guidance cell is there 10.83% students are not aware of its
existence. So first and foremost there is a need to make known the existence of career
guidance cell by actively involving in the career development of the students.
5.2.6.1.1 Organization of seminars on career counseling, interview technique etc:
A further question was asked to find out the utilization of activities of career guidance
cell by student community. The result is given in table 5.2.22.1.
It is evident from the following table that 88.24% students expressed that
college career guidance cell conduct seminars in above aspects where as 11.76%
students mentioned that there is no such seminars in the colleges. May be one or two
colleges do not have career guidance cell even though they mentioned that they have
it or these colleges may not organizing any regular career guidance activities in the
college.
Table 5.2.22.1
Organization of seminars on career counseling, interview technique, personality development, resume writing etc.
Organize Seminars
Gender Course of study Year of study
Males277*
Females463*
Total740*
BSc250*
B.A261*
BCom229*
Total740*
I Year244*
II Year244*
III year252*
Total740*
Yes 242(87.36)
411(88.77)
653(88.24)
214(85.60)
223(85.44)
216(94.32)
653(88.24)
217(88.93)
227(93.03)
209(82.94)
653(88.24)
No 35(12.64)
52(11.23)
87(11.76)
36(14.40)
38(14.56)
13(5.68)
87(11.76)
27(11.07)
17(6.97)
43(17.06)
87 (11.76)
*=Sample size
d.f.=1; d.f.= 2; d.f. =2;
Gender, Course and Year wise analysis reveals 88.77% of the female students
followed 87.36% male students, 94.32% of B.Com students followed by 85.60% BSc
students and 85.44% B.A students and 93.03% second year students followed by
88.93% first year students and 82.94% third year students respectively mentioned that
the college career guidance cell organizes seminars on careers, interview technique
etc.
Chi-square test indicates that organization of seminars on counseling,
interview techniques, personality development, resume writing etc has significant
association with students’ course of study and year study and it is insignificantly
associated with their gender.
It is clear from the analysis that majority of the colleges are conducting
seminars in personality development, interview technique etc. This finding correlates
with that of the libraries where the librarians expressed that they organize/assist in
various career guidance activities (52.5%) and soft skill development activities of the
college (Table 5.1.41 and Table 5.1.42).
5.2.6.1.2 Students Attended the session: It is important that student should attend the
sessions organized by the career guidance cell. At time due to lack of interest some
of the student may drop out without attending the sessions. Hence, data has been
gathered on this aspect. The result is given in table 5.2.22.2
Table 5.2.22.2Attended the sessions
Attended the sessions
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes227
(66.18)311
(63.86)538
(64.82)165
(57.09)186
(66.43)187
(71.65)538
(64.82)166
(58.25)194
(74.33)178
(62.68)538
(64.82)
No116
(33.82)176
(36.14)292
(35.18)124
(42.91)94
(33.57)74
(28.35)292
(35.18)119
(41.75)67
(25.67)106
(37.32)292
(35.18)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
It is evident from the above table that out of 830 students only 538 (64.82%)
of the students attended the sessions and remaining 292 (35.18%) of the students did
not.
Under Gender wise analysis 66.18% male students followed by 63.86% female
students attended it. Course and Year wise analysis shows 71.65% of the BCom
students followed by 66.43% B.A students and 57.09% BSc students and 74.33%
second years followed by 62.68% third years and 58.25% first year students
respectively expressed that they attended the sessions.
Chi-square test shows that students’ opinion regarding their attending the
session is insignificantly associated with their gender but it has significant association
with the course of study and year of study.
Analysis explains that there is a need to create more awareness among the
student about the benefit of these sessions. Even though majority of the students are
present for the seminar the staff should see that all students should participate in this
kind of sessions.
5.2.6.1.2.1 Usefulness of the session: To evaluate the usefulness of the sessions,
students were asked to give their opinion on usefulness by marking against
‘Excellent’, ‘Good’, ‘Adequate’ and ‘Poor’. The result is shown in the table 5.2.22.3.
Table 5.2.22.3Usefulness of the session
Usefulness Gender Course of study Year of study
Males227*
Female311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 72(31.72)
113(36.33)
185(34.39)
59 (35.76)
61(32.80)
65(34.76)
185(34.39)
64 (38.55)
67(34.54)
54(30.34)
185(34.39)
Good 138(60.79)
178(57.23)
316(58.74)
99 (60.00)
115(61.83)
102(54.55)
316 (58.74)
91 (54.82)
117(60.31)
108(60.67)
316(58.74)
Adequate 14(6.17)
19(6.11)
33(6.13)
6(3.64)
10(5.38)
17(9.09)
33(6.13)
10(6.02)
9(4.64)
14(7.87)
33(6.13)
Poor 3(1.32)
1(0.32)
4(0.74)
1 (0.61)
-- 3(1.60)
4(0.74)
1 (0.60)
1(0.52)
2(1.12)
4(0.74)
*=Sample size
The table given above reveal that majority of the students 316 (58.74%) have
opined that the sessions are ‘good’, 185 (34.39%) students said they are excellent and
33 (6.13%) expressed as usefulness of career sessions are adequate while 4 (0.74%)
of them mentioned it as ‘poor.’
Under Gender wise 60.79% male students followed by 57.23% female
students mentioned the usefulness of the session is ‘good’ and the Course wise
61.83% of the B.A students followed by 60% B.Sc students and 54.55% B.Com
students and in Year wise data 60.67% second year students followed by 60.31%
third year students and 54.82% first year students expressed that the usefulness of
sessions are ‘good.’
It is obvious from the above data that the different career guidance sessions
conducted by the college guidance cell are meaningful and useful, which is an
encouraging factor.
5.2.6.1.2.2. Content of the sessions: The essence in the conduct of different activities
under career guidance is the content that is being covered in different sessions.
Students opinion has been sought on this aspect and displayed in Table 5.2.22.4
Table 5.2.22.4
Content of the session
Content Gender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 54(23.79)
74(23.79)
128(23.79)
35( 21.21)
47(25.27)
46(24.60)
128(23.79)
41 (24.70)
55(28.35)
32(17.98)
128(23.79)
Good 130(57.27)
198(63.67)
328(60.97)
114(69.09)
115(61.83)
99(52.94)
328 60.97)
102 (61.45)
118(60.82)
108(60.67)
328 (60.97)
Adequate 37(16.30)
39(12.54)
76(14.13)
15(9.09)
22(11.83)
39(20.86)
76(14.13)
20(12.05)
20(10.31)
36(20.22)
76(14.13)
Poor 6(2.64)
0 6(1.12)
1 (0.61)
2(1.08)
3(1.60)
6(1.12)
3 (1.81)
1(0.52)
2(1.12)
6(1.12)
*=Sample size
Above table depicts that out of 538 students 328 (60.97%) felt that the content
of the sessions are good, while 128 (23.79%) opined that it is ‘excellent’, where as
76 (14.13%) mentioned ‘adequate’ and 6 (1.12%) said the content is ‘poor’.
Gender wise analysis observe that 63.67% of the female students followed by
57.27% male students expressed the content of the sessions are ‘good’, Course wise
69.09% B.Sc students followed by 61.83% B.A students and 52.94% B.Com students
and in Year wise 60.82% second years followed by 61.45% first years and 60.67%
mentioned that the content of the seminars are ‘good’.
The analysis shows that majority of the students have the opinion that the
seminar session content is ‘good’, so it can be inferred that the career guidance cell
conducts effective sessions in different topics for college students.
5.2.6.1.2.3. Presentation of the seminar session: Another aspect taken for study
is the methods of presentation of programme to make the concept clear. At
present many use Power Point presentations and other new methods to make
presentations attractive, understandable and meaningful. Here students are asked
whether the presentation of the seminar is ‘excellent’, ‘good’, ‘adequate’, or
‘poor’. The result is given in table 5.2.22.5Table 5.2.22.5
Presentation of the session
PresentationGender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 51(22.47)
88(28.30)
139(25.84)
43 (26.06)
45(24.19)
51(27.27)
139(25.84)
37 (22.29)
68(35.05)
34(19.10)
139(25.84)
Good 143(63.00)
174(55.95)
317(58.92)
102 (61.82)
114(61.29)
101(54.01)
317 (58.92)
102 (61.45)
114(58.76)
101(56.74)
317 (58.92
)Adequate 31
(13.66)48
(15.43)79
(14.68)19
(11.52)27
(14.52)33
(17.65)79
(14.68)27
(16.27)12
(6.19)40
(22.47)79
(14.68)
Poor 2(0.88)
1(0.32)
3(0.56)
1 (0.61)
-- 2(1.07)
3(0.56)
-- -- 3(1.69)
3(0.56)
*=Sample size
It is clear from the table given above that out of 538 students 317 (58.92%) of
the students expressed that the presentation of the session is ‘good’ 139 (25.84%)
students remarked as ‘excellent’, 79 (14.68%) noted that ‘adequate’ and only 3
(0.56%) mentioned it is ‘poor’.
Under Gender, Course, and Year wise analysis reveals that 63% male students
followed by 55.95% female students, 61.82% B.Sc students followed by 61.29% and
54.01% B.Com students and 61.45% first year students followed by 58.76% second
year students and 56.74% third year students opined it as ‘good’.
It is evident from the above analysis that methods adopted to present the
content are acceptable to students.
5.2.6.1.2.4Competence of the staff: The excellence of any work and reaching the
target depends on the competence of the staff. If the staffs are good, caring,
efficient, intelligent, approachable and available then the activities can be
performed effectively. Here an attempt has been made to get the opinion of
students regarding the competence of the staff involved in career guidance
programmes. The result is shown in table 5.2.22.6Table 5.2.22.6
Competence of the Staff
Competence of the staff
Gender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 55(24.23)
92(29.58)
147(27.32)
35 (21.21)
57(30.65)
55(29.41)
147(27.32)
42 (25.30)
60(30.93)
45(25.28)
147(27.32)
Good 136(59.91)
173(55.63)
309(57.43)
102 (61.82)
105(56.45)
102(54.55)
309 (57.43)
101(60.84)
111(57.22)
97(54.49)
309 (57.43)
Adequate 31(13.66)
46(14.79)
77(14.31)
27(16.36)
22(11.83)
28(14.97)
77(14.31)
22(13.25)
22(11.34)
33(18.54)
77(14.31)
Poor 5(2.20)
0 5(0.93)
1 (0.61)
2(1.08)
2(1.07)
5(0.93)
1 (0.60)
1(0.52)
3(1.69)
5(0.93)
*=Sample size
As revealed in the table 5.2.22.6, out of 538 students 309 (57.43%) students
expressed that competence of the staffs are ‘good’, 147 (27.32%) felt that it is
‘excellent’ where as 77 (14.31%) said it is ‘adequate’ while 5 (0.93%) of the students
mentioned it is ‘poor’.
Under Gender wise 59.91% of the male students and 55.63% female students
said ‘good’, in Course wise analysis 61.82% of the B.Sc student followed by 56.45%
B.A students and 54.55% B.Com students and in Year wise 60.84% first year
students followed by 57.22% second year students and 54.49% third year students
expressed it as ‘good’.
From the above analysis it is clear that majority of the students feel that the
career guidance cell staff are competent enough to organize or to give seminars in
their area of specialization.
5.2.6.2 Career information and college library: College library is the first and last
hope for any kind of information. Establishment of internet facilities increased
this faith in libraries. College students mostly depend upon the college library for
information and this is true in case of career information too. Hence information
was sought to get the opinion of students about the availability of career
information in the college library. The results are displayed below.
Table 5.2.23
Availability of career information in the college libraryCareer information in college library
Gender Course of study Year of study
Males343*
Females
487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 257(74.93)
389(79.88)
646(77.83)
201(69.55)
219(78.21)
226(86.59)
646(77.83)
235(82.46)
201(77.01)
210(73.94)
646(77.83)
No 86(25.07)
98(20.12)
184(22.17)
88(30.45)
61(21.79)
35(13.41)
184(22.17)
50(17.54)
60(22.99)
74(26.06)
184 22.17)
*=Sample size
d.f. = 1; d.f. = 2; d.f.=2;
The table 5.2.23 explains that out of 830 students, 646 (77.83%) of the
students mentioned that career information is available in their college library. At the
same time 184 (22.17%) of the students expressed that career information is not
available.
Under gender 79.88% female students followed by 74.93% male students, in
course of study 86.59% of the B.Com students followed by 78.21% B.A students and
69.55% BSc students and in year of study 86.46% first year students followed by
77.01% second year students and 73.94% third year students mentioned that career
information is available in the college library.
Chi-square test shows that students’ opinion on availability of career
information in the college library is significantly associated with their course of study
and year of study, at the same time it is insignificantly associated with their gender.
From the above analysis one can derive that college libraries are providing
career information to its students. At the same time the quality and quantity of
information should be improved as 184 negated the availability so that all students
will have the satisfaction of getting sufficient information from the college library.
5.2.6.2.1Availability of career collection: At present the career book market is
booming. All varieties of career information books are available in the market. It is
same in the case of periodicals and other information sources like pamphlets, audio-
video career information materials etc. It is necessary for the college libraries to
subscribe different titles of periodicals in different subject area related to career
development in that particular field. As the career information is found in variety of
sources and they are very costly for the students to purchase, it is the bounden duty of
college library to acquire and disseminate this information to the user community.
Hence students are asked about the availability of books, periodicals other career
information sources in the college library. The result is given in table 5.2.24
The following table clearly depicts, out of 830 students, 612 (73.73%) of the
students mentioned that books on careers available in their college library.
Gender wise analysis revealed that 79.06% females followed by 66.18%
males, in course of study 82.76% B.Com, 72.14% B.A followed by 67.13% BSc
students and in year of study 76.14% first years, 72.89% third years followed by
72.03% of second year students mentioned that books on careers available in their
college library.
The analysis reveals that majority of the students feel that enough number of
books on career information available in their college library and this information
correlates with librarian survey result where 95% librarians mentioned books on
careers available in the library.
Regarding periodicals out of 830, 593 (71.45%) students mentioned that
periodicals on careers available in their college library.
Gender, Course and Year wise study results are 76.18% females, 64.72%
males, 74.64% B.A, 73.18% B.Com, and 66.78% BSc, 73.33% first years, 71.26%
second years and 69.72% third year students respectively.
The analysis reflect that majority of the respondents in all the categories have
the opinion that the periodicals on careers are available in their library. It correlated
the findings of librarian survey where 77.5% librarians reported the availability of
periodicals on careers.
53.73% students expressed that other information material on careers too
available in the college library. Gender, Course and Year of study regarding the
availability of career information materials other than books and periodicals explains
that 54.21% females followed by 53.06% males and 55.56% BCom followed by
53.21% B.A and 52.6% BSc., 54.41% second years followed by 54.03% first years
and 52.82% third years feel that other information sources too available in their
respective college libraries.
Table 5.2.24Availability of career collection in the college library
Availability of collection
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Books 227(66.18)
385(79.06)
612(73.73)
194(67.13)
202(72.14)
216(82.76)
612(73.73)
217(76.14)
188(72.03)
207(72.89)
612(73.73)
Periodicals 222(64.72)
371(76.18)
593(71.45)
193(66.78)
209(74.64)
191(73.18)
593(71.45)
209 (73.33)
186(71.26)
198(69.72)
593(71.45)
Others 182(53.06)
264(54.21)
446(53.73)
152(52.60)
149(53.21)
145(55.56)
446(53.73)
154(54.03)
142(54.41)
150(52.82)
446(53.73)
*=Sample size
Above result shows that other information materials in careers also available
in college libraries.
The inference which can be drawn from the above analysis is that college
libraries are interested in the career development of the students and they try to meet
the career information need of the student by providing them with books, periodicals,
and other information materials. Library and librarian has vital role in the career
development of college students.
5.2.6.3. Assistance of library staff in finding career information: At times it is
difficult for the students to find the right information without the help of the library
professionals. Hence the students were asked to give their opinion/experience with
assistance from the librarian regarding career guidance information. The results are
displayed below.
The table 5.2.25 explains that 610 (73.49%) students expressed that the library
staff assist them in finding career information, where as 220 (26.51%) of them did not
agree with them. The disagreement may be due to that the particular information
which the student sought did not found in the library or the library staff was not able
to provide personal assistance due to lack of sufficient staff in the library.
Under gender, course of study and year of study the table highlight that
74.74% females, followed by 71.72% males, 77.86% B.A students followed by
73.56% B.Com students and 69.2% B.Sc students, 80.35% first years followed by
72.03% second years and 67.96% third year students respectively mentioned that
library staff assist them in getting career information.
Table 5.2.25
Assistance of library staff to find career information
Library staff assist to find career information
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 246(71.72)
364(74.74)
610(73.49)
200(69.20)
218(77.86)
192(73.56)
610(73.49)
229(80.35)
188(72.03)
193(67.96)
610(73.49)
No 97(28.28)
123(25.26)
220(26.51)
89(30.80)
62(22.14)
69(26.44)
220 (26.51)
56(19.65)
73(27.97)
91(32.04)
220(26.51)
d.f. = 1; d.f. = 2; d.f. = 2; *=Sample size
Chi-square test indicate that the frequency of students’ opinion on assistance
of library staff to find career information has no significant association with their
gender and course of study but it has significant association with their year of study.
The analysis reveals the important role being played by librarians in providing
career information. This supports the findings of the librarian survey where cent
percent of the librarians mentioned that they provide career information services and
80% librarians support in information based guidance to students.
5.2.6.6. Expectation from career guidance cell: For the improvement of the working
and services of career guidance cell opinion are sought to ascertain the expectation of
students from the career guidance cell. The results are given in table 5.2.26
It is evident from the following table that out of 830 students 468 (56.39%) of
the students expects more from the career guidance cell and only 362 (43.61%) of
the students do not expect any thing more from the library.
Table 5.2.26
Expectations from college library for career information
Expect more from career guidance cell
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 212(61.81)
256(52.57)
468(56.39)
151(52.25)
170(60.71)
147(56.32)
468 (56.39)
170(59.65)
143(54.79)
155(54.58)
468(56.39)
No 131(38.19)
231(47.43)
362(43.61)
138(47.75)
110(39.29)
114(43.68)
362(43.61)
115(40.35)
118(45.21)
129(45.42)
362(43.61)
d.f. = 1; d.f. = 2; d.f.=2; *=Sample size
Under gender, course and year of study the highest percentage of those who
expects more from college library are 61.81% male students followed by 52.57%
female students, 60.71% of B.A students followed by 56.32% B.Com and 52.25%
B.Sc students, 59.65% first years followed by 54.79% second years and 54.58% third
year students respectively.
Chi-square test shows that the frequency of students’ opinion regarding
expectation from college library for career information is significantly associated with
their gender but it has no significant association with their course of study and year of
study.
Further reasons provided by the respondents indicate that they need more books
and periodical on careers in their libraries, need internet facility in the library, more
literature on how to prepare for different competitive examinations, etc. Some of the
student had mentioned that college should conduct seminars on communication skills,
personality development etc.
5.2.7. Role of librarian in career guidance
In this digital environment where the college librarians are having so much access
to information and the technical know-how to handle information technology they have a
special duty and responsibility towards its main user community. Modern librarian has to
see where his assistance is needed. Now a days information is available on the Internet
but how much our students able to find the information they are in need is doubtful.
Career information is spread across print, electronic and web resources. Most of the
students are not able to access this information due to lack of awareness, lack of
opportunity to get hold of the information sources. So it is the felt need of the time is to
assist the college students to get right information on different courses, careers, job
opportunities etc. Hence an attempt is made to find out students opinion regarding the
role of librarian in providing career guidance. Here rating scale 1 – 5 (1 – Strongly agree,
2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree) is used to find out the
importance of each statement. The result is shown on table 5.2.27.
Table 5.2.27 Role of Librarian in career guidance
Role of
librarian as
career guide
Gender Course of study Year of study
Rank
Males343*
Females487*
Total830*
B.Sc289*
B.A280*
B.Com261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Librarian has immediate access to information sources
1
2
3
4
5
118(34.40)
146(42.57)
61(17.78)
13(3.79)
5(1.46)
203(41.68)
212(43.53)
60(12.32)
11(2.26)
1(0.21)
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
112(38.75)
113(39.10)
52(17.99)
11(3.81)
1(0.35)
118(42.14)
116(41.43)
37(13.21)
4(1.43)
5(1.79)
91(34.87)
129(49.43)
32(12.26)
9(3.45)
0
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
113(39.65)
111(38.95)
52(18.25)
5(1.75)
4(1.40)
95(36.40)
121(46.36)
34(13.03)
10(3.83)
1(0.38)
113(39.79)
126(44.37)
35(12.32)
9(3.17)
1(0.35)
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
Librarian possess more information handling techniques
1
2
3
4
5
106(30.90)
119(34.69)
44(12.83)
53(15.45)
21(6.12)
141(28.95)
224(46.00)
82(16.84)
33(6.78)
7(1.44)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
83(28.72)
110(38.06)
60(20.76)
26(9.00)
10(3.46)
58(20.71)
136(48.57)
39(13.93)
36(12.86)
11(3.93)
106(40.61)
97(37.16)
27(10.34)
24(9.20)
7(2.68)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
99(34.74)
119(41.75)
27(9.47)
29(10.18)
11(3.86)
74(28.35)
104(39.85)
50(19.16)
25(9.58)
8(3.07)
74(26.06)
120(42.25)
49(17.25)
32(11.27)
9(3.17)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
Librarian has knowledge of IT skills
1
2
3
4
5
72(20.99)
100(29.15)
66(19.24)
81(23.62)
24(7.00)
120(24.64)
191(39.22)
99(20.33)
51(10.47)
26(5.34)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02)
65(22.49)
103(35.64)
61(21.11)
42(14.53)
18(6.23)
68(24.29)
94(33.57)
57(20.36)
40(14.29)
21(7.50)
59(22.61)
94(36.02)
47(18.01)
50(19.16)
11(4.21)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02)
61(21.40)
110(38.60)
46(16.14)
52(18.25)
16(5.61)
69(26.44)
85(32.57)
55(21.07)
33(12.64)
19(7.28)
62(21.83)
96(33.80)
64(22.54)
47(16.55)
15(5.28)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02
Librarian maintain more interaction with students
1
2
3
4
5
139(40.52)
101(29.45)
53(15.45)
20(5.83)
30(8.75)
180(36.96)
194(39.84)
77(15.81)
24(4.93)
12(2.46)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
117(40.48)
100(34.60)
33(11.42)
21(7.27)
18(6.23)
121(43.21)
81(28.93)
57(20.36)
10(3.57)
11(3.93)
81(31.03)
114(43.68)
40(15.33)
13(4.98)
13(4.98)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
108(37.89)
97(34.04)
47(16.49)
11(3.86)
22(7.72)
95(36.40)
107(41.00)
35(13.41)
14(5.36)
10(3.83)
116(40.85)
91(32.04)
48(16.90)
19(6.69)
10(3.52)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
Librarian is 1 117 203 320 121 95 104 320 94 104 122 320
always ready to help those who approach
2
3
4
5
(34.11)117
(34.11)76
(22.16)16
(4.66)17
(4.96)
(41.68)201
(41.27)66
(13.55)12
(2.46)5
(1.03)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65)
(41.87)114
(39.45)41
(14.19)10
(3.46)3
(1.04)
(33.93)101
(36.07)66
(23.57)9
(3.21)9
(3.21)
(39.85)103
(39.46)35
(13.41)9
(3.45)10
(3.83)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65)
(32.98)114
(40.00)60
(21.05)12
(4.21)5
(175)
(39.85)100
(38.31)43
(16.48)7
(2.68)7
(2.68)
(42.96)104
(36.62)39
(13.73)9
(3.17)10
(3.52)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65Librarian encourage & helps students according to their behavioral needs
1
2
3
4
5
121(35.28)
131(38.19)
52(15.16)
31(9.04)
8(2.33)
161(33.06)
227(46.61)
68(13.96)
23(4.72)
8(1.64)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
111(38.41)
113(39.10)
38(13.15)
20(6.92)
7(2.42)
83(29.64)
123(43.93)
54(19.29)
15(5.36)
5(1.79)
88(33.72)
122(46.74)
28(10.73)
19(7.28)
4(1.53)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
97(34.04)
126(44.21)
37(12.98)
20(7.02)
5(1.75)
87(33.33)
104(39.85)
45(17.24)
17(6.51)
8(3.07)
98(34.51)
128(45.07)
38(13.38)
17(5.99)
3(1.06)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
Librarian inculcate enthusiasm & interest for reading & up gradation
1
2
3
4
5
99(28.86)
160(46.65)
51(14.87)
23(6.71)
10(2.92)
128(26.28)
211(43.33)
103(21.15)
27(5.54)
18(3.70)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
85(29.41)
118(40.83)
55(19.03)
20(6.92)
11(3.81)
77(27.50)
131(46.79)
50(17.86)
9(3.21)
13(4.64)
65(24.90)
122(46.74)
49(18.77)
21(8.05)
4(1.53)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
91(31.93)
122(42.81)
43(15.09)
15(5.26)
14(4.91)
58(22.22)
117(44.83)
57(21.84)
21(8.05)
8(3.07)
78(27.46)
132(46.48)
54(19.01)
14(4.93)
6(2.11)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
Librarian provide a congenial environment for students
1
2
3
4
5
115(33.53)
154(44.90)
54(15.74)
10(2.92)
10(2.92)
139(28.54)
230(47.23)
67(13.76)
38(7.80)
13(2.67)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
112(38.75)
107(37.02)
43(14.88)
21(7.27)
6(2.08)
66(23.57)
147(52.50)
42(15.00)
10(3.57)
15(5.36)
76(29.12)
130(49.81)
36(13.79)
17(6.51)
2(0.77)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
97(34.04)
135(47.37)
28(9.82)
23(8.07)
2(0.70)
70(26.82)
118(45.21)
51(19.54)
11(4.21)
11(4.21)
87(30.63)
131(46.13)
42(14.79)
14(4.93)
10(3.52)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
Librarian has courtesy and patience
1
2
3
4
5
104(30.32)
115(33.53)
79(23.03)
20(5.83)
25(7.29)
170(34.91)
204(41.89)
64(13.14)
25(5.13)
24(4.93)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
99(34.26)
112(38.75)
52(17.99)
11(3.81)
15(5.19)
97(34.64)
97(34.64)
56(20.00)
16(5.71)
14(5.00)
78(29.89)
110(42.15)
35(13.41)
18(6.90)
20(7.66)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
90(31.58)
96(33.68)
64(22.46)
20(7.02)
15(5.26)
87(33.33)
113(43.30)
38(14.56)
12(4.60)
11(4.21)
97(34.15)
110(38.73)
41(14.44)
13(4.58)
23(8.10)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
*=sample size
Following facts are very clear from the above table. It indicates –
5.2.7.1. Librarian has immediate access to information sources: Above table clearly
shows that out of 830, 358 (43.13%) of the students ‘agree’ with the statement, 321
(38.67%) students ‘strongly agree’ with the statement, 121 (14.58%) students
mentioned as ‘moderate’ and 6 (0.72%) ‘strongly disagree’ with the statement.
Continued
In gender, course and year of study the highest percentages are of 43.53%
female followed by 42.57% male students ‘agree’, where as 41.68% female and
34.4% male students ‘strongly agree’ with the above statement, 49.45% B.Com
followed by 41.43% B.A and 39.1% BSc students ‘agree’ while 42.14% B.A
followed by 38.75% BSc and 34.87% B.Com students ‘strongly agree’ with the
statement and 36% second year students, 44.37% third year students and 38.95% first
students ‘agree’ with the statement, where as 39.79% third years, 39.65% first years
and 36.40% second year students ‘strongly agree’ with the statement.
The analysis shows that majority of the students ‘agree’ or ‘strongly agree’
with the statement and hence, it is true that librarian has immediate access to
information sources.
5.2.7.2. Librarian possesses more information handling techniques: Librarians are
specially trained in information handling techniques and here students are asked for
their opinion regarding this statement. The result shows that out of 830, 343
(41.33%) of the students ‘agree’ with the statement, 247 (29.76%) ‘strongly agree’
and 126 (15.18%) expressed it as ‘moderate’
Under Gender wise analysis 46% of the female students followed by 34.69%
males ‘agree’ while 30.9% males and 28.95% female students ‘strongly agree’ with
the statement, 48.57% of the B.A students and 42.25% of the third year students
respectively ‘agree’ with the statement. Further Course wise analysis reveals 48.57%
B.A, 38.06% BSc and 37.16% B.Com students ‘agree’ with the statement. At the
same time 40.61% B.Com students followed by 28.72% BSc students and 20.71%
B.A students mentioned as ‘strongly agree’ with the statement. Year wise figures
expresses that 42.25% third years, 41.75% first years and 39.85% second year
students ‘agree’ with the statement, while, 34.74% first years 28.35% second years
and 26.06% third year students stated that they ‘strongly agree’ with the statement.
From the above analysis one can infer that as majority of the students ‘agree’
or ‘strongly agree’ with the statement librarian possesses more information handling
techniques is hold well.
5.2.7.3. Librarian has knowledge of IT skills: Modern librarians are having
Information Technology skills and they are good in managing the present day
technology in their libraries to store, process, retrieve and disseminate information.
Here an attempt is made to know the opinion of students in this regard.
The result given in above table reveals that out of 830 students, 291 (35.06%)
students ‘agree’ with the statement, 192 (23.13%) students ‘strongly agree’ and 165
(19.88%) mentioned as ‘moderate’ about the above statement.
Gender analysis observes 39.22% of the female students followed by 29.15%
male students ‘agree’ where as 24.64% female and 20.99% male students ‘strongly
agree’ while 23.62% male student ‘disagree’ with the statement. In Course wise
analysis 36.02% of the B.Com students followed by 35.64% BSC students and
33.57% B.A students ‘agree’ with the statement at the same time 24.29% B.A
students, 22.61% B.Com students and 22.49% B.Sc students ‘strongly agree’ with the
statement. Year wise analysis shows 38.60% first year students, 33.8% third year
students and 32.57% second year students respectively, ‘agree’ with the statement
while, 26.44% second years, 21.83% third years and 21.4% first year students
‘strongly agree’ with the above statement.
Inference can be drawn from the above analysis is that the statement i.e.
‘librarian has knowledge of IT skills’ is true as most student ‘agree’ or ‘strongly
agree’ with the statement.
5.2.7.4. Librarian maintains more interaction with students: In college libraries
students have to approach the librarian for information and documents, hence there
would be more interaction between librarian and students. Here an attempt is made to
find out from students their opinion about this statement.
The result shows that out of 830, 319 (38.43%) students ‘strongly agree’ and
295 (35.54%) students ‘agree’ with the statement.
Under Gender analysis 40.52% males followed by 36.96% female students
‘strongly agree’ with the statement where as 39.84% female and 29.45% male
students ‘agree’ with the statement. Course wise analysis expresses 43.21% of the
B.A students followed by 40.48% BSc students and 31.03% B.Com students ‘strongly
agree’ with the statement where as 43.68% B.Com students, 34.6% B.Sc students and
28.93% B.A students ‘agree’ with the same statement. and in Year wise data reveals
41% second year students and 34.04% first year students and 32.04% third year
students ‘agree’ with the statement while 40.85% third years, 37.89% first years and
36.4% second year students ‘strongly agree’ with the statement.
As majority of the students ‘strongly agree’ with the statement one can infer
that the statement ‘librarian maintain more interaction with students’ is a correct
statement.
5.2.7.5. Librarian is always ready to help those who approach: Most of the librarians
are happy to be in assistance to the users need and they are ready to help those who
approach. Here opinion of students was sought about this statement.
The above table reveals that out of 830. 320 (38.55%) students ‘strongly
agree’ with the statement while 318 (38.31%) students ‘agree’ with the statement.
Gender wise analysis explains that 41.68% of the female students and 34.11%
male students ‘strongly agree’ with the statement, where as 41.27% female and
34.11% male students ‘agree’ with the statement. Course wise data shows 41.87% of
the BSc students 39.85% B.Com students and 33.93% B.A students ‘strongly agree’
with the statement where as 39.46% B.Com students followed by 39.45% BSc
students and 36.07% B.A students ‘agree’ with the statement. In Year wise data
reveals that 42.96% third year students followed by 39.85% second year students and
32.98% ‘strongly agree’ with the statement while 40% first years, 38.31% second
years and 36.62% ‘agree’ with the above statement.
The analysis reveals that librarians are always ready to help those who
approach them is hold good as majority of the students ‘strongly agree’ or ‘agree’
with the statement.
5.2.7.6. Librarian encourages & helps students according to their behavioral needs:
Usually librarians happy to encourage and help students according to their needs so
opinions were sought from the students about this statement.
The result shows that out of 830, 358 (43.13%) of the students ‘agree’ with the
statement, 282 (33.98%) students ‘strongly agree’ with the statement.
Further analysis on Gender wise reveals 46.61% of the female students and
38.19% male students ‘agree’ with the statement at the same time 35.28% males and
33.06% females students ‘strongly agree’ with the statement. Course wise analysis
figures 46.74% of the B.Com students, 43.93% B.A students and 39.10% B.Sc
students ‘agree’ with the statement while 38.41% B.Sc students, 33.72% B.Com
students and 29.64% B.A students ‘strongly agree’ with the statement. Year wise
analysis observes that 45.07% third year students, 44.21% first year students and
39.85% B.A students ‘agree’ with the above statement where as 34.51% third years,
34.04% first years and 33.33% second year students ‘strongly agree’ with the
statement.
Above analysis shows that the statement ‘Librarian encourage & helps
students according to their behavioral needs’ is true.
5.2.7.7. Librarian inculcates enthusiasm & interest for reading & up gradation: It is
the duty of the librarian to inculcate enthusiasm and interest for reading and up
gradation in students. Here an attempt is made to know the opinion of students about
this statement. The result reveal that out of 830, 371 (44.70%) of the students
‘agree’, 227 (27.35%) students ‘strongly agree’ with the statement.
The analysis on Gender, reflects 46.65% of the male students followed by
43.33% female students ‘agree’ with the statement and at the same time 28.86% male
and 26.28% female students ‘strongly agree’ with the statement. Course wise figures
reveals that 46.79% of the B.A students, followed by 46.74% B.Com students and
40.83% B.Sc students ‘agree’ and 29.41% B.Sc students, 27.5% B.A students and
24.9% B.Com students ‘strongly agree’ with the statement and in Year wise study
shows 46.48% third years, 44.83% second years and 42.81% first year students
‘agree’ with the above statement while 31.93% first years, 27.46% third years and
22.22% second years ‘strongly agree’ with the statement.
From the analysis one can say that the statement librarian inculcate enthusiasm
and interest for reading and up gradation is hold good.
5.2.7.8. Librarian provides a congenial environment for students: The environment
in the library is depends upon the librarian and he has to see that the atmosphere in
the library should be good so that students can concentrate in their study. Here the
opinions of students were sought regarding the above statement.
The result reveal that out of 830, 384 (46.27%) of the students ‘agree’ while
254 (30.6%) ‘Strongly agree’ with the statement.
Gender wise analysis expresses 47.23% female and 44.9% male students
‘agree’ and at the same time 33.53% males and 28.54% females students ‘strongly
agree’ with the statement. Where as in Course wise 52.50% of the B.A students
followed by 49.81% B.Com students and 37.02% BSc student ‘agree’ while 38.75%
BSc students, 29.12% B.Com students and 23.57% B.A students ‘strongly agree’ with
the statement and Year wise analysis observes 47.37% first years s, 46.13% third
years and 45.21% second years students ‘agree’ with the statement where as 34.04%
first years, 30.63% third years and 26.82% second years ‘strongly agree’ with the
statement.
The analysis expresses that the statement librarian provides a congenial
environment for students is true as majority of the students remarked ‘agree’ or
‘strongly agree’ with the statement.
5.2.7.9 Librarian has courtesy and patience: To provide qualitative service the
librarian would have courtesy and patience. If it is not there users would not come to
the library and also they would not be feel free to ask for information from the
librarian. Opinions of students were sought about the above statement and the result
shows that out of 830, 319 (38.43%) of the students ‘agree’ with the statement, 274
(33.01%) students ‘strongly agree’ with the statement.
Under Gender, the analysis reveals that 41.89% of the female students
followed by 33.53% male students ‘agree’ while 34.91% females and 30.32% male
students ‘strongly agree’ with the statement. In Course wise analysis it shows
42.15% of the B.Com students, 38.75% BSc students and 34.64% B.A students
‘agree’ and at the same time 34.64% B.A students, 34.26% BSc students and 29.89%
B.Com students ‘strongly agree’ with the statement. In Year Wise data expresses
43.3% second years, 38.73% third years and 33.68% first year students respectively
‘agree’ with the statement where as 34.15% third years, 33.33% second years and
31.58% first year students ‘strongly agree’ with the statement.
As majority of the students in all category remarked that they ‘agree’ or
‘strongly agree’ with the above statement ‘Librarian has courtesy and patience’ one
can infer that the statement is true.
From the above analysis one can say that the above statement hold good as
majority of the students agree with the statements given in support of role librarian in
career guidance. For better understanding student’s opinion about librarian as career
guide is shown in figure 5.2.10.
38.6743.13
14.58
2.890.72
29.76
41.33
15.18
10.36
3.37
23.13
35.06
19.88
15.9
6.02
38.43
35.54
15.66
5.35.06
38.5538.31
17.11
3.372.65
33.98
43.13
14.46
6.51
1.93
27.35
44.7
18.55
6.023.37
30.6
46.27
14.58
5.782.77
33.0138.43
17.23
5.42 5.9
0
5
10
15
20
25
30
35
40
45
50
Perc
enta
ge
a b c d e f g h iStatements
Student's opinion on role of librarian in career guidance
SA
A
M
DA
SD
Figure 5.2.10
Here SA, A, M, DA, and SD represent strongly agree, Agree, Moderate,
Disagree and Strongly disagree respectively. OX axis represents statements a, b, c, d,
e, f, g, h, and i. These alphabets represent the following statements 1. Librarian has
immediate access to information sources 2. Librarian possesses more information
handling techniques 3. Librarian has knowledge of IT skills 4. Librarian maintains
more interaction with students 5. Librarian is always ready to help those who
approach 6. Librarian encourages & helps students according to their behavioral
needs 7. Librarian inculcates enthusiasm & interest for reading & up gradation 8.
Librarian provides a congenial environment for students and 9. Librarian has courtesy
and patience respectively. It is very clear from the figure that majority of the students
‘agree’ with the statement. 48.27% of the students agree with the statement that
librarian provide a congenial environment for students. It is also worthwhile to note
that 38.55% strongly agree with the statement librarian maintain more interaction
with students followed by 38.31% agree with the same statement.
The analysis reflects that college librarian takes much interest in the overall
career development of the student by encouraging them and creating congenial
environment which suits the students to concentrate in their studies. As the librarian
has more interaction with student community and has knowledge and immediate
access to information librarian is the right person to help the students in career
guidance.
5.2.8 Suggestions:
The students have been asked through an open ended question to give their
suggestion, if any, for the improvement of career guidance activities in their college
library. A number of suggestions have been made, but majority of them are
repetitive. The major suggestions include:
To provide adequate number of reference books and general knowledge books,
books on personality development; latest editions of text books and more
number of periodicals.
To provide information on further courses and competitive examinations.
To provide Internet facility in the library
To provide reprographic facility in the library.
To provide physical facilities such as, more reading accommodation.
To conduct seminars in personality development, communication skills,
resume writing skill, interview skill etc.
To appoint qualified librarian in the college library.
These suggestions are really noteworthy and reflect the needs of the users.
Hence, the concerned authorities should take necessary actions to fulfill them in the
college libraries.
5.2. Role of College Library in Career Guidance: Students’ Opinion
5.2.0 Introduction
The purpose of higher education is to guide the student towards becoming
self-directing individual. Libraries play a vital role in this regard and in a college
library the core user group is the student community. The college library staff
pays much attention to satisfy the various information needs of this core group.
Hence the interaction between the library and their student is a major concern. As
no secondary sources are available to know about the use of library for career
information by the college students a primary survey was undertaken. A survey of
libraries and librarian’s role in career guidance, presented in chapter 5.1 revealed
that out of 40 libraries studied 21 are offering career guidance with true
seriousness. Hence for the student survey, only those college libraries which are
providing career information service have been taken for study. The study done
on the primary data collected from the librarians revealed that in 16 government
degree colleges and 5 private aided autonomous degree colleges the librarians are
members of college career guidance cell and they actively involved in providing
career information to the students.
This part of the study examines the association between the student and the
library with focus on career guidance. The main intention of the survey is to find
out the purpose for which the students seek information, the adequacy of career
information sources and services in catering to their career information
requirements, and their opinions and expectations from their college library in
relation to career guidance. As already mentioned, a separate questionnaire was
devised and distributed to collect data on the above concepts. The questionnaire
was executed to students seeking graduate studies viz. B.A, B.Sc, B.Com courses.
P.G students are not included as only three colleges offer P.G courses. For a
comparative analysis, the data was analyzed under gender wise, year wise and
course wise. An attempt was made to study the rural and urban divide also
wherever possible.
5.21. Sample size
Data collection has been done by following stratified random sampling
technique, with a sample size of 10 percent. However, to give equi-importance to
users of all branches of knowledge, the student’s community has been stratified
under Course wise viz. Science (B.SC) Arts (B.A) and Commerce (B.COM) and
Year Wise (first, second and third year students). The data has been studied under
gender wise (male and female students) too. The total population of 11 colleges in
which the study has under taken is 9648. The distribution of number of
questionnaire in each group is given in Table 5.2.1
Table 5.2.1Sample size
Name of the college Total No. of students
No. of Questionnaire Distributed
Total
B.A B.Com B.Sc
I II III I II III I II III
1. Government Degree College,Srungavarapukota
300 3 3 4 3 3 4 3 3 4 30
2. RRDS Government Degree College, Bhimavaram 306 5 5 5 5 5 5 - - - 30
3. ASNM Government Degree College, Palakol 622 7 7 7 7 7 7 7 7 7 63
4. Government Degree College for Women, Srikakulam
900 10 10 10 10 10 10 10 10 10 90
5. VKV Government Degree College, Kothapet 733 8 8 8 8 8 8 8 9 9 74
6. Government Degree CollegePalakonda
500 5 5 6 5 5 6 6 6 6 50
7. P.R. Government Degree College, Kakinada 1509 17 17 17 16 16 17 17 17 17 151
8. VSK Government Degree College, Visakhapatnam 1650 18 18 19 18 18 19 18 18 19 165
9. St. Joseph’s Women’s College (A), Gnanapuram 600 6 6 8 6 6 8 6 6 8 60
10. Ch.S.D. ST.Theresa’s College for Women (A), Eluru 1800 20 20 20 20 20 20 20 20 20 180
11. SDS (A) college of Arts & Science, Vizianagaram 728 8 8 8 8 8 8 8 8 9 73
Total 9648 107 107 112 106 106 112 103 104 109 966
5.2.2. Response rate to questionnaire:
The success of any survey depends on the response of the population
surveyed. It is difficult to study the entire population due to the general
constraints such as time, money, etc. Total 966 questionnaires were distributed
to the degree college students in 11 colleges, for which 830 (85.92%) students
responded to the questionnaire owing to the personal visits of the researcher to
different colleges. The questionnaires were distributed and responses were
collected during the period ranging between November to December 2006. The
response rate has been displayed in Table 5.2.2
Table 5.2.2
Distribution of Responses received from the degree college students
Name of the college
Total No.of Ques-tionna-ires distri-buted
No. of Response received TotalNo. of resp-onses rece-ived
B.A B.Com B.Sc
I II III I II III I II III
1. Government Degree College,Srungavarapukota
30 3 3 3 3 3 3 3 3 3 27
2. RRDS Government Degree College, Bhimavaram 30 5 5 5 5 5 5 - - - 30
3. ASNM Government Degree College, Palakol 63 6 6 6 6 6 6 6 6 6 54
4. Government Degree College for Women, Srikakulam
90 10 10 10 10 10 9 10 10 10 89
5. VKV Government Degree College, Kothapet 74 8 8 8 6 3 8 8 8 8 64
6. Government Degree CollegePalakonda
50 5 5 6 5 5 6 6 6 6 50
7. P.R. Government Degree College, Kakinada 151 17 15 16 10 9 7 12 15 15 116
8. VSK Government Degree College, Visakhapatnam 165 15 3 11 17 4 17 17 17 14 115
9. St. Joseph’s Women’s College (A), Gnanapuram 60 5 3 6 2 6 5 6 6 6 45
10. Ch.S.D. ST.Theresa’s College for Women (A), Eluru 180 19 20 20 20 20 20 18 20 20 177
11. SDS (A) college of Arts & Science, Vizianagaram 73 6 6 6 8 6 7 8 8 8 63
Total 966 99 84 97 92 77 92 94 99 96 830(85.92)
Figure 5.2.1 shows the student response rate to questionnaire in general.
Student response rate to questionnaire
86%
14%
Response
Non-response
Figure 5.2.1
The students’ responses under different strata such as gender, course and
year of study are displayed in Figure 5.2.2.
41.33
58.67
34.82 33.7331.45
34.3431.44
34.22
0
10
20
30
40
50
60
Mal
e
Fem
ale
BS
c
B.A
Bco
m
I yea
r
II ye
ar
III y
ear
Gender Course Year
Response rate - gender wise, Course wise and Year wise
Figure 5.2.2
The above figure gives a broad view of the response to the questionnaire
under gender, course of study and year of study. Out of 830 students responded
58.67% of them are females and remaining 41.33% are males. Course wise
34.82% of the students from B.Sc, 33.73% from B.A and 31.45% from B.Com
students. Year wise it is 34.34% first years, 31.44% second years and 34.22%
third year students. Thus on average almost equal number responses have been
received from each strata, that adds authentication to analysis.
5.2.3. Collection of data
Questionnaire method was employed for the collection of data owing to its
advantages in gathering data from distributed environment. The areas covered in the
questionnaire include:
Visit to college library
Purpose of visits to library
Time spend in each visit
Use pattern of information sources
Use pattern of information services
Level of satisfaction from the facilities of college library
Use of Internet
Career information service
Role of library in career guidance
Role of librarian in career guidance
(The copy of questionnaire has been enclosed in Annexure – II)
5.2.4. Analysis of data
After collecting the data, suitable tables have been formulated for each aspect
with the aid of computer and the percentages of their performance are analyzed.
While analyzing the data, for ranked priorities of users, only first two ranks have been
considered as having significance and the third and above ranks have been combined.
If there is no response, it has been indicated as ‘0’ for the purpose of analysis. The
data thus gathered has been tabulated, analyzed and presented in the following
paragraphs with derived inferences. For this study percentage and Chi-square test are
used for analysis. The significance of the chi-square value is taken from the table
value at 0.05 (5%) levels. Results of the survey is analyzed and displayed here under:
5.2.4.1. Visit to college library
The usage of library depends upon the visits paid by the students. There is no
yardstick to measure the visit of the students to the library. Hence, three variables,
regular (twice a week), Sometimes (Weekly) and Rare (Once in a fortnight) have
been taken to find out the frequency of visits to their institutional libraries by the
students. The study has been analyzed under gender, course and year wise to find any
disparity.
Table 5.2.3 highlights that majority of the college students 493 (59.40%) visit
the library regularly. While the number of students who visit the library sometimes is
304 (36.63%) and the number of students who visits the library rarely is 33 (3.98%).
The gender wise analysis reveals that 64.72% males visit the library regularly
where as it is 55.65% of females. The course wise analysis reveals that B.Com
students 65.90% visit the library more followed by the Science students 63.67% and
the B.A. students 48.93%. This indicates that students pursuing Social Sciences are
the less users of library compared to their counterparts. Year wise study shows that
third year students visit more regularly (61.62%), followed by the first years 58.60%
and second year 57.85% students. The table further reveals that 40.4% of females
followed by 31.78% male students sometimes visit the library. Under course wise
43.21% B.A students followed by 35.29% B.Sc and 31.03% B.Com students only
sometimes visit the library. The year wise study reveals that 39.08% second year
students followed by 38.95% first years and 32.04% of third years visit the library
only sometimes.
In addition to the above analysis statistical testing has been conducted using
Chi-square technique. The calculated Chi-square values are 6.8776 at 2 degree of
freedom (d.f.) for gender and 9.0350 at 4 d.f. for year of study. It indicates that at 5%
level the frequency, visit of the students to the library is significantly associated with
the gender and it is insignificantly associated with the year of study of the student.
Table 5.2.3
Visit to the college library
Visitto the
library
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Regular 222(64.72)
271(55.65)
493(59.40)
184(63.67)
137(48.93)
172(65.90)
493(59.40)
167(58.60)
151(57.85)
175(61.62)
493(59.40)
Sometimes 109(31.78)
195(40.04)
304(36.63)
102(35.29)
121(43.21)
81(31.03)
304(36.63)
111(38.95)
102(39.08)
91(32.04)
304(36.63)
Rare 12(3.50)
21(4.31)
33(3.98)
3(1.04)
22(7.86)
8(3.07)
33(3.98)
7(2.46)
8(3.07)
18(6.34)
33(3.98)
d.f. = 2; df = 4 *=Sample size
The analysis expresses that number of students who visits the library regularly
is higher in gender wise, course wise or year wise. Hence it can be assumed that
library is a right place for career guidance and librarian can make it wiser with good
collections and services that attract all students without exception.
5.2.4.2 Visit to other libraries:
Due to knowledge revolution and the awareness of the public about the
importance of information and the need for life-long learning, a network of state run
district libraries, local public libraries and also some private libraries in many parts of
the country have been established. At present these libraries are serving the society in
its various information needs. Many of these libraries have a good collection of
career information materials. Even the librarians are helping the users to get
information. Hence here an attempt is made to find out whether the students make
use of these facilities which are available in their localities. The result is given in
Table 5.2.4.
The table depicts that out of 830, only 244 (29.40%) are visiting other libraries
for information.
Gender wise study shows that male students visits to other libraries 42.06% is
more than the female students (17.66%). Among course wise division it can be
noticed that Arts students 115 (41.07%) visit other libraries than their counterparts in
B.Com 65 (24.9%) and B.Sc 64 (22.15%). Year wise analysis shows that 3 rd year
students 84 (29.58%) followed by 84 (29.47%) first years and 76 (29.12%) second
years, visit other libraries.
Table 5.2.4Visit to libraries other than the college library
Visit to
any other library
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 158(42.06)
86(17.66)
244(29.40)
64(22.15)
115(41.07)
65(24.90)
244(29.40)
84(29.47)
76 (29.12)
84 (29.58)
244(29.40)
No 185(53.94)
401(82.34)
586(70.60)
225(77.85)
165(58.93)
196(75.10)
586(70.60)
201(70.53)
185(70.88)
200(70.42)
586(70.60)
d.f =1; d.f = 2; d.f. = 2; *=Sample size
Further, Chi-square test has been conducted and the calculated Chi-square
values are 76.8728 at 1 d.f., 28.2470 at 2 d.f. and 0.0150 at 2 d.f. for gender, course
and year respectively indicates that the frequency of visit of student to libraries other
than the college library is significantly associated with the gender and course of study
but not associated with the year of study in the college.
The analysis shows that male students make use of other libraries more than
the female students; compared to B.Sc and B.Com students more number of B.A
students are visiting other libraries for information and year wise 3rd year students
use other libraries more than other years. The use of libraries either college or public
by student community is very much encouraging. A supplementary question was
asked to those who visit other libraries to mention the name of the libraries for which
most of the students have given the answer that they make use of district public
libraries and other village libraries in their locality.
5.2.4.3. Purpose of visiting the library:
The student community visits the college library for various purposes. Their
interest may be academic, entertainment, to improve general knowledge, to look for
employment information. Further nowadays many college libraries are providing
internet facility therefore, students may come to browse the net, and they may also
visit the library for career information. Here an attempt is made to ascertain the real
purpose for which the student uses the college library.
The respondents have been asked to indicate the reason(s) in order of priority.
The results are displayed in Table 5.2.5.
Table 5.2.5 reveals the over all view about the purpose of visit to the college
library by students. Majority of the respondents mentioned that their main purpose of
visiting the library is to make use of the reading facilities. It is evident from the table
that out of total 830 students, 438 (52.77%) first preference, 51 (6.15%) second
preference, 82 (9.88%) third preference had given to reading facilities. To get career
guidance, to find employment information and to use internet are ranked as third
priority in visiting the library by a majority of students viz. 261 (31.45%), 242
(31.45%), and 99 (11.93%) respectively.
Further analysis of the data by its gender, course and year wise study reveals
that majority favour reading facility as their reason for visiting the college library. It
is notable to mention that under gender 63.56% male and 45.17% female students
mentioned it as their first priority. In course and year wise analysis 54.41% of the
B.Com, 53.29% BSc and 50.71% B.A students and 57.85% second years, 50.53%
first years and (50.35% third years students respectively ranked ‘to use reading
facility’ as their first priority.
Only 0.84% had mentioned that to use internet as their first priority in visiting
the library. 1.93% had given second priority to Internet and 11.93% mentioned it as
their third priority in visiting the library. However, a notable point is that out of 285
first years no one mentioned internet as their first priority in visiting the library. Out
of 830, 708 (85.3%) did not respond. This may be due to lack of internet facility or
they do not know how to make use of this facility. The findings are correlated with
results of librarian survey which revealed that only 25% of the colleges have internet
access in the library.
Out of 830, 16 (1.93%) had given first priority, 30 (3.61%) second priority,
and 242 (29.16%) third priority ‘to find employment information’.
Regarding gender, course and year wise analysis depicts that for majority of
them under any stratification, employment information is only a third priority as the
figures 104 (30.32%) males and 139 (28.34%) females, 99 (34.26%) BSc, 69
(24.64%) B.A and 74 (28.35%), and year of study 85 (32.57%) second years, 86
(30.18%) first years, and 71 (25%) third years indicates.
24 (2.89%) had given first preference, 53 (6.39%) second preference ‘to get
career guidance’. Majority 242 (29.16%) given third preference to it.
Under gender analysis 12 (3.5%) males and 12 (2.46%) females responded ‘to
get career guidance’ as their first purpose in visiting the library at the same time 27
(7.87%) males and 26 (5.34%) females given it as second preference. Where as 174
(35.73%) females and 87 (25.36%) males ranked it as their third preference.
In Course wise analysis B.Com students 92 (35.25%) followed by BSc student
91 (31.49%) and B.A students 78 (27.86%) ranked ‘to get career guidance’ as their
third preference. Other ranks are 11 (3.81%) BSc, 8 (2.86%) B.A and 5 (1.92%)
B.Com students given it first priority where as 18 (6.90%) B.Com, 18 (6.23%) B.Sc
followed by 17 (6.07%) B.A students ranked ‘to get career guidance’ as their second
preference.
From Year wise analysis it is observed that 95 (36.4%) second years, followed
by 82 (28.87%) third years and 84 (29.47%) first years had given third priority.
Table 5.2.5Purpose of visiting the library
Purpose of visiting the
library
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
To use reading facilities
1
2
3
0
218(63.56)
25(7.29)
26(7.58)
74(21.57)
220(45.17)
26(5.34)
56(11.50)
185(37.99)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
154(53.29)
15(5.19)
44(15.22)
76(26.30)
142(50.71)
18(6.43)
20(7.14)100
(35.71)
142(54.41)
18(6.90)
18(6.90)
83(31.80)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
144(50.53)
26(9.12)
31(10.88)
84(29.47)
151(57.85)
17(6.51)
24(9.20)
69(26.44)
143(50.35)
8(2.82)
27(9.51)106
(37.32)
438(52.77)
51(6.15)
82(9.88)259
(31.20)
To use Internet
1
2
3
0
3(0.87)
6(1.75)
42(12.25)
292(85.13)
4 (0.82)
10(2.05)
57(11.70)
416(85.42)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
1(0.35)
8(2.77)
58(20.06)
222(76.82)
3(1.07)
3(1.07)
17(6.07)257
(91.79)
3(1.15)
5(1.92)
24(9.20)229
(87.74)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
0(0.00)
6(2.11)
33(11.58)
246(86.32)
3(1.15)
7(2.68)
42(16.09)
209(80.08)
4(1.41)
3(1.06)
24(8.45)253
(89.08)
7(0.84)
16(1.93)
99(11.93)
708(85.30)
To find employment information
1
2
3
0
6(1.75)
13(3.79)104
(30.32)220
(64.14)
10(2.05)
17(3.49)138
(28.34)322
(66.12)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
5(1.73)
13(4.50)
99(34.26)
172(59.52)
6(2.14)
6(2.14)
69(24.64)
199(71.07)
5(1.92)
11(4.21)
74(28.35)
171(65.52)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
4(1.40)
8(2.81)
86(30.18)
187(65.61)
3(1.15)
13(4.98)
85(32.57)
160(61.30)
9(3.17)
9(3.17)
71 (25.00)
195(68.66)
16(1.93)
30(3.61)242
(29.16)542
(65.30)
To get career guidance
1
2
3
0
12(3.50)
27(7.87)
87(25.36)
217(63.27)
12(2.46)
26(5.34)
174(35.73)
275(56.47)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
11(3.81)
18(6.23)
91(31.49)
169(58.48)
8(2.86)
17(6.07)
78(27.86)
177(63.21)
5(1.92)
18(6.90)
92(35.25)
146(55.94)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
6(2.11)
12(4.21)
84(29.47)
183(64.21)
5(1.92)
19(7.28)
95(36.40)
142(54.41)
13(4.58)
22(7.75)
82(28.87)
167(58.80)
24(2.89)
53(6.39)261
(31.45)492
(59.28)
*=Sample size
The chi-square analysis was done to check the data statistically and the analysis
reveals that -
1.To use reading
facilities 1. d.f. = 3; ; 2. d.f. =6; ; 3. d.f. = 6;
2. to find employment
information 1. d.f. =3; ; 2. d.f. = 6; ;
3. to get career
guidance 1. d.f. = 3; ; 2. d.f. = 6; ; 3. d.f.=6;
The Chi-square value indicates that the use of reading facilities in the library
by students are associated with their gender, course of study and the year of study in
the college libraries. Where as the purpose to find employment is insignificantly
associated with gender, course of study and year of study. While the students’
purpose of visiting the library to get career guidance and their gender and course of
study has significant association at the same time there exist no significant
associations with year of study.
The above analysis reveals that reading facility is the main reason for the
student to visit the library. One of the objectives of academic library is to create
reading habit among students and make them life long learners. This objective is
mostly achieved by the college libraries. However, the internet and career
information and guidance are least priority while visiting the library as majority
marked it as 3rd and above. There is a need to find out the reasons for this situation.
5.2.4.4 Time spent in the library per visit:
Effective utilization of library facility and qualitative information gathering
mainly depend on user’s visit and time spent in the library. The observations
obtained from the students on this aspect are presented in table 5.2.6.
It is evident from the following table that out of 830 students 395 (47.59%)
spend one hour or more than one hour in the library per visit where as 96 (11.57%)
spend two or more than two hours per visit. Where as remaining 339 (40.84%)
students spend less than one hour in the library per visit.
The Gender wise analysis indicates 254 (52.16%) female students and 141
(41.11%) male spend one hour or more than one hour in the library. The course wise
analysis reveals that 157 (54.33%) B.Sc followed by 132 (50.57%) B.Com and 106
(37.86%) B.A. students spend one hour or more than one hour; while year wise, 142
(54.41%) second years followed by 129 (45.26%) B.Sc and 124 (43.66%) B.Com
students mentioned that they spend one hour or more than one hour time in the library
per visit.
The calculated chi-square values 12.8847 at d.f. 2, 25.9907 at d.f. 4 and 7.8899
at d.f. 4 for gender, course and year wise respectively indicates that there is
significant association with time spend by students in each visit to the library and
their gender and course of study but there is no association with the year of study and
the time spend in each visit in the library by the students.
The data reveals that though the student’s visits are regular, the time they
spend in the library is inadequate to make any serious study as 339 (40.84%) students
use library for less than half an hour which is not sufficient to have any serious
learning, and work toward career development. The librarian’s survey under 5.1.6
revealed that the libraries are kept open for extended hours and during lunch break.
Inspite of that students spend less time in library is a matter for further probing.
Table 5.2.6Time spend in each visit
Average time spend in each
visit
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
< One hour 150(43.73)
189(38.81)
339(40.84)
91(31.49)
145(51.79)
103(39.46)
339(40.84)
120(42.11)
91(34.87)
128(45.07)
339(40.84)
One hour 141(41.11)
254(52.16)
395(47.59)
157(54.33)
106(37.86)
132(50.57)
395(47.59)
129(45.26)
142(54.41)
124(43.66)
395(47.59)
two hour 52(15.16)
44(9.03)
96(11.57)
41(14.19)
29(10.36)
26(9.96)
96(11.57)
36(12.63)
28(10.73)
32(11.27)
96(11.57)
*=Sample size
d.f. = 2; d.f. = 4; d.f.= 4;
5.2.4.5. Use pattern Information sources:
The students have been asked to indicate the type of literature normally
used by them to obtain substantive information for their studies. Three responses
have been listed viz. and the students were asked to indicate the sources used by
them in order of priority. Table 5.2.7a reveals the result.
The figures in table 5.2.7a displays that books are the major type of
information source used by the students as 559 (67.35%) ranked it as first, 65
(7.83%) as second and 46 (5.54%) as third. The next sources of preference is
periodicals as 131 (15.78%) ranked it as first and 216 (26.02%) marked it as
second and 157 (18.92%) marked it as third.
Regarding reference sources analysis indicates that most of the students
treated it as third priority as the figures 54 (6.51%), 155 (18.65%) and 136
(16.39%) ranked it as first, second and third respectively indicate.
The data has been analyzed further to find out the variation in the use of
different types of sources by Gender, Course and Year wise.
The gender wise analysis of data with regard to information sources
reveals that there is not much difference between the male and female in the use of
different types of information sources as both the groups marked books as first
priority 63.27% and 70.23%; followed by journals 20.41% and 29.98% and
reference books 17.20% and 19.71%. Further, the course wise analysis the ranks
given by BSc, B.A and B.Com students shows that there is only minute difference
in the use of information sources as the percentages marked for books are 68.86%,
66.79% and 66.28% followed by journals 25.95%, 27.86%, and 24.14% followed
by reference books 24.57%, 15% and 16.09% respectively. Year wise analysis too
reveals that the differences in the use of information sources between different
years of students are insignificant as first, second and third year student marked it
as 69.47%, 65.9% and 66.55% for the use of books followed by journals 24.56%,
21.84% and 31.34% and reference books 19.30%, 21.07% and 15.85%
respectively.
Table 5.2.7aRank Distribution of information sources used by students
Information sources used
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
Books (Text books) 1
2
3
0
217(63.27)
35(10.20)
20(5.83)
71(20.70)
342(70.23)
30(6.16)
26(5.34)
89(18.28)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
199(68.86)
25(8.65)
17(5.88)
48(16.61)
187(66.79)
13(4.64)
19(6.79)
61(21.79)
173(66.28)
27(10.34)
10(3.83)
51(19.54)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
198(69.47)
27(9.47)
14(4.91)
46(16.14)
172(65.90)
16(6.13)
13(4.98)
60(22.99)
189(66.55)
22(7.75)
19(6.69)
54(19.01)
559(67.35)
65(7.83)
46(5.54)160
(19.28)
Periodicals (Journals, Magazines, Newspapers)
1
2
3
0
76(22.16)
70(20.41)
63(18.37)
134(39.07)
55(11.29)
146(29.98)
94(19.30)
192(39.43)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
32(11.07)
75(25.95)
74(25.61)
108(37.37)
42(15.00)
78(27.86)
38(13.57)
122(43.57)
57(21.84)
63(24.14)
45(17.24)
96(36.78)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
50(17.54)
70(24.56)
51(17.89)
114(40.00)
37(14.18)
57(21.84)
60(22.99)
107(41.00)
44(15.49)
89(31.34)
46(16.20)
105(36.97)
131(15.78)
216(26.02)
157(18.92)
326(39.28)
Reference Books (Encyclopedias, Dictionaries etc.)
1
2
3
0
10(2.92)
59(17.20)
74(21.57)
200(58.31)
44(9.03)
96(19.71)
62(12.73)
285(58.52)
54(6.51)155
(18.65)136
(16.39)485
(58.43)
27(9.34)
71(24.57)
45(15.57)
146(50.52)
18(6.43)
42(15.00)
37(13.21)
183(65.36)
9(3.45)
42(16.09)
54(20.69)
156(59.77)
54(6.51)155
(18.67)136
(16.39)485
(58.43)
12(4.21)
55(19.30)
52(18.25)
166(58.25)
27(10.34)
55(21.07)
40(15.33)
139(53.26)
15(5.28)
45(15.85)
44(15.49)
180(63.38)
54(6.51)155
(18.67)136
(16.39)485
(58.43)
*=Sample size
Table 5.2.7b
Chi-square values for Table 5.2.7a
Gender Course Year of study
Books 6.3520 10.3535 7.1553
d.f. 3 6 6
Periodicals 22.2333 24.4036 10.2484
d.f 3 6 6
Reference
Books
21.8706 1.5381 -
d.f 3 6 -
The Chi-square values given in Table 5.2.7b indicates that at 5% level
significance the use pattern of books and students gender, course of study and year of
study has no significant association. Where as the use pattern of periodical by students is
significantly associated with their gender and course of study but insignificantly
associated with year of study. The use pattern of reference books is significantly
associated with the gender of students but insignificantly associated with course of study.
It is obvious from the above tables that students make use mostly text books for
academic purposes. Other sources of information are not used much. It may be due to
their non-availability in the library. Global environment require more exposure to the
outside world for that it is necessary for the libraries to acquire and disseminate current
information which is available in journals and magazines. To face the competitive world
in the job market students should develop general knowledge, for that students should
make use of reference sources. As the library budget is shrinking and the price of
periodicals and other reference sources are escalating it is difficult for the library to
acquire important journals, magazines and reference sources. Use of e-resources on the
Internet is a viable alternative. Hence internet facility needs to be extended to library,
which is not available in 75% libraries as indicated under 5.1.9.5 and 5.1.11 in librarian’s
survey. Lack of current periodicals and Internet facility may be the reason for spending
less time in the library as indicated under 5.2.4.4.
5.2.4.6 Information services:
One of the most important function of a library is the dissemination of
information, to keep its readers well informed and up-to-date in their own and related
subjects. In a college library the main services consists of reference service, reprography
and loan services, user education/orientation, current awareness, information literacy.
How far these basic services are being used is a matter of concern. Hence, a question
was framed to find out the type of services used by the respondents. Table 5.2.8 displays
the figures in rank order.
It is clear from the table that loan service is the most sought after as 401 (48.31%)
ranked it as the first preference. The reason may be that this service is supposed to be a
major service in any academic institution as the students prefer to loan out the prescribed
and related documents for study outside the library premises. The next service in the
order is ‘reference service’ which was ranked by 312 (37.59%) as their first priority.
Very few number of respondents 59 (7.11%) marked ‘current awareness service’ as their
first priority but 64.94% had given third rank for it. ‘User education/orientation and
information literacy service’ ranked as third priority by 21.33% where as 12.65% given
third rank for ‘reprographic service’. The analysis correlates with librarian’s survey
where 95% of the libraries responded saying that they provide reference service and
87.5% provides circulation/lending services.
Further analysis has been done to observe the variation between male and female,
BSc, B.A. and B.Com and also among first, second and third year students in rank the
services used by them. It is evident from the table that loan service is the major service
useful as 175 (51.02%) and 226 (46.41%) of the male students and female student
respectively ranked it as their first priority. Under course wise B.Sc, followed by B.Com
and B.A marked it as first priority (49.48%, 47.89% and 47.5% respectively). In year
wise the percentages of the ranks given by second years, first years and third years are
50.19, 49.47, and 45.42 respectively. On the whole the analysis reveals that there is only
meager difference in the opinion of students under gender, course and year of study in the
use of other different library services as reference service was ranked as second priority
and remaining services as third priority. Librarian's survey shows that only 30% of the
libraries under study provide reprographic facility so it is the least ranked (12.65%) by
the students.
Table 5.2.8Rank Distribution of information services used by students
Information Services used
Gender Course of study Year of study
Rank
Males
343*
Females
487*
Total
830*
BSc
289*
B.A
280*
BCom
261*
Total
830*
I Year
285*
II Year
261*
III year
284*
Total
830*
Reference service
1
2
3
0
115(33.53)
198(57.73)
27(7.87)
3(0.87)
197(40.45)
270(55.44)
13(2.67)
7(1.44)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
108(37.37)
161(55.71)
15(5.19)
5(1.73)
103(36.79)
161(57.5)
13(4.64)
3(1.07)
101(38.70)
146(55.94)
12(4.60)
2(0.76)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
105(36.84)
162(56.84)
14(4.91)
4(1.40)
103(39.46)
143(54.79)
12(4.60)
3(1.15)
104(36.62)
163(57.39)
14(4.93)
3(1.06)
312(37.59)
468(56.39)
40(4.82)
10(1.20)
Loan 1
2
3
0
175(51.02)
94(27.40)
69(20.12)
5(1.46)
226(46.41)
135(27.72)
118(24.23)
8(1.64)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
143(49.48)
77(26.64)
65(22.49)
4(1.38)
133(47.50)
79(28.21)
62(22.14)
6(2.14)
125(47.89)
73(27.97)
60(22.99)
3(1.15)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
141(49.47)
76(26.67)
62(21.75)
6(2.11)
131(50.19)
72(27.59)
57(21.84)
1(0.38)
129(45.42)
81(28.52)
68(23.94)
6(2.11)
401(48.31)
229(27.59)
187(22.53)
13(1.57)
Current awareness service
1
2
3
0
26(7.58)120
(34.99)176
(51.31)21
(6.12)
33(6.78)
67(13.76)
363(74.54)
24(4.93)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
22(7.61)
66(22.84)
183(63.32)
18(6.23)
19(6.79)
61(21.79)
184(65.71)
16(5.71)
18(6.90)
60(22.99)
172(65.90)
11(4.21)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
23(8.07)
65(22.80)
178(62.46)
19(6.67)
17(6.51)
60(22.99)
178(68.20)
6(2.30)
19(6.69)
62(21.83)
183(64.44)
20(7.04)
59(7.11)187
(22.53)539
(64.94)45
(5.42)
user education/orientation/ information literacy
1
2
3
0
18(5.25)
25(7.29)
66(19.24)
234(68.22)
25(5.13)
26(5.34)111
(22.79)325
(66.74)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
13(4.50)
15(5.19)
85(29.41)
176(60.90)
17(6.07)
18(6.43)
45(16.07)
200(71.43)
13(4.98)
18(6.70)
47(18.01)
183(70.12)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
14(4.91)
26(9.12)
61(21.40)
184(64.56)
13(4.98)
17(6.51)
62(23.75)
169(64.75)
16(5.63)
8(2.82)
54(19.01)
206(72.54)
43(5.18)
51(6.14)177
(21.33)559
(67.35)
Reprographic service
1
2
3
0
6(1.75)
6(1.75)
44(12.83)
287(83.67)
4(0.82)
10(2.05)
61(12.53)
412(84.60)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
2(0.69)
8(2.77)
60(20.76)
219(75.78)
4(1.43)
3(1.07)
20(7.14)253
(90.36)
4(1.53)
5(1.92)
25(9.58)227
(86.97)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
3(1.05)
5(1.75)
36(12.63)
241(84.56)
3(1.15)
7(2.68)
37(14.18)
214(81.99)
4(1.41)
4(1.41)
32(11.27)
244(85.92)
10(1.20)
16(1.93)105
(12.65)699
(84.22)
*=Sample size
On the whole from the above analysis it can be inferred that loan and
reference services are the most used services in degree college libraries. Under
suggestion many of the students mentioned that they do not have reprographic and
internet facilities in the library and as this facility is provided by about 30% of the
college libraries surveyed. User education/oriention/Information literacy needs
attention by the library managers as it draws a blank. The major limitation appears
to be lack of the internet facility which, indeed, is the need of the hour for efficient
distribution of information.
5.2.4.7. Level of satisfaction from the facilities of college library:
By looking into the level of satisfaction of the user regarding the facilities
provided by the college library, a better understanding can be formed about the
effectiveness and quality of college libraries under study. As user satisfaction is
the ultimate aim of library, an attempt is made to gather information on student’s
opinion on collection, reading facilities, Xerox and internet facilities, services such
as reference, reader’s advisory, career guidance etc. and also regarding the
environment, physical facilities and working hours of the library. Figure 5.2.3
gives an idea about the level of satisfaction of student community on library
facilities and services.
79.16
17.11
3.73
55.18
30.24
14.58
70.48
21.93
7.5914.58
15.9
36.99
23.0117.47
23.61
49.64
39.64
10.72
60.36
33.37
6.27
55.66
37.47
6.87
73.13
23.13
3.730
10
20
30
40
50
60
70
80
Perc
enta
ge
A B C D E F G H IFactors
Student's opinion on level of satisfaction on library facilities
Satisfactory
Some Extent
Notsatisfactory
Figure 5.2.3
It is evident from the above chart majority of the students feel that the
facilities in their college library are satisfactory. Here OX axis represent factors
A, B, C, D, E, F, G, H, I. These alphabets represent Book collection, Periodical
collection, Reading facilities, Reprographic (Xerox) facilities, Internet facilities,
Services, Environment in the library, Physical facilities, and Working hours of the
library respectively. OY axis represents percentage. It is evident from the above
chart majority of the students feel that most of the facilities in their college library
are satisfactory.
Table 5.2.9 indicates the satisfaction of students about the various facilities
available in the college libraries like collection, reading, Xerox, Internet, different
services, environment, physical facilities and working hours.
The analysis revealed that the collections are more adequate for B.Com
(83.52%) and that too first year (85.61%) students indicate the need for
substantiate the collection with more advanced level of documents for the use of
second and third year students and for Science and Art branches of study.
The difference opinion on level of satisfaction of collection between male
(82.22%) and female (77%), though exists, is not much significant as it indicates
higher level of satisfaction. No significant revelations on periodical collection as
the opinions are almost equally distributed among male and female students of
different subjects and different years of study. The figures lowest 14.58% and
highest 55.18% further support this analysis. This coincidence the use of different
types of information sources by the students explained under 5.2.7. Majority of
them marked books as first priority followed by journals and their level of
satisfaction also reveals the same. It clearly indicates two notable points (i) the
library collection are more traditional in nature filled with prescribed books giving
less emphasis on periodicals; (ii) consequently students are more exposed to and
using books than other types of documents. This finding supports the findings of
5.2.4 and shows the need to revamp access to information in college libraries. The
libraries under study, through questionnaire to librarian described under 5.1.9 also
indicated that the library collections are more oriented towards books than other
collections.
Table 5.2.9
Level of satisfaction in the use of library facilitiesLevel of
satisfaction Gender Course of study Year of study
Level Males343*
Females487*
Total830*
B.Sc289*
B.A280*
B.Com261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Book collectionSatisfactory
To some extentNot satisfactory
282(82.22)
53(15.45)
8(2.33)
375(77.00)
89(18.28)
23(4.72)
657(79.16)
142(17.11)
31(3.73)
207(71.63)
62(21.45)
20(6.92)
232(82.86)
40(14.29)
8(2.86)
218(83.52)
40(15.33)
3(1.15)
657(79.16)
142(17.11)
31(3.73)
244(85.61)
33(11.58)
8(2.81)
194(74.33)
55(21.07)
12(4.60)
219(77.11)
54(19.01)
11(3.87)
657(79.16)
142(17.11)
31(3.73)
Periodical collection
Satisfactory
To some extentNot satisfactory
162(47.23)
108(31.49)
73(21.28)
296(60.78)
143(29.36)
48(9.86)
458(55.18)
251(30.24)
121(14.58)
164(56.75)
89(30.80)
36(12.46)
153(54.64)
79(28.21)
48(17.14)
141(54.02)
83(31.80)
37(14.18)
458(55.18)
251(30.24)
121(14.58)
137(48.07)
89(31.23)
59(20.70)
160(61.30)
67(25.67)
34(13.03)
161(56.69)
95(33.45)
28(9.86)
458(55.18)
251(30.24)
121(14.58)
Reading facilities
Satisfactory
To some extentNot satisfactory
228(66.47)
66(19.24)
49(14.29)
357(73.31)
116(23.82)
14(2.87)
585(70.48)
182(21.93)
63(7.59)
193(66.78)
74(25.61)
22(7.61)
193(68.93)
68(24.29)
19(6.79)
199(76.25)
40(15.33)
22(8.43)
585(70.48)
182(21.93)
63(7.59)
193(67.72)
64(22.46)
28(9.82)
191(73.18)
54(20.69)
16(6.13)
201(70.77)
64(22.54)
19(6.69)
585(70.48)
182(21.93)
63(7.59)
Reprographic (Xerox) facilities
Satisfactory
To some extentNot satisfactoryNon-response
31(9.04)
30(8.75)193
(56.27)89
(25.95)
90(18.48)
102(20.94)
114(23.41)
181(37.17)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
34(11.76)
46(15.92)
125(43.25)
84(29.07)
47(16.79)
42(15.00)
96(34.29)
95(33.93)
40(15.33)
44(16.86)
86(32.95)
91(34.87)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
48(16.84)
43(15.09)
105(36.84)
89(31.23)
51(19.54)
42(16.09)
77(29.50)
91(34.87)
22(7.75)
47(16.55)
125(44.01)
90(31.69)
121(14.58)
132(15.90)
307(36.99)
270(32.53)
Internet facilities Satisfactory
To some extentNot satisfactoryNon-response
40(11.66)
69(20.12)
122(35.57)
112(32.65)
151(31.01)
76(15.61)
74(15.20)
186(38.19)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
56(19.38)
46(15.92)
94(32.53)
93(32.18)
61(21.79)
53(18.93)
62(22.14)
104(37.14)
74(28.35)
46(17.62)
40(15.33)
101(38.70)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
59(20.70)
58(20.35)
69(24.21)
99(34.74)
74(28.35)
35(13.41)
52(19.92)
100(38.31)
58(20.42)
52(18.31)
75(26.41)
99(34.86)
191(23.01)
145(17.47)
196(23.61)
298(35.90)
Services Satisfactory
To some extentNot satisfactory
157(45.77)
125(36.44)
61(17.78)
255(52.36)
204(41.89)
28(5.75)
412(49.64)
329(39.64)
89(10.72)
142(49.13)
115(39.79)
32(11.07)
140(50.00)
113(40.36)
27(9.64)
130(49.81)
101(38.70)
30(11.49)
412(49.64)
329(39.64)
89(10.72)
125(43.86)
127(44.56)
33(11.58)
146(55.94)
95(36.40)
20(7.66)
141(49.65)
107(37.68)
36(12.68)
412(49.64)
329(39.64)
89(10.72)
Environment in the library
Satisfactory
To some extentNot satisfactory
166(48.40)
147(42.86)
30(8.75)
335(68.79)
130(26.69)
22(4.52)
501(60.36)
277(33.37)
52(6.27)
173(59.86)
98(33.91)
18(6.23)
171(61.07)
94(33.57)
15(5.36)
157(60.15)
85(32.57)
19(7.28)
501(60.36)
277(33.37)
52(6.27)
165(57.89)
105(36.84)
15(5.26)
185(70.88)
60(22.99)
16(6.13)
151(53.17)
112(39.44)
21(7.39)
501(60.36)
277(33.37)
52(6.27)
Physical facilities
Satisfactory
To some extentNot satisfactory
184(53.64)
134(39.07)
25(7.29)
278(57.08)
177(36.34)
32(6.57)
462(55.66)
311(37.47)
57(6.87)
148(51.21)
112(38.75)
29(10.03)
162(57.86)
99(35.36)
19(6.79)
152(58.24)
100(38.31)
9(3.45)
462(55.66)
311(37.47)
57(6.87)
152(53.33)
118(41.40)
15(5.26)
163(62.45)
80(30.65)
18(6.90)
147(51.76)
113(39.79)
24(8.45)
462(55.66)
311(37.47)
57(6.87)
Working hours of the library
Satisfactory
To some extentNot satisfactory
242(70.55)
85(24.78)
16(4.66)
365(74.95)
107(21.97)
15(3.08)
607(73.13)
192(23.13)
31(3.73)
189(65.40)
88(30.45)
12(4.15)
212(75.71)
57(20.36)
11(3.93)
206(78.93)
47(18.01)
8(3.07)
607(73.13)
192(23.13)
31(3.73)
216(75.79)
58(20.35)
11(3.86)
186(71.26)
65(24.90)
10(3.83)
205(72.18)
69(24.30)
10(3.52)
607(73.13)
192(23.13)
31(3.73)
*=Sample size
Gender Course of study Year of study
Book collection d.f. = 2; d.f. = 4;
Periodical collection: d.f. = 2; d.f. = 4, d.f.= 4;
Reading facilities d.f. = 2; d.f. = 4; d.f.= 4;
Reprographic
Facilities d.f. = 3; d.f. = 6; d.f.= 6;
Internet facilities d.f. = 3; d.f. = 6; d.f.= 6;
Library services. d.f. = 2; d.f. = 4; d.f.= 4;
Environment
in the library d.f. = 2; d.f.= 4; d.f.= 4;
Physical facilities d.f. = 2; d.f. = 4; d.f.= 4;
Working hours
of the library d.f. = 2; d.f. = 4; d.f.= 4;
Chi-square value indicate that there is no significant association between the
level of satisfaction of book collection and gender where as there is significant
association between book collection and the year of study in the college.
Chi-square value shows that there is significant association between level of
satisfaction of periodical collection and student gender and also year of study and
satisfaction of periodical collection. Where as there is no significant association
regarding periodical collection and the course of study.
Chi-square value reveals that students opinion on level of satisfaction in the
reading facilities in libraries and gender has significant association and also with the
course of study and satisfaction from reading facilities. At the same time
satisfaction of reading facilities in the library and year of study are associated
insignificantly.
Chi-square value indicates that there is significant association between the
level of satisfaction from reprographic facilities and gender and also the year of
study where as course of study and satisfaction from reprographic facilities are
associated insignificantly.
Chi-square value shows that there is significant association between the level
of satisfaction from internet facilities and gender and also course of study where as
there is no significant association in the level of satisfaction in internet facilities of
the library and year of study.
Chi-square value indicates that there exists significant association between
level of satisfaction in library services of students and their gender and also with the
year of study while there is insignificant association with course of study and
satisfaction in library services.
Chi-square value reveals that there exists significant association regarding
satisfaction of the environment in the library and students’ gender and year of study
where as regarding course of study and level of satisfaction from environment in the
library associated insignificantly.
Chi-square value indicates there is insignificant association of the opinion of
students on physical facilities in the library and gender where as there is significant
association of the opinion of students regarding physical facilities in the library and
course of study and year of study.
Chi-square value shows that the opinion of students regarding the satisfaction
of working hours of the college library frequency is not significantly associated
with gender and also in the year of study in college libraries where as it is
significantly associated with course of study.
From the above study it can be inferred that students are satisfied with most of
the services of the libraries but regarding Xerox (14.58%) and internet facilities
(23.01%) expressed as satisfactory which reveals there have to be more provisions
in this areas. It is a startling revelation that majority of colleges under study, which
were identified as performing effectively with government/UGC support, are not
extending access to web and e-resources to their student community. As more and
more publications are in e-format there is a great need for improvement of these
facilities in libraries.
5.2.4.8. Use of internet:
In the contemporary networked environment, it is difficult to be abreast
without internet for current and global information. So students are asked regarding
the use of internet and if used the place where they use it e.g. college or other
source. However, this facility is not there in 30 (75%) libraries as observed in
libraries analysis. Hence necessary steps have to be initiated for their introduction.
Hence it became necessary to find out the students opinions on this factor. The
result is given in Table 5.2.10 to Table 5.2.10.4
It is clear from the following table that 406 (48.92%) students expressed that
they use Internet and at the same time almost equal number (51.08%) of students
mentioned that they have not used internet facility, which is an expected outcome
with lack of internet facilities in colleges. Under gender, course and year wise
analysis reveals that there is not much difference in the percentage of use of internet
facility.
From the above analysis one can derive that majority do not use Internet
facility. It can be observed from the data that 53.35% males and 49.49% female
student do not use this facility. This is because of lack of facility in college libraries
as already mentioned. There is a need to provide Internet facility in all colleges so
that students can have better access to information.
Table 5.2.10Use of Internet by the student community
Use of Internet
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 160(46.65)
246(50.51)
406(48.92)
146(50.52)
133(47.50)
127(48.66)
406(48.92)
134(47.02)
129(49.43)
143(50.35)
406(48.92)
No 183(53.35)
241(49.49)
424(51.08)
143(49.48)
147(52.50)
134(51.34)
424(51.08)
151(52.98)
132(50.57)
141(49.65)
424(51.08)
d.f. = 1; d.f. = 2; d.f.= 2; *=Sample size
Chi-square value indicates that the opinion of students regarding the
internet use frequencies has no significant association with gender, course of
study and year of study in the college.
Further analysis was done to assess the use of internet among rural and urban
degree college students and result is shown in figure 5.2.4
43.01
54.0850
46.07 36.46
55.76
0
10
20
30
40
50
60
Perc
enta
ge
B.Sc B.A B.COM
Courses
Use of Internet- rural and urban students
Rural
Urban
Figure 5.2.4
In the above figure OX axis represents Courses and OY axis represent
percentage. It is clearly visible that among B.Sc and B.Com rural and urban
students there is much variation in the use of internet. It is 43.01% for rural where
as 54.08% for urban B.Sc students where as 36.46% for BCom rural students and
55.76% for urban BCom students. At the same time surprisingly among B.A 50%
rural students use internet while percentage of use of internet for urban students
constitute 46.07%.
5.2.4.8.1 Internet at the college: At present few (25%) of the colleges are
providing internet facility to the students. Some of the colleges have it in the
computer lab and few colleges got it in the library. Table 5.2.10.1 shows the number
of college students who use internet at the college.
The data shown in table 5.2.10.1 reveals that out of 406, 176 (43.35%)
students use internet in the college.
Under Gender wise analysis observe that 45.53% female and 40% male
students use internet at the college. Course wise analysis reveals that there is not
much difference in the usage of internet at college among B.Com (50.39%) and B.A
(50.38%) students; where as B.Sc 45 (30.82%) use it in the college. In Year wise
first years 65 (48.50%), second year 58 (44.96%) and third years 53 (37.06%) use
internet in the college.
Table 5.2.10.1Use of internet at college
Use of InternetAt the
college
Gender Course of study Year of study
Males160*
Females 246*
Total406*
B.Sc146*
B.A133*
B.Com127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 64(40.00)
112(45.53)
176(43.35)
45(30.82)
67(50.38)
64(50.39)
176(43.35)
65(48.50)
58(44.96)
53(37.06)
176(43.35)
No 96(60.00)
134(54.47)
230 (56.65)
101(69.18)
66(49.62)
63(55.86)
230(56.65)
69(51.49)
71(55.04)
90(62.94)
230(56.65)
*=Sample size
d.f.= 1; d.f.= 2 d.f. = 2;
Chi-square value reveals that there is no significant association in the
frequency of internet use in college libraries and gender and year of study where as
there is significant association exist in the frequency of opinion of students regarding
the use of internet at college and course of study.
From the above data displayed it is obvious that females, B.Com, B.A and first
year students mostly use internet at the college. So it is necessary to provide
internet facility in the degree colleges.
5.2.4.8.2 Internet facility and the college library: In this contemporary world
internet facility in college libraries is a must as it provides access to plethora of
information. Further analysis has undertaken to assess the use of internet in the
college library and the data derived from it is given in the following table 5.2.10.2.
It is clear from the table below that 30.05% students answered that they have
internet facility in their college library while 69.95% of the student mentioned that
there is no internet facility. In gender, course and year of study shows the following
percentages 51 (31.88%) male students, followed by 71 (28.86%) females, 42
(33.07%) B.Com students, 43 (32.33%) B.A students and 37 (25.34%) BSc students
and 52 (40.31%) second years, 39 (29.10%) first years followed by 31 (21.68%) of
the third year students respectively noted that they have internet facility in their
college libraries.
Table 5.2.10.2
Use of Internet facility in the college library
Internet facility
Gender Course of study Year of study
Males160*
Female246*
Total406*
B.Sc146*
B.A133*
B.Com127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 51(31.88)
71 (28.86)
122(30.05)
37(25.34)
43(32.33)
42(33.07)
122(30.05)
39(29.10)
52(40.31)
31(21.68)
122(30.05)
No 109(68.13)
175(71.14)
284(69.95)
109(74.66)
90(67.67)
85(66.93)
284(69.95)
95(70.90)
77(59.69)
112(78.32)
284(69.95)
*=Sample size
d.f.= 1; d.f. = 2; d.f.= 2;
Chi-square value reveals that there is no significant association in the
frequency of internet use in college libraries and gender and course of study where as
there is significant association exist the frequency of opinion of students regarding the
use of internet at college and year of study
The above study shows that majority of the students do not have internet
facilities in their college libraries. It is an expected finding as it correlates with the
finding of librarian survey where only 25% of the libraries mentioned that they have
access to internet in the library. In this modern age it is difficult to get current and
important information without internet.
Further analysis is done to assess the availability of internet facility in rural
and urban college libraries with the help of a chart. The result is given in figure
5.2.5.
14.5 23.0855.94
51.77
0
10
20
30
40
50
60
Perc
enta
ge
Rural Urban
Area
Availability of Internet in the Library
Male studentsFemale students
Figure 5.2.5
It is clearly evident from the above figure the college libraries in rural areas
are in poor condition regarding internet connection compared to college libraries in
urban area. 23.08% female students from rural area said they have internet
connection while the male students from rural area mentioned it as 14.5%. Where
as in urban area 55.94% male students and 51.77% female students expressed that
they have net facility in their college library.
In India, rural areas do not have much electricity and even if they have it they
often face power cut, in this situation it is difficult for the colleges in rural areas to
have internet facility.
5.2.4.8.3Use of Internet at home: Some of the students may have internet facility at
home. Hence it is necessary to find out how many students make use of this facility
at home. Table 5.2.10.3 gives a clear picture of it.
Table 5.2.10.3Use Internet at home
Use InternetAt the
college
Gender Course of study Year of study
Males160*
Females246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 15(9.38)
33(13.41)
48(11.82)
21(14.38)
13(9.77)
14(11.02)
48(11.82)
15(11.19)
17(13.18)
16(11.19)
48(11.82)
No 145(90.62)
213(86.59)
358(88.18)
125(85.62)
120(90.23)
113(88.98)
358(88.18)
119(88.81)
112(86.82)
127(88.81)
358(88.18)
*=Sample size
d.f. = 1; d.f.= 2; d.f. = 2;
The above table reveals that only11.82% students’ use internet at home.
Gender analysis shows that female students 13.41% use internet at home. Course and
Year wise analysis observe that 14.38% BSc and 13.18% second year students use
internet at home. The low percentage reveals that only few students have access to
internet at home.
Chi-square value reveals that there is no significant association exists between
the frequency of use of internet at home and gender, course of study and year of
study.
From the above analysis it can be inferred that majority of the students
(88.18%) do not have internet facility at home, so they have to depend on their
colleges or other private browsing centre for this facility.
5.2.4.8.4 Use Internet at Browsing centre: Students who do not have these facilities
at home or college and also those who are not satisfied with the facilities at college
depend on browsing centers. Following table give an idea about the number of
students use internet facility at the browsing center.
It obvious from the below data displayed that out of 406, 196 (48.28%)
students use internet at browsing centre.
Gender analysis reveals that 59.38% male students followed by 41.06% female
students use net facility at browsing centre. Course and Year wise analysis observe
that 58.22% BSc and 44.36% B.A. followed by 40.94% B.Com students and 60.84%
third year students followed by 48.06% second year students and 35.07 first year
students depend on browsing centre for the use of net.
Table 5.2.10.4
Use Internet at Browsing centre
Use InternetAt the college
Gender Course of study Year of study
Males160*
Females246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 95(59.38)
101(41.06)
196(48.28)
85(58.22)
59(44.36)
52(40.94)
196(48.28)
47(35.07)
62(48.06)
87(60.84)
196(48.28)
No 65 (40.62)
145(58.94)
210(51.72)
61(41.78)
74(55.64)
75(59.06)
210(51.72)
87(64.93)
67(51.94)
56(39.16)
210(51.72)
*=Sample size
d.f. = 1; d.f. = 2; d.f .= 2;
Chi-square value shows that students’ opinion of internet use at browsing
centre frequency and gender, year of study and course of study are significantly
associated.
From the above analysis it can be inferred that male students (59.38%), mainly
B.Sc students (58.22%) that too the third year students (60.84%) make use of
browsing centers to get information from the internet. The reasons may be the male
students are free to spend much time after their college hour here and for BSc
students they need to get current information and need time to download information
for that browsing centre may be better place as in colleges there will be time limit in
the use of internet. Third years need to prepare for various competitive examinations
and they need more information because of this most of them depend on browsing
centre.
5.2.4.8.5. Browsing of website for career information: There are many career
information web sites on the internet. Every day more and more career web sites are
added on the internet. To get current information regarding careers or jobs it is
necessary to browse the internet. Hence the students are asked do they browse
websites for career information. The result is shown on table 5.2.10.5
Table 5.2.10.5Browsing of websites for career information
BrowseWebsites for career information
Gender Course of study Year of study
Males160*
Female246*
Total406*
BSc146*
B.A133*
BCom127*
Total406*
I Year134*
II Year129*
III year143*
Total406*
Yes 107(66.88)
192(78.05)
299(73.65)
112(76.71)
91(68.42)
96(75.59)
299(73.65)
94(70.15)
106(82.17)
99(69.23)
299(73.65)
No 53(33.12)
54(21.95)
107(26.35)
34(23.29)
42(31.58)
31(24.41)
107(26.35)
40(29.85)
23(17.83)
44(30.77)
107(26.35)
*=Sample size
d.f. = 1; d.f.2 = d.f. = 2;
The table 5.2.10.5 reveals that out of 406 students who use internet, 299
(73.65%) of the students browse the internet for career information at the same time
107 (26.35%) of the students are not browsing any websites for career information.
Data analysis reveals that there is not much difference in the percentage of
students under different strata in their use of websites in search of career information.
Under gender, course and year of study the highest percentages of those who browse
the website for career information are 78.05% of the female students followed by
66.88% male students, 76.71% of the B.Sc students followed by 75.59% B.Com
students and 82.17% of the second year students followed by 70.15% first years
respectively.
Chi-square value reveals that the frequency of student opinion regarding
browsing of web sites for career information is significantly associated with gender
and also with year of study where as it is insignificantly associated with course of
study.
Further the analysis shows that among those who use the internet 73.65%
students are aware of career information web sites and they make use of them. At the
same time it is the duty of the authorities to provide necessary infrastructure in the
college and bring into the fold all those who do not use the internet due to lack of
facilities in their colleges, homes or towns. This will help the students to improve
themselves and get better positions in life.
The analysis of data regarding availability and access to Internet reveals that
the situation is in blue as majority of students do not have the facility. Under such
circumstances it is difficult for students to access career information. Hence libraries
have to download information and repackage with added value and serve the users
with relevant career information.
5.2.5 Career Information Service:
The present society is knowledge based and information oriented that leads to
evaluation of work force by their present skills rather than their career paths and
chronological work histories. The world is experiencing so much change in the work
environment which automatically affects the educational plan and the field of careers.
Hence an attempt is made to find out from the student community their interest in
career development, their awareness regarding different courses to which they can be
admitted, and of different job opportunities available in the market, their know how
on preparing resume, how to face an interview and also how far internet is helping
them to get career information.
5.2.5.1. Student’s interest in their career development: Here an attempt has been
made to know whether the degree college students have awareness and interest in
their career development. Study done on the basis of gender and course and year wise
is displayed below.
Table 5.2.11Student’s interest in Career Development
Interested in career
development
Gender Course of study Year of study
Males343*
Females487*
Total830*
B.Sc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
IIIyear275*
Total830*
Yes 331(96.5)
475(97.54)
806(97.11)
281(97.23)
266(95.00)
259(99.23)
806(97.11)
274(96.14)
257(98.47)
275(96.83)
806(97.11)
No 12(3.50)
12(2.46)
24(2.89)
8(2.77)
14(5.00)
2(0.77)
24 (2.89)
11(3.86)
4(1.53)
9(3.17)
24 (2.89)
Total 343(100)
487(100)
830(100)
289(100)
280(100)
261(100)
830(100)
285(100)
261(100)
284(100)
830(100)
*=Sample size
The table given above clearly shows that 97.11% students have expressed that
they are interested in their career development. In Gender wise, course wise and
year wise the highest percentage of the students who mentioned about their interest in
career development are 97.54% of the female student followed by 96.5% of males,
99.23% of the B.Com students followed by 97.23% of BSc students and 98.47% of
the second year students followed by 96.83% of the third year students respectively.
The analysis reveals that majority of the students have set goals for their career
development and hopes for better career as 97.11% responded in affirmative.
In the following figure an attempt is made to know is there any differences
between college students belonged to rural and urban areas with reference to their
interest in career development. Surprisingly rural students (female 100% and males
99%) are more interested than their urban counter parts (females 96.97%, males
93.01%). Comparing to the male students, female students have more interest in
career development.
99.00
100
93.01
96.97
88
90
92
94
96
98
100
Rural Urban
Area
Interested in career development
Males
Females
Figure 5.2.6
5.2.5.2. Career goal: Planning for future career with a set goal is very important in
life especially for a college student in their late teens and early twenties. Without it
the career will be meaningless. Hence an attempt has been made to find out whether
the students have any set goals to achieve after their degree. The result is shown in
table 5.2.11.
It is clear from table given below that 95.06% of the students mentioned that
they have an aim/goal to achieve a career after degree. The highest percentage in
gender, course and year of study are 96.30% females followed by 93.29% males,
98.27% B.Sc students, and 98.08% B.Com followed by 88.93% B.A students and
98.47% second years followed by 95.42% third years and 91.58% first year students
respectively.
Table 5.2.12
Career goal
Have an Aim after
degree
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 320(93.29)
469(96.30)
789(95.06)
284(98.27)
249(88.93)
256(98.08)
789(95.06)
261(91.58)
257(98.47)
271(95.42)
789(95.06)
No 23(6.71)
18(3.70)
41(4.94)
5(1.73)
31(11.07)
5(1.92)
41 (4.94)
24(8.42)
4(1.53)
13(4.58)
41 (4.94)
d.f. = 1; d.f. = 2;
*=Sample size
Chi-square value indicates that the opinion of students, regarding the aim/goal
is not significantly associated with gender, at the same time it is significantly
associated with course of study.
It is clear from the analysis that majority (95%) of the students have an
aim/goal to achieve after their degree. It is an encouraging factor as the nations future
is left in the shoulders of these young generations. This observation bestows
responsibility on college libraries to help the students to achieving their career goals.
5.2.5.3 Awareness of different courses: With the advent of computer,
communication and information technologies there are innumerable new subject areas
to study and degrees to obtain. Awareness of these courses is necessary for the
student community so that they can prepare themselves for the new avenues of
knowledge and opt for new opportunities. Hence the students are asked about their
awareness of different courses available in the market. The result is given in table
5.2.13.
Table 5.2.13 reveals that 72.05% of the students are aware of different courses
to which they can attend after their degree while 27.95% of the students are not aware
of other courses. The highest percentage in gender, course, and year of study are
73.10% of the females followed by 70.55% male students, 74.71% B.Com 71.28%
B.Sc, and 70.36% B.A students and 80.08% second years followed by 73.59% third
years and 63.16% first year students respectively.
Table5.2.13
Awareness of different courses
Have awareness of different
cources
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 242(70.55)
356(73.10)
598(72.05)
206(71.28)
197(70.36)
195(74.71)
589(72.05)
180(63.16)
209(80.08)
209(73.59)
589(72.05)
No 101(29.45)
131(26.90)
232(27.95)
83(28.72)
83(29.64)
66(25.29)
232(27.95)
105(36.84)
52(19.92)
75(26.41)
232 (27.95)
*=Sample size
d.f. =1; d.f. = 2; d.f. = 2;
Chi-square value indicates that the opinion of students regarding awareness of
different course frequency is not significantly associated with gender and also with
course of study where as it has significant association with year of study.
The analysis reveal that majority of the students (72.05%) have an idea of
what are the courses they can join after their graduation. At the same time there is a
need to create awareness to the remaining 27.95% students too.
Further analysis under area wise among males and females shown in figure
5.2.7
79.5 80.22
58.04
71.46
0
10
20
30
40
50
60
70
80
90
Perc
enta
ge
Rural Urban
Area
Aware of different courses
MalesFemales
Figure 5.2.7
Here OX axis represent area rural and urban and OY axis represent
percentage. Among rural female students 80.22% are aware of different courses and
among rural male students 79.5% mentioned that they are aware of different courses
to which can be admitted after their degrees. Regarding urban male and female
students the percentages are 58.04% and 71.46%. Among the rural and urban there is
much variation. It may be even now rural students give much importance to teaching
job so they know after their graduation they can be admitted for B.Ed. Where as
urban situation is different as they know there are so many openings but not sure
which one to choose.
5.2.5.4 Preparing for competitive examinations: Presently most of the institutes of
courses and careers conduct competitive examination to select the candidates. Hence
information was sought from students to find out are they preparing for any
competitive examinations. The result shown in Table 5.2.14
Table5.2.14
Preparation for Competitive Examinations
Preparing for competitive examination
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 223(65.01)
224(50.10)
467(56.27)
164(56.75)
146(52.14)
157(60.15)
467(56.27)
148(51.93)
134(51.34)
185(65.14)
467(56.27)
No 120(34.99)
243(49.90)
363(43.73)
125(43.25)
134(47.86)
104(39.85)
363(43.73)
137(48.07)
127(48.66)
99(34.86)
363(43.73)
*=Sample size
d.f. = 1; d.f = 2; d.f. = 2;
Above table depicts that 56.27% are preparing to attend competitive
examinations and the remaining 43.73% of the students are not preparing for any
examinations. Under Gender, Course and Year wise study, males 65.01% followed by
females 50.10%, B.Com 60.15%, 56.75% B.Sc and 52.14% B.A and 65.14% final
year students, followed by 51.93% first years and 51.34% second year students.
Chi-square value shows that student’s opinion regarding preparation for
competitive examination frequency is significantly associated with gender and also
with year of study. Where as the preparation for competitive examination and course
of study has no significant association.
The analysis reveals that majority of the students are preparing for competitive
examinations especially males that too B.Com final year students. This may be
because the male students are ambitious and at the same time even in this modern
period they are considered as the bread winner of the family. Hence before settling in
family life they have to get suitable employment. About B.Com students they have
many opportunities in banks, companies etc. for that they have to undergo written
examinations. Depending upon the interest and aptitude final year graduate students
prepare for various entrance examinations for further study or to face the job market.
49.9% of the female students mentioned that they do not prepare for any competitive
examination. According to Indian culture for girls it is the age for getting married and
settling in life, may be because of this females are behind males in this area.
Further analysis done on rural and urban male and female students and the
result is shown in figure 5.2.8
63.00 81.3267.83
42.93
0
10
20
30
40
50
60
70
80
90
Perc
enta
ge
Rural Urban
Area
Preparing for competitive examinations
MalesFemales
Figure 5.2.8
Here OX axis represent area (rural and urban) and OY axis represent
percentage. It is clearly shown in the above figure that while 81.32% female students
mentioned they are preparing for competitive examination the percentage among rural
male students are only 63%. In the case of urban male and female students the case is
reverse here 67.83% male students expressed that they are preparing for competitive
examination where as only 42.93% urban female students said they are preparing for
competitive examination. A supplementary question was asked to the students to
mention which examination they are preparing for that many of the students
mentioned that they are preparing for B.Ed entrance and AUCET examination. Some
said they prepare for UPSC and APPSC.
From the above analysis one can infer that rural female students are presently
more empowered through education and guidance and they have the desire to improve
their social status and it is a good sign in our present social structure.
5.2.5.5 Availability of resources in the library to prepare for competitive
examinations: It is the bounded duty of the libraries to equip with necessary
resources to facilitate preparation for competitive examinations. There are all types
of general and subject information available in the market and the students may not be
able to purchase them as they are costly. Hence they have to be made available in the
college library. Here an attempt is made to know about the availability as viewed by
students. The result is given in table 5.2.15.
Table5.2.15
Availability of resources in the library to prepare for competitive examination
Availability of resources for competitive examinations
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 235(68.51)
342(70.23)
577(69.52)
188(65.05)
215(76.79)
174(66.67)
577(69.52)
216(75.79)
185(70.88)
176(61.97)
577(69.52)
No 108(31.49)
145(29.77)
253(30.48)
101(34.95)
65(23.21)
87(33.33)
253(30.48)
69(24.21)
76(29.12)
108(38.03)
253(30.48)
Total 343(100)
487(100)
830(100)
289(100)
280(100)
261(100)
830(100)
285(100)
261(100)
284(100)
830(100)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
Data analysis reveals that 69.52% students feel that the resources to prepare
for competitive examinations are available in the library where as 30.48% mentioned
that resources are not available to prepare for competitive examinations in their
college libraries.
Under gender, course and year of study the highest percentages are 70.23%
females followed by 68.51% males, 76.79% of the B.A students followed by 66.67%
B.Com students and 65.05% BSc students and 75.79% first year students followed by
70.88% second year students and 61.97% third year students expressed that the
resources are available in their college libraries.
The above result correlates with the college librarian survey which reveals
that 72.5% of the college libraries provide information to prepare for
CAT/ICET/EDCET/AUCET/ etc and at the same time for other exams like NDA,
NET/SLET, GMAT/GRE etc 30% to 37.5% of the libraries are having resources.
Chi-square value indicates that there is significant association regarding
student’s opinion on availability of resources in the library to prepare for competitive
examination with their gender, Course wise and year of study.
The analysis shows that majority (70%) of the students feel that they have
resources to prepare for competitive examinations in the college library, which is a
positive factor.
5.2.5.6 Visit to other libraries for career information: Career information is
available in public libraries like district libraries, other village and town libraries.
Hence students are asked to answer do they visit any other library other than their
college library for career information. Table 5.2.16 explains the result.
Table 5.2.16
Visit to libraries other than the college library for career informationVisit to other libraries for career information
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 170(49.56)
121(24.85)
291(35.06)
79(27.34)
128(45.71)
84(32.18)
291(35.06)
104(36.49)
86(32.95)
101(35.56)
291(35.06)
No 173(50.44)
366(75.15)
539(64.94)
210(72.66)
152(54.29)
177(67.82)
539(64.94)
181(63.51)
175(67.05)
183(64.44)
539(64.94)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
It is evident from table 5.2.16 that 35.06% of the students visit other libraries
for career information where as 64.94% do not visit any other libraries. It is expected
that as the resources are not available in some college libraries students have to visit
other libraries in their locality to get career information.
In gender, course and year of study highest percentages are 49.56% male
students followed by 24.85% female students, 45.71% of B.A students followed by
32.18% B.Com students and 27.34% and 36.49% first year students, followed by
35.56% third year students and 32.95% second year students respectively visit other
libraries for career information.
Chi-square value reveals that the opinion of students regarding the visit to
other libraries significantly associated with gender and course of study.
It can be deduced from the above analysis that students depend more on their
college libraries for career information so it is left to the librarians to get enough
information in this area to meet this need of the student community.
5.2.5.7 Awareness of different job opportunities in the market: There is a need for
college student to be aware of job opportunities in the economy so they can prepare
themselves for various courses and competitive examinations. Colleges generally
organize awareness programmes and display job information on notice boards
including that of library. To find out whether the students are aware of different job
opportunities in the market data has been gathered through a question hence focusing
on this aspect is very much necessary and the responses are displayed in table 5.2.17.
The table given below reveals that 53.73% students are aware of different job
opportunities while 46.27% students remain unaware of different job opportunities.
In gender, course and year of study the higher percentages 55.03% of female
students followed by 51.90% male students, 58.62% B.Com students followed by
53.29% B.Sc students and 49.64% B.A students and 56.70% of the second year
students followed by 53.33% first years and 51.41% third year students respectively
are aware of different job opportunities in the market.
Table 5.2.17
Awareness of different job opportunities in the market
Aware of different job opportunities
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 178(51.90)
268(55.03)
446(53.73)
154(53.29)
139(49.64)
153(58.62)
446(53.73)
152(53.33)
148(56.70)
146(51.41)
446(53.73)
No 165(48.10)
219(44.97)
384(46.27)
135(46.71)
141(50.36)
108(41.38)
384(46.27)
133(46.67)
113(43.30)
138(48.59)
384(46.27)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
The Chi-square test indicates that there is no significant association of
students’ awareness of different job opportunity in the market and their gender,
course of study and year of study.
It is obvious to that more than half of the students are aware of different job
opportunities but a sizable number of them do not. It shows the need to organize
more number of awareness programmes.
5.2.5.8 Knowledge about resume preparation: There is a greater need to know how
to prepare one’s resume as it clearly gives an idea about the candidates to the
employers. Present day resume writing is an art so students are asked about their
knowledge to prepare the resume. The result is shown in table 5.2.18
Table 5.2.18 clearly depicts that 55.78% of the students under this study have the
confidence to prepare resume where as 44.22% students do not have the confidence to
prepare their resume.
Gender, course and year of study shows that 59.96% female students followed
by 49.85% male students, 65.13% B.Com students followed by 51.9% BSc students
and 51.07% B.A students and 57.85% second years, followed by 55.99% third years
and 54.68% first year students mentioned that they have knowledge in resume
preparation.
Table5.2.18
Knowledge about resume preparation
Knowledge of resume writing
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 171(49.85)
292(59.96)
463(55.78)
150(51.90)
143(51.07)
170(65.13)
463(55.78)
153(53.68)
151(57.85)
159(55.99)
463(55.78)
No 172(50.15)
195(40.04)
367(44.22)
139(48.10)
137(48.93)
91(34.87)
367(44.22)
132(46.32)
110(42.15)
125(44.01)
367(44.22)
*=Sample size
d.f. = 1; d.f .= 2 d.f. = 2;
Chi-square test shows that students’ opinion on knowledge about resume
preparation has no significant association with their gender and year of study. Where
as it has significant association with course of study.
Resume preparation is a basic activity and nowadays much of the information
in this matter is available on the Internet also. Hence it is expected that students
might be aware of it. However, the responses reveal that about half of the
respondents do not have the skill to prepare resume.
5.2.5.9 Interview facing: As there is a need to prepare oneself before facing an
interview, the graduates ought to possess necessary skills and capabilities. To assess
the level of preparation of the students in this aspect, the respondents have been asked
to indicate their capabilities. The expressions of students under study are tabulated
below.
Table 5.2.19
Preparation for facing an interview
Knowledge of facing an interview
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 145(42.27)
199(40.86)
344(41.45)
107(37.02)
113(40.36)
124(47.51)
344(41.45)
128(44.91)
106(40.61)
110(38.73)
344(41.45)
No 198(57.73)
288(59.14)
486(58.55)
182(62.98)
167(59.64)
137(52.49)
486 (58.55)
182(62.98)
167(59.64)
137(52.49)
486(58.55)
*=Sample size
df = 1; d.f. = 2; d.f .= 2;
It is clear from the table 5.2.19 that only 41.45% of the students have
knowledge in the preparation for interview where as 58.55% students do not know to
prepare for facing interview.
Further analysis indicates in Gender wise 42.47% male students followed by
40.86% female students; course wise 47.51% B.Com students followed by 40.36%
B.A students and 37.02% BSc students and year of study wise 44.91% first years
followed by 40.61% second years and 38.73% third year students mentioned that they
have knowledge in the preparation for facing an interview.
Chi-square test shows that students’ opinion on preparation for facing
interview is insignificantly associated with their gender and year of study while it has
significant association with their course of study.
The analysis explains that more than half of the students (58.55%) do not have
any idea about how to prepare to face an interview. So there is a need to help them in
this area, through career guidance programmes.
5.2.5.10 Internet and career information: At present there are so many web sites
which give information regarding resume writing, cover letter writing, how to prepare
to face the interviews, how to improve ones communication skills, information
regarding various competitive examinations conducted by public and private
institutes, information about different courses, information on educational institutions,
job information, etc. As the networked environment provide more information on any
subject or topic which is available on the web students are asked how helpful the
internet is to get career information. Here students are given three choices ‘very
much’, ‘some extent’, and ‘not at all’ from which to select. The result is given in the
table 5.2.20.
Table 5.2.20
Helpfulness of Internet to get career information
Internet and career information
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Very much
65(18.95)
143(29.36)
208(25.06)
84(29.07)
59(21.07)
65(24.90)
208 25.06)
57(20.00)
88(33.72)
63(22.18)
208 (25.06
)Some extent
64(18.66)
128(26.28)
192(23.13)
93(32.18)
50(17.86)
49(18.77)
192(23.13)
52(18.25)
62(23.75)
78(27.46)
192(23.13)
Not at all 74(21.57)
75(15.40)
149(17.95)
31(10.73)
71(25.36)
47(18.01)
149(17.95)
42(14.74)
43(16.48)
64(22.54)
149(17.95)
No response
140(40.82)
141(28.95)
281(33.86)
81 (28.03)
100(35.71)
100(38.31)
281(33.86)
134 (47.02)
68(26.05)
79(27.82)
281 (33.86)
*=Sample size
d.f. = 3, d.f. = 6; d.f. = 6;
It is evident from the table given above that internet is not much used by
students under study to get career information, regarding helpfulness of internet to get
career information 25.06% mentioned it as ‘Very much’, 17.95% responded as ‘not
at all’ 23.13% responded as ‘some extent’ and 33.86% did not respond to the
question,
In Gender, Course and Year wise analysis shows that 29.36% female students
followed by 18.95% male students, 29.07% of the B.Sc students followed by 24.9%
B.Com students and 24.9% B.A. students and 33.72% second year students followed
by 22.18% third year students and 20% of first year students mentioned that internet
is ‘very much’ helpful to get career information. Above table reveals that those who
responded not at all (17.95%) and those who did not respond at all (33.86%) to the
question all together will be more than those who said it is helpful to get career
information.
Chi-square test indicates that students’ opinion on helpfulness of internet to
get career information is significantly associated with their gender, course of study
and year of study.
From the above analysis one can deduce that more than 50% of the students do
not have internet facility. Under suggestions many students have mentioned that they
need internet facility in the college libraries to get more current information. Hence it
is the duty of college management and other related authorities to study the situation
and provide internet facility in the college libraries. Librarian survey revealed that
only 25% libraries have internet connection in the library out of it only 10%
mentioned that students make use of the internet facility to get career information.
This is a pathetic situation from students’ view point.
5.2.5.11 Need assistance to browse Internet for career information: Many of the
students may not know how to browse internet for career information. They may not
have an idea about the richness of this information source. Hence a supplementary
question was given to ascertain the need for any assistance to browse internet for
career information. The tabulated responses are shown in table 5.2.21
Table 5.2.21Need assistance to browse internet for career information
Need assistance to browseInternet
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 241(70.26)
369(75.77)
610(73.49)
226(78.20)
200(71.43)
184(70.50)
610(73.49)
213(74.74)
199(76.25)
198(69.72)
610(73.49)
No 102(29.74)
118(24.23)
220(26.51)
63(21.80)
80(28.57)
77(29.50)
220(26.51)
72(25.26)
62(23.75)
86(30.28)
220(26.51)
*=Sample size
d.f. = 1; d.f. =2; d.f.=2;
The table shown above gives a clear picture of the current situation. Majority
of the students 73.49% mentioned that they are in need of assistance to browse
internet for career information.
Gender analysis indicates 75.77% of the female students and 70.25% of male
students expressed that they need assistance to browse internet, Course wise data
reveals 78.20% of the BSc students followed by 71.43% B.A students and 70.50%
B.Com students and in Year wise analysis 76.25% second years followed by 74.74%
first years and 69.72% third year students expressed that they are in need of help.
Chi-square test shows that students’ opinion regarding need assistance to
browse internet has no significant association with their gender, course of study and
year of study.
From the above analysis one can deduce that firstly, Internet facility should be
provided to college students and secondly, Internet Literacy classes should be
conducted for college students. This is an area where department of computers and
librarian can work together to help the students. Hence, in the networked
environment this is an immediate need which requires attention from the college
management and authorities.
Further analysis has under taken to assess the present situation in rural and
urban areas with the idea that there will be some disparity related to the Internet
facility available in rural and urban areas and also with the assumption that urban
students are better than their rural counterparts.
Comparison of rural and urban gender wise study with regard to ‘need
assistance to browse the internet for career information’ is shown in figure 5.2.9
66.00
80.22 76.22
74.75
0102030405060708090
Rural Urban
Area
Need assistance to browse the Internet for career information
Males
Females
Figure 5.2.9
Figure 5.2.9 reflects that 80% of the rural female student needs assistance
where as 74.75% of the urban female student mentioned that they are in need of
assistance to browse the net. When 66% of rural male expressed their need for
assistance the percentage among urban male students are 76.22% which was not
expected. It also reveals that the difference is much between rural male and female
students where as it is less between urban male and female students.
From the above analysis the inference can be drawn that both rural and urban
students need assistance to browse the internet and information literacy and career
literacy is must for college students in rural and urban areas.
5.2.6. Role of library in career guidance
As the library is the logical place for career information it has to work in
collaboration with the career guidance cell in the college. It is the duty of the
librarian to provide right information to its user at the right time. College library can
support the career guidance cell by helping them with recent career information to
conduct seminars or career talks to the students. The changed work environment
leads to new levels of expectation on present day libraries for career information.
Hence the study has made a further problem to find out the existence of career
guidance cell and its activities viz., organization of seminars on career counseling,
interview technique, personality development, resume writing etc. Another area of
enquiry was regarding the career information available in their college libraries and to
find out whether the library staffs are helping the students to get career information.
Further, the availability of the internet in college libraries and the nature of its use
have been included in the study. In addition, the expectations of the students from
career guidance cell have been ascertained.
5.2.6.1. Career guidance cell: As per the Commissioner and Director of Collegiate
Education, Hyderabad, Andhra Pradesh proceedings bearing Nos. Rc.No.3/Acad.cell-
3/94 and Rc.No. 63/AC.III/2000 and the Regional Joint Director of Collegiate
Education letter bearing Rc.No.1152/A4/2002 dated 17/4/2002 most of the colleges
should have career guidance cell. These cells are managed by principal and the
members of the teaching faculty and librarian/lecturer incharge of the library.
Guidance cell provide information regarding further courses or careers available in
the particular field of study. Many colleges invite experts to give talks in nascent
topics. Some cells conduct seminars on personality development; resume preparation
and cover letter writing, interview techniques, communication skills etc. with the
assistance of career guidance cell. As the cells are playing an important role in the
life-long learning of students, an attempt has been made to find out the awareness of
students on the existence and activities of the career guidance cell.
Table 5.2.22College Career guidance cell
College career Gender Course of study Year of study
guidance cell Males
343*Females
487*Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 277(80.76)
463(95.07)
740(89.16)
250(86.51)
261(93.21)
229(87.74)
740(89.16)
244(85.61)
244(93.49)
252(88.73)
740(89.16)
No 66(19.24)
24(4.93)
90(10.84)
39(13.49)
19(6.79)
32(12.26)
90(10.84)
41(14.39)
17(6.51)
32(11.27)
90(10.84)
*=Sample size
d.f. = 1; d.f. = 2; d.f. =2;
Above table clearly explains that out of 830 students responded 740(89.16%)
of the students mentioned that there is career guidance cell in their college where as
90 (10.84%) of the students responded saying that there is no career guidance cell in
their college.
In gender wise study 95.07% females and 80.76% of the male students said
that they are aware of career guidance cell. Where as in course wise analysis the
percentage of those who said ‘yes’ are 86.51%, 93.21% and 87.74% of B.Sc, B.A
and B.Com students and in the case of year of the study the percentages are 85.61%,
93.49%, and 88.73 % of the students of first, second and third year respectively.
Chi-square values shows that students’ opinion regarding college career
guidance cell has significant association with their gender, course of study and year of
study.
As for the user study only those colleges who claimed that they are having
career guidance cell in the college has been taken so the analysis reveals that even
though the career guidance cell is there 10.83% students are not aware of its
existence. So first and foremost there is a need to make known the existence of career
guidance cell by actively involving in the career development of the students.
5.2.6.1.1 Organization of seminars on career counseling, interview technique etc:
A further question was asked to find out the utilization of activities of career guidance
cell by student community. The result is given in table 5.2.22.1.
It is evident from the following table that 88.24% students expressed that
college career guidance cell conduct seminars in above aspects where as 11.76%
students mentioned that there is no such seminars in the colleges. May be one or two
colleges do not have career guidance cell even though they mentioned that they have
it or these colleges may not organizing any regular career guidance activities in the
college.
Table 5.2.22.1
Organization of seminars on career counseling, interview technique, personality development, resume writing etc.
Organize Seminars
Gender Course of study Year of study
Males277*
Females463*
Total740*
BSc250*
B.A261*
BCom229*
Total740*
I Year244*
II Year244*
III year252*
Total740*
Yes 242(87.36)
411(88.77)
653(88.24)
214(85.60)
223(85.44)
216(94.32)
653(88.24)
217(88.93)
227(93.03)
209(82.94)
653(88.24)
No 35(12.64)
52(11.23)
87(11.76)
36(14.40)
38(14.56)
13(5.68)
87(11.76)
27(11.07)
17(6.97)
43(17.06)
87 (11.76)
*=Sample size
d.f.=1; d.f.= 2; d.f. =2;
Gender, Course and Year wise analysis reveals 88.77% of the female students
followed 87.36% male students, 94.32% of B.Com students followed by 85.60% BSc
students and 85.44% B.A students and 93.03% second year students followed by
88.93% first year students and 82.94% third year students respectively mentioned that
the college career guidance cell organizes seminars on careers, interview technique
etc.
Chi-square test indicates that organization of seminars on counseling,
interview techniques, personality development, resume writing etc has significant
association with students’ course of study and year study and it is insignificantly
associated with their gender.
It is clear from the analysis that majority of the colleges are conducting
seminars in personality development, interview technique etc. This finding correlates
with that of the libraries where the librarians expressed that they organize/assist in
various career guidance activities (52.5%) and soft skill development activities of the
college (Table 5.1.41 and Table 5.1.42).
5.2.6.1.2 Students Attended the session: It is important that student should attend the
sessions organized by the career guidance cell. At time due to lack of interest some
of the student may drop out without attending the sessions. Hence, data has been
gathered on this aspect. The result is given in table 5.2.22.2
Table 5.2.22.2Attended the sessions
Attended the sessions
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes227
(66.18)311
(63.86)538
(64.82)165
(57.09)186
(66.43)187
(71.65)538
(64.82)166
(58.25)194
(74.33)178
(62.68)538
(64.82)
No116
(33.82)176
(36.14)292
(35.18)124
(42.91)94
(33.57)74
(28.35)292
(35.18)119
(41.75)67
(25.67)106
(37.32)292
(35.18)
*=Sample size
d.f. = 1; d.f. = 2; d.f. = 2;
It is evident from the above table that out of 830 students only 538 (64.82%)
of the students attended the sessions and remaining 292 (35.18%) of the students did
not.
Under Gender wise analysis 66.18% male students followed by 63.86% female
students attended it. Course and Year wise analysis shows 71.65% of the BCom
students followed by 66.43% B.A students and 57.09% BSc students and 74.33%
second years followed by 62.68% third years and 58.25% first year students
respectively expressed that they attended the sessions.
Chi-square test shows that students’ opinion regarding their attending the
session is insignificantly associated with their gender but it has significant association
with the course of study and year of study.
Analysis explains that there is a need to create more awareness among the
student about the benefit of these sessions. Even though majority of the students are
present for the seminar the staff should see that all students should participate in this
kind of sessions.
5.2.6.1.2.1 Usefulness of the session: To evaluate the usefulness of the sessions,
students were asked to give their opinion on usefulness by marking against
‘Excellent’, ‘Good’, ‘Adequate’ and ‘Poor’. The result is shown in the table 5.2.22.3.
Table 5.2.22.3Usefulness of the session
Usefulness Gender Course of study Year of study
Males227*
Female311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 72(31.72)
113(36.33)
185(34.39)
59 (35.76)
61(32.80)
65(34.76)
185(34.39)
64 (38.55)
67(34.54)
54(30.34)
185(34.39)
Good 138(60.79)
178(57.23)
316(58.74)
99 (60.00)
115(61.83)
102(54.55)
316 (58.74)
91 (54.82)
117(60.31)
108(60.67)
316(58.74)
Adequate 14(6.17)
19(6.11)
33(6.13)
6(3.64)
10(5.38)
17(9.09)
33(6.13)
10(6.02)
9(4.64)
14(7.87)
33(6.13)
Poor 3(1.32)
1(0.32)
4(0.74)
1 (0.61)
-- 3(1.60)
4(0.74)
1 (0.60)
1(0.52)
2(1.12)
4(0.74)
*=Sample size
The table given above reveal that majority of the students 316 (58.74%) have
opined that the sessions are ‘good’, 185 (34.39%) students said they are excellent and
33 (6.13%) expressed as usefulness of career sessions are adequate while 4 (0.74%)
of them mentioned it as ‘poor.’
Under Gender wise 60.79% male students followed by 57.23% female
students mentioned the usefulness of the session is ‘good’ and the Course wise
61.83% of the B.A students followed by 60% B.Sc students and 54.55% B.Com
students and in Year wise data 60.67% second year students followed by 60.31%
third year students and 54.82% first year students expressed that the usefulness of
sessions are ‘good.’
It is obvious from the above data that the different career guidance sessions
conducted by the college guidance cell are meaningful and useful, which is an
encouraging factor.
5.2.6.1.2.2. Content of the sessions: The essence in the conduct of different activities
under career guidance is the content that is being covered in different sessions.
Students opinion has been sought on this aspect and displayed in Table 5.2.22.4
Table 5.2.22.4
Content of the session
Content Gender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 54(23.79)
74(23.79)
128(23.79)
35( 21.21)
47(25.27)
46(24.60)
128(23.79)
41 (24.70)
55(28.35)
32(17.98)
128(23.79)
Good 130(57.27)
198(63.67)
328(60.97)
114(69.09)
115(61.83)
99(52.94)
328 60.97)
102 (61.45)
118(60.82)
108(60.67)
328 (60.97)
Adequate 37(16.30)
39(12.54)
76(14.13)
15(9.09)
22(11.83)
39(20.86)
76(14.13)
20(12.05)
20(10.31)
36(20.22)
76(14.13)
Poor 6(2.64)
0 6(1.12)
1 (0.61)
2(1.08)
3(1.60)
6(1.12)
3 (1.81)
1(0.52)
2(1.12)
6(1.12)
*=Sample size
Above table depicts that out of 538 students 328 (60.97%) felt that the content
of the sessions are good, while 128 (23.79%) opined that it is ‘excellent’, where as
76 (14.13%) mentioned ‘adequate’ and 6 (1.12%) said the content is ‘poor’.
Gender wise analysis observe that 63.67% of the female students followed by
57.27% male students expressed the content of the sessions are ‘good’, Course wise
69.09% B.Sc students followed by 61.83% B.A students and 52.94% B.Com students
and in Year wise 60.82% second years followed by 61.45% first years and 60.67%
mentioned that the content of the seminars are ‘good’.
The analysis shows that majority of the students have the opinion that the
seminar session content is ‘good’, so it can be inferred that the career guidance cell
conducts effective sessions in different topics for college students.
5.2.6.1.2.3. Presentation of the seminar session: Another aspect taken for study
is the methods of presentation of programme to make the concept clear. At
present many use Power Point presentations and other new methods to make
presentations attractive, understandable and meaningful. Here students are asked
whether the presentation of the seminar is ‘excellent’, ‘good’, ‘adequate’, or
‘poor’. The result is given in table 5.2.22.5Table 5.2.22.5
Presentation of the session
PresentationGender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 51(22.47)
88(28.30)
139(25.84)
43 (26.06)
45(24.19)
51(27.27)
139(25.84)
37 (22.29)
68(35.05)
34(19.10)
139(25.84)
Good 143(63.00)
174(55.95)
317(58.92)
102 (61.82)
114(61.29)
101(54.01)
317 (58.92)
102 (61.45)
114(58.76)
101(56.74)
317 (58.92
)Adequate 31
(13.66)48
(15.43)79
(14.68)19
(11.52)27
(14.52)33
(17.65)79
(14.68)27
(16.27)12
(6.19)40
(22.47)79
(14.68)
Poor 2(0.88)
1(0.32)
3(0.56)
1 (0.61)
-- 2(1.07)
3(0.56)
-- -- 3(1.69)
3(0.56)
*=Sample size
It is clear from the table given above that out of 538 students 317 (58.92%) of
the students expressed that the presentation of the session is ‘good’ 139 (25.84%)
students remarked as ‘excellent’, 79 (14.68%) noted that ‘adequate’ and only 3
(0.56%) mentioned it is ‘poor’.
Under Gender, Course, and Year wise analysis reveals that 63% male students
followed by 55.95% female students, 61.82% B.Sc students followed by 61.29% and
54.01% B.Com students and 61.45% first year students followed by 58.76% second
year students and 56.74% third year students opined it as ‘good’.
It is evident from the above analysis that methods adopted to present the
content are acceptable to students.
5.2.6.1.2.4Competence of the staff: The excellence of any work and reaching the
target depends on the competence of the staff. If the staffs are good, caring,
efficient, intelligent, approachable and available then the activities can be
performed effectively. Here an attempt has been made to get the opinion of
students regarding the competence of the staff involved in career guidance
programmes. The result is shown in table 5.2.22.6Table 5.2.22.6
Competence of the Staff
Competence of the staff
Gender Course of study Year of study
Males227*
Females311*
Total538*
BSc165*
B.A186*
BCom187*
Total538*
I Year166*
II Year194*
III year178*
Total538*
Excellent 55(24.23)
92(29.58)
147(27.32)
35 (21.21)
57(30.65)
55(29.41)
147(27.32)
42 (25.30)
60(30.93)
45(25.28)
147(27.32)
Good 136(59.91)
173(55.63)
309(57.43)
102 (61.82)
105(56.45)
102(54.55)
309 (57.43)
101(60.84)
111(57.22)
97(54.49)
309 (57.43)
Adequate 31(13.66)
46(14.79)
77(14.31)
27(16.36)
22(11.83)
28(14.97)
77(14.31)
22(13.25)
22(11.34)
33(18.54)
77(14.31)
Poor 5(2.20)
0 5(0.93)
1 (0.61)
2(1.08)
2(1.07)
5(0.93)
1 (0.60)
1(0.52)
3(1.69)
5(0.93)
*=Sample size
As revealed in the table 5.2.22.6, out of 538 students 309 (57.43%) students
expressed that competence of the staffs are ‘good’, 147 (27.32%) felt that it is
‘excellent’ where as 77 (14.31%) said it is ‘adequate’ while 5 (0.93%) of the students
mentioned it is ‘poor’.
Under Gender wise 59.91% of the male students and 55.63% female students
said ‘good’, in Course wise analysis 61.82% of the B.Sc student followed by 56.45%
B.A students and 54.55% B.Com students and in Year wise 60.84% first year
students followed by 57.22% second year students and 54.49% third year students
expressed it as ‘good’.
From the above analysis it is clear that majority of the students feel that the
career guidance cell staff are competent enough to organize or to give seminars in
their area of specialization.
5.2.6.2 Career information and college library: College library is the first and last
hope for any kind of information. Establishment of internet facilities increased
this faith in libraries. College students mostly depend upon the college library for
information and this is true in case of career information too. Hence information
was sought to get the opinion of students about the availability of career
information in the college library. The results are displayed below.
Table 5.2.23
Availability of career information in the college libraryCareer information in college library
Gender Course of study Year of study
Males343*
Females
487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 257(74.93)
389(79.88)
646(77.83)
201(69.55)
219(78.21)
226(86.59)
646(77.83)
235(82.46)
201(77.01)
210(73.94)
646(77.83)
No 86(25.07)
98(20.12)
184(22.17)
88(30.45)
61(21.79)
35(13.41)
184(22.17)
50(17.54)
60(22.99)
74(26.06)
184 22.17)
*=Sample size
d.f. = 1; d.f. = 2; d.f.=2;
The table 5.2.23 explains that out of 830 students, 646 (77.83%) of the
students mentioned that career information is available in their college library. At the
same time 184 (22.17%) of the students expressed that career information is not
available.
Under gender 79.88% female students followed by 74.93% male students, in
course of study 86.59% of the B.Com students followed by 78.21% B.A students and
69.55% BSc students and in year of study 86.46% first year students followed by
77.01% second year students and 73.94% third year students mentioned that career
information is available in the college library.
Chi-square test shows that students’ opinion on availability of career
information in the college library is significantly associated with their course of study
and year of study, at the same time it is insignificantly associated with their gender.
From the above analysis one can derive that college libraries are providing
career information to its students. At the same time the quality and quantity of
information should be improved as 184 negated the availability so that all students
will have the satisfaction of getting sufficient information from the college library.
5.2.6.2.1Availability of career collection: At present the career book market is
booming. All varieties of career information books are available in the market. It is
same in the case of periodicals and other information sources like pamphlets, audio-
video career information materials etc. It is necessary for the college libraries to
subscribe different titles of periodicals in different subject area related to career
development in that particular field. As the career information is found in variety of
sources and they are very costly for the students to purchase, it is the bounden duty of
college library to acquire and disseminate this information to the user community.
Hence students are asked about the availability of books, periodicals other career
information sources in the college library. The result is given in table 5.2.24
The following table clearly depicts, out of 830 students, 612 (73.73%) of the
students mentioned that books on careers available in their college library.
Gender wise analysis revealed that 79.06% females followed by 66.18%
males, in course of study 82.76% B.Com, 72.14% B.A followed by 67.13% BSc
students and in year of study 76.14% first years, 72.89% third years followed by
72.03% of second year students mentioned that books on careers available in their
college library.
The analysis reveals that majority of the students feel that enough number of
books on career information available in their college library and this information
correlates with librarian survey result where 95% librarians mentioned books on
careers available in the library.
Regarding periodicals out of 830, 593 (71.45%) students mentioned that
periodicals on careers available in their college library.
Gender, Course and Year wise study results are 76.18% females, 64.72%
males, 74.64% B.A, 73.18% B.Com, and 66.78% BSc, 73.33% first years, 71.26%
second years and 69.72% third year students respectively.
The analysis reflect that majority of the respondents in all the categories have
the opinion that the periodicals on careers are available in their library. It correlated
the findings of librarian survey where 77.5% librarians reported the availability of
periodicals on careers.
53.73% students expressed that other information material on careers too
available in the college library. Gender, Course and Year of study regarding the
availability of career information materials other than books and periodicals explains
that 54.21% females followed by 53.06% males and 55.56% BCom followed by
53.21% B.A and 52.6% BSc., 54.41% second years followed by 54.03% first years
and 52.82% third years feel that other information sources too available in their
respective college libraries.
Table 5.2.24Availability of career collection in the college library
Availability of collection
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Books 227(66.18)
385(79.06)
612(73.73)
194(67.13)
202(72.14)
216(82.76)
612(73.73)
217(76.14)
188(72.03)
207(72.89)
612(73.73)
Periodicals 222(64.72)
371(76.18)
593(71.45)
193(66.78)
209(74.64)
191(73.18)
593(71.45)
209 (73.33)
186(71.26)
198(69.72)
593(71.45)
Others 182(53.06)
264(54.21)
446(53.73)
152(52.60)
149(53.21)
145(55.56)
446(53.73)
154(54.03)
142(54.41)
150(52.82)
446(53.73)
*=Sample size
Above result shows that other information materials in careers also available
in college libraries.
The inference which can be drawn from the above analysis is that college
libraries are interested in the career development of the students and they try to meet
the career information need of the student by providing them with books, periodicals,
and other information materials. Library and librarian has vital role in the career
development of college students.
5.2.6.3. Assistance of library staff in finding career information: At times it is
difficult for the students to find the right information without the help of the library
professionals. Hence the students were asked to give their opinion/experience with
assistance from the librarian regarding career guidance information. The results are
displayed below.
The table 5.2.25 explains that 610 (73.49%) students expressed that the library
staff assist them in finding career information, where as 220 (26.51%) of them did not
agree with them. The disagreement may be due to that the particular information
which the student sought did not found in the library or the library staff was not able
to provide personal assistance due to lack of sufficient staff in the library.
Under gender, course of study and year of study the table highlight that
74.74% females, followed by 71.72% males, 77.86% B.A students followed by
73.56% B.Com students and 69.2% B.Sc students, 80.35% first years followed by
72.03% second years and 67.96% third year students respectively mentioned that
library staff assist them in getting career information.
Table 5.2.25
Assistance of library staff to find career information
Library staff assist to find career information
Gender Course of study Year of study
Males343*
Female487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 246(71.72)
364(74.74)
610(73.49)
200(69.20)
218(77.86)
192(73.56)
610(73.49)
229(80.35)
188(72.03)
193(67.96)
610(73.49)
No 97(28.28)
123(25.26)
220(26.51)
89(30.80)
62(22.14)
69(26.44)
220 (26.51)
56(19.65)
73(27.97)
91(32.04)
220(26.51)
d.f. = 1; d.f. = 2; d.f. = 2; *=Sample size
Chi-square test indicate that the frequency of students’ opinion on assistance
of library staff to find career information has no significant association with their
gender and course of study but it has significant association with their year of study.
The analysis reveals the important role being played by librarians in providing
career information. This supports the findings of the librarian survey where cent
percent of the librarians mentioned that they provide career information services and
80% librarians support in information based guidance to students.
5.2.6.6. Expectation from career guidance cell: For the improvement of the working
and services of career guidance cell opinion are sought to ascertain the expectation of
students from the career guidance cell. The results are given in table 5.2.26
It is evident from the following table that out of 830 students 468 (56.39%) of
the students expects more from the career guidance cell and only 362 (43.61%) of
the students do not expect any thing more from the library.
Table 5.2.26
Expectations from college library for career information
Expect more from career guidance cell
Gender Course of study Year of study
Males343*
Females487*
Total830*
BSc289*
B.A280*
BCom261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Yes 212(61.81)
256(52.57)
468(56.39)
151(52.25)
170(60.71)
147(56.32)
468 (56.39)
170(59.65)
143(54.79)
155(54.58)
468(56.39)
No 131(38.19)
231(47.43)
362(43.61)
138(47.75)
110(39.29)
114(43.68)
362(43.61)
115(40.35)
118(45.21)
129(45.42)
362(43.61)
d.f. = 1; d.f. = 2; d.f.=2; *=Sample size
Under gender, course and year of study the highest percentage of those who
expects more from college library are 61.81% male students followed by 52.57%
female students, 60.71% of B.A students followed by 56.32% B.Com and 52.25%
B.Sc students, 59.65% first years followed by 54.79% second years and 54.58% third
year students respectively.
Chi-square test shows that the frequency of students’ opinion regarding
expectation from college library for career information is significantly associated with
their gender but it has no significant association with their course of study and year of
study.
Further reasons provided by the respondents indicate that they need more books
and periodical on careers in their libraries, need internet facility in the library, more
literature on how to prepare for different competitive examinations, etc. Some of the
student had mentioned that college should conduct seminars on communication skills,
personality development etc.
5.2.7. Role of librarian in career guidance
In this digital environment where the college librarians are having so much access
to information and the technical know-how to handle information technology they have a
special duty and responsibility towards its main user community. Modern librarian has to
see where his assistance is needed. Now a days information is available on the Internet
but how much our students able to find the information they are in need is doubtful.
Career information is spread across print, electronic and web resources. Most of the
students are not able to access this information due to lack of awareness, lack of
opportunity to get hold of the information sources. So it is the felt need of the time is to
assist the college students to get right information on different courses, careers, job
opportunities etc. Hence an attempt is made to find out students opinion regarding the
role of librarian in providing career guidance. Here rating scale 1 – 5 (1 – Strongly agree,
2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree) is used to find out the
importance of each statement. The result is shown on table 5.2.27.
Table 5.2.27 Role of Librarian in career guidance
Role of
librarian as
career guide
Gender Course of study Year of study
Rank
Males343*
Females487*
Total830*
B.Sc289*
B.A280*
B.Com261*
Total830*
I Year285*
II Year261*
III year284*
Total830*
Librarian has immediate access to information sources
1
2
3
4
5
118(34.40)
146(42.57)
61(17.78)
13(3.79)
5(1.46)
203(41.68)
212(43.53)
60(12.32)
11(2.26)
1(0.21)
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
112(38.75)
113(39.10)
52(17.99)
11(3.81)
1(0.35)
118(42.14)
116(41.43)
37(13.21)
4(1.43)
5(1.79)
91(34.87)
129(49.43)
32(12.26)
9(3.45)
0
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
113(39.65)
111(38.95)
52(18.25)
5(1.75)
4(1.40)
95(36.40)
121(46.36)
34(13.03)
10(3.83)
1(0.38)
113(39.79)
126(44.37)
35(12.32)
9(3.17)
1(0.35)
321(38.67)
358(43.13)
121(14.58)
24(2.89)
6(0.72)
Librarian possess more information handling techniques
1
2
3
4
5
106(30.90)
119(34.69)
44(12.83)
53(15.45)
21(6.12)
141(28.95)
224(46.00)
82(16.84)
33(6.78)
7(1.44)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
83(28.72)
110(38.06)
60(20.76)
26(9.00)
10(3.46)
58(20.71)
136(48.57)
39(13.93)
36(12.86)
11(3.93)
106(40.61)
97(37.16)
27(10.34)
24(9.20)
7(2.68)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
99(34.74)
119(41.75)
27(9.47)
29(10.18)
11(3.86)
74(28.35)
104(39.85)
50(19.16)
25(9.58)
8(3.07)
74(26.06)
120(42.25)
49(17.25)
32(11.27)
9(3.17)
247(29.76)
343(41.33)
126(15.18)
86(10.36)
28(3.37)
Librarian has knowledge of IT skills
1
2
3
4
5
72(20.99)
100(29.15)
66(19.24)
81(23.62)
24(7.00)
120(24.64)
191(39.22)
99(20.33)
51(10.47)
26(5.34)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02)
65(22.49)
103(35.64)
61(21.11)
42(14.53)
18(6.23)
68(24.29)
94(33.57)
57(20.36)
40(14.29)
21(7.50)
59(22.61)
94(36.02)
47(18.01)
50(19.16)
11(4.21)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02)
61(21.40)
110(38.60)
46(16.14)
52(18.25)
16(5.61)
69(26.44)
85(32.57)
55(21.07)
33(12.64)
19(7.28)
62(21.83)
96(33.80)
64(22.54)
47(16.55)
15(5.28)
192(23.13)
291(35.06)
165(19.88)
132(15.90)
50(6.02
Librarian maintain more interaction with students
1
2
3
4
5
139(40.52)
101(29.45)
53(15.45)
20(5.83)
30(8.75)
180(36.96)
194(39.84)
77(15.81)
24(4.93)
12(2.46)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
117(40.48)
100(34.60)
33(11.42)
21(7.27)
18(6.23)
121(43.21)
81(28.93)
57(20.36)
10(3.57)
11(3.93)
81(31.03)
114(43.68)
40(15.33)
13(4.98)
13(4.98)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
108(37.89)
97(34.04)
47(16.49)
11(3.86)
22(7.72)
95(36.40)
107(41.00)
35(13.41)
14(5.36)
10(3.83)
116(40.85)
91(32.04)
48(16.90)
19(6.69)
10(3.52)
319(38.43)
295(35.54)
130(15.66)
44(5.30)
42(5.06)
Librarian is 1 117 203 320 121 95 104 320 94 104 122 320
always ready to help those who approach
2
3
4
5
(34.11)117
(34.11)76
(22.16)16
(4.66)17
(4.96)
(41.68)201
(41.27)66
(13.55)12
(2.46)5
(1.03)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65)
(41.87)114
(39.45)41
(14.19)10
(3.46)3
(1.04)
(33.93)101
(36.07)66
(23.57)9
(3.21)9
(3.21)
(39.85)103
(39.46)35
(13.41)9
(3.45)10
(3.83)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65)
(32.98)114
(40.00)60
(21.05)12
(4.21)5
(175)
(39.85)100
(38.31)43
(16.48)7
(2.68)7
(2.68)
(42.96)104
(36.62)39
(13.73)9
(3.17)10
(3.52)
(38.55)318
(38.31)142
(17.11)28
(3.37)22
(2.65Librarian encourage & helps students according to their behavioral needs
1
2
3
4
5
121(35.28)
131(38.19)
52(15.16)
31(9.04)
8(2.33)
161(33.06)
227(46.61)
68(13.96)
23(4.72)
8(1.64)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
111(38.41)
113(39.10)
38(13.15)
20(6.92)
7(2.42)
83(29.64)
123(43.93)
54(19.29)
15(5.36)
5(1.79)
88(33.72)
122(46.74)
28(10.73)
19(7.28)
4(1.53)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
97(34.04)
126(44.21)
37(12.98)
20(7.02)
5(1.75)
87(33.33)
104(39.85)
45(17.24)
17(6.51)
8(3.07)
98(34.51)
128(45.07)
38(13.38)
17(5.99)
3(1.06)
282(33.98)
358(43.13)
120(14.46)
54(6.51)
16(1.93)
Librarian inculcate enthusiasm & interest for reading & up gradation
1
2
3
4
5
99(28.86)
160(46.65)
51(14.87)
23(6.71)
10(2.92)
128(26.28)
211(43.33)
103(21.15)
27(5.54)
18(3.70)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
85(29.41)
118(40.83)
55(19.03)
20(6.92)
11(3.81)
77(27.50)
131(46.79)
50(17.86)
9(3.21)
13(4.64)
65(24.90)
122(46.74)
49(18.77)
21(8.05)
4(1.53)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
91(31.93)
122(42.81)
43(15.09)
15(5.26)
14(4.91)
58(22.22)
117(44.83)
57(21.84)
21(8.05)
8(3.07)
78(27.46)
132(46.48)
54(19.01)
14(4.93)
6(2.11)
227(27.35)
371(44.70)
154(18.55)
50(6.02)
28(3.37)
Librarian provide a congenial environment for students
1
2
3
4
5
115(33.53)
154(44.90)
54(15.74)
10(2.92)
10(2.92)
139(28.54)
230(47.23)
67(13.76)
38(7.80)
13(2.67)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
112(38.75)
107(37.02)
43(14.88)
21(7.27)
6(2.08)
66(23.57)
147(52.50)
42(15.00)
10(3.57)
15(5.36)
76(29.12)
130(49.81)
36(13.79)
17(6.51)
2(0.77)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
97(34.04)
135(47.37)
28(9.82)
23(8.07)
2(0.70)
70(26.82)
118(45.21)
51(19.54)
11(4.21)
11(4.21)
87(30.63)
131(46.13)
42(14.79)
14(4.93)
10(3.52)
254(30.60)
384(46.27)
121(14.58)
48(5.78)
23(2.77)
Librarian has courtesy and patience
1
2
3
4
5
104(30.32)
115(33.53)
79(23.03)
20(5.83)
25(7.29)
170(34.91)
204(41.89)
64(13.14)
25(5.13)
24(4.93)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
99(34.26)
112(38.75)
52(17.99)
11(3.81)
15(5.19)
97(34.64)
97(34.64)
56(20.00)
16(5.71)
14(5.00)
78(29.89)
110(42.15)
35(13.41)
18(6.90)
20(7.66)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
90(31.58)
96(33.68)
64(22.46)
20(7.02)
15(5.26)
87(33.33)
113(43.30)
38(14.56)
12(4.60)
11(4.21)
97(34.15)
110(38.73)
41(14.44)
13(4.58)
23(8.10)
274(33.01)
319(38.43)
143(17.23)
45(5.42)
49(5.90)
*=sample size
Following facts are very clear from the above table. It indicates –
5.2.7.1. Librarian has immediate access to information sources: Above table clearly
shows that out of 830, 358 (43.13%) of the students ‘agree’ with the statement, 321
(38.67%) students ‘strongly agree’ with the statement, 121 (14.58%) students
mentioned as ‘moderate’ and 6 (0.72%) ‘strongly disagree’ with the statement.
Continued
In gender, course and year of study the highest percentages are of 43.53%
female followed by 42.57% male students ‘agree’, where as 41.68% female and
34.4% male students ‘strongly agree’ with the above statement, 49.45% B.Com
followed by 41.43% B.A and 39.1% BSc students ‘agree’ while 42.14% B.A
followed by 38.75% BSc and 34.87% B.Com students ‘strongly agree’ with the
statement and 36% second year students, 44.37% third year students and 38.95% first
students ‘agree’ with the statement, where as 39.79% third years, 39.65% first years
and 36.40% second year students ‘strongly agree’ with the statement.
The analysis shows that majority of the students ‘agree’ or ‘strongly agree’
with the statement and hence, it is true that librarian has immediate access to
information sources.
5.2.7.2. Librarian possesses more information handling techniques: Librarians are
specially trained in information handling techniques and here students are asked for
their opinion regarding this statement. The result shows that out of 830, 343
(41.33%) of the students ‘agree’ with the statement, 247 (29.76%) ‘strongly agree’
and 126 (15.18%) expressed it as ‘moderate’
Under Gender wise analysis 46% of the female students followed by 34.69%
males ‘agree’ while 30.9% males and 28.95% female students ‘strongly agree’ with
the statement, 48.57% of the B.A students and 42.25% of the third year students
respectively ‘agree’ with the statement. Further Course wise analysis reveals 48.57%
B.A, 38.06% BSc and 37.16% B.Com students ‘agree’ with the statement. At the
same time 40.61% B.Com students followed by 28.72% BSc students and 20.71%
B.A students mentioned as ‘strongly agree’ with the statement. Year wise figures
expresses that 42.25% third years, 41.75% first years and 39.85% second year
students ‘agree’ with the statement, while, 34.74% first years 28.35% second years
and 26.06% third year students stated that they ‘strongly agree’ with the statement.
From the above analysis one can infer that as majority of the students ‘agree’
or ‘strongly agree’ with the statement librarian possesses more information handling
techniques is hold well.
5.2.7.3. Librarian has knowledge of IT skills: Modern librarians are having
Information Technology skills and they are good in managing the present day
technology in their libraries to store, process, retrieve and disseminate information.
Here an attempt is made to know the opinion of students in this regard.
The result given in above table reveals that out of 830 students, 291 (35.06%)
students ‘agree’ with the statement, 192 (23.13%) students ‘strongly agree’ and 165
(19.88%) mentioned as ‘moderate’ about the above statement.
Gender analysis observes 39.22% of the female students followed by 29.15%
male students ‘agree’ where as 24.64% female and 20.99% male students ‘strongly
agree’ while 23.62% male student ‘disagree’ with the statement. In Course wise
analysis 36.02% of the B.Com students followed by 35.64% BSC students and
33.57% B.A students ‘agree’ with the statement at the same time 24.29% B.A
students, 22.61% B.Com students and 22.49% B.Sc students ‘strongly agree’ with the
statement. Year wise analysis shows 38.60% first year students, 33.8% third year
students and 32.57% second year students respectively, ‘agree’ with the statement
while, 26.44% second years, 21.83% third years and 21.4% first year students
‘strongly agree’ with the above statement.
Inference can be drawn from the above analysis is that the statement i.e.
‘librarian has knowledge of IT skills’ is true as most student ‘agree’ or ‘strongly
agree’ with the statement.
5.2.7.4. Librarian maintains more interaction with students: In college libraries
students have to approach the librarian for information and documents, hence there
would be more interaction between librarian and students. Here an attempt is made to
find out from students their opinion about this statement.
The result shows that out of 830, 319 (38.43%) students ‘strongly agree’ and
295 (35.54%) students ‘agree’ with the statement.
Under Gender analysis 40.52% males followed by 36.96% female students
‘strongly agree’ with the statement where as 39.84% female and 29.45% male
students ‘agree’ with the statement. Course wise analysis expresses 43.21% of the
B.A students followed by 40.48% BSc students and 31.03% B.Com students ‘strongly
agree’ with the statement where as 43.68% B.Com students, 34.6% B.Sc students and
28.93% B.A students ‘agree’ with the same statement. and in Year wise data reveals
41% second year students and 34.04% first year students and 32.04% third year
students ‘agree’ with the statement while 40.85% third years, 37.89% first years and
36.4% second year students ‘strongly agree’ with the statement.
As majority of the students ‘strongly agree’ with the statement one can infer
that the statement ‘librarian maintain more interaction with students’ is a correct
statement.
5.2.7.5. Librarian is always ready to help those who approach: Most of the librarians
are happy to be in assistance to the users need and they are ready to help those who
approach. Here opinion of students was sought about this statement.
The above table reveals that out of 830. 320 (38.55%) students ‘strongly
agree’ with the statement while 318 (38.31%) students ‘agree’ with the statement.
Gender wise analysis explains that 41.68% of the female students and 34.11%
male students ‘strongly agree’ with the statement, where as 41.27% female and
34.11% male students ‘agree’ with the statement. Course wise data shows 41.87% of
the BSc students 39.85% B.Com students and 33.93% B.A students ‘strongly agree’
with the statement where as 39.46% B.Com students followed by 39.45% BSc
students and 36.07% B.A students ‘agree’ with the statement. In Year wise data
reveals that 42.96% third year students followed by 39.85% second year students and
32.98% ‘strongly agree’ with the statement while 40% first years, 38.31% second
years and 36.62% ‘agree’ with the above statement.
The analysis reveals that librarians are always ready to help those who
approach them is hold good as majority of the students ‘strongly agree’ or ‘agree’
with the statement.
5.2.7.6. Librarian encourages & helps students according to their behavioral needs:
Usually librarians happy to encourage and help students according to their needs so
opinions were sought from the students about this statement.
The result shows that out of 830, 358 (43.13%) of the students ‘agree’ with the
statement, 282 (33.98%) students ‘strongly agree’ with the statement.
Further analysis on Gender wise reveals 46.61% of the female students and
38.19% male students ‘agree’ with the statement at the same time 35.28% males and
33.06% females students ‘strongly agree’ with the statement. Course wise analysis
figures 46.74% of the B.Com students, 43.93% B.A students and 39.10% B.Sc
students ‘agree’ with the statement while 38.41% B.Sc students, 33.72% B.Com
students and 29.64% B.A students ‘strongly agree’ with the statement. Year wise
analysis observes that 45.07% third year students, 44.21% first year students and
39.85% B.A students ‘agree’ with the above statement where as 34.51% third years,
34.04% first years and 33.33% second year students ‘strongly agree’ with the
statement.
Above analysis shows that the statement ‘Librarian encourage & helps
students according to their behavioral needs’ is true.
5.2.7.7. Librarian inculcates enthusiasm & interest for reading & up gradation: It is
the duty of the librarian to inculcate enthusiasm and interest for reading and up
gradation in students. Here an attempt is made to know the opinion of students about
this statement. The result reveal that out of 830, 371 (44.70%) of the students
‘agree’, 227 (27.35%) students ‘strongly agree’ with the statement.
The analysis on Gender, reflects 46.65% of the male students followed by
43.33% female students ‘agree’ with the statement and at the same time 28.86% male
and 26.28% female students ‘strongly agree’ with the statement. Course wise figures
reveals that 46.79% of the B.A students, followed by 46.74% B.Com students and
40.83% B.Sc students ‘agree’ and 29.41% B.Sc students, 27.5% B.A students and
24.9% B.Com students ‘strongly agree’ with the statement and in Year wise study
shows 46.48% third years, 44.83% second years and 42.81% first year students
‘agree’ with the above statement while 31.93% first years, 27.46% third years and
22.22% second years ‘strongly agree’ with the statement.
From the analysis one can say that the statement librarian inculcate enthusiasm
and interest for reading and up gradation is hold good.
5.2.7.8. Librarian provides a congenial environment for students: The environment
in the library is depends upon the librarian and he has to see that the atmosphere in
the library should be good so that students can concentrate in their study. Here the
opinions of students were sought regarding the above statement.
The result reveal that out of 830, 384 (46.27%) of the students ‘agree’ while
254 (30.6%) ‘Strongly agree’ with the statement.
Gender wise analysis expresses 47.23% female and 44.9% male students
‘agree’ and at the same time 33.53% males and 28.54% females students ‘strongly
agree’ with the statement. Where as in Course wise 52.50% of the B.A students
followed by 49.81% B.Com students and 37.02% BSc student ‘agree’ while 38.75%
BSc students, 29.12% B.Com students and 23.57% B.A students ‘strongly agree’ with
the statement and Year wise analysis observes 47.37% first years s, 46.13% third
years and 45.21% second years students ‘agree’ with the statement where as 34.04%
first years, 30.63% third years and 26.82% second years ‘strongly agree’ with the
statement.
The analysis expresses that the statement librarian provides a congenial
environment for students is true as majority of the students remarked ‘agree’ or
‘strongly agree’ with the statement.
5.2.7.9 Librarian has courtesy and patience: To provide qualitative service the
librarian would have courtesy and patience. If it is not there users would not come to
the library and also they would not be feel free to ask for information from the
librarian. Opinions of students were sought about the above statement and the result
shows that out of 830, 319 (38.43%) of the students ‘agree’ with the statement, 274
(33.01%) students ‘strongly agree’ with the statement.
Under Gender, the analysis reveals that 41.89% of the female students
followed by 33.53% male students ‘agree’ while 34.91% females and 30.32% male
students ‘strongly agree’ with the statement. In Course wise analysis it shows
42.15% of the B.Com students, 38.75% BSc students and 34.64% B.A students
‘agree’ and at the same time 34.64% B.A students, 34.26% BSc students and 29.89%
B.Com students ‘strongly agree’ with the statement. In Year Wise data expresses
43.3% second years, 38.73% third years and 33.68% first year students respectively
‘agree’ with the statement where as 34.15% third years, 33.33% second years and
31.58% first year students ‘strongly agree’ with the statement.
As majority of the students in all category remarked that they ‘agree’ or
‘strongly agree’ with the above statement ‘Librarian has courtesy and patience’ one
can infer that the statement is true.
From the above analysis one can say that the above statement hold good as
majority of the students agree with the statements given in support of role librarian in
career guidance. For better understanding student’s opinion about librarian as career
guide is shown in figure 5.2.10.
38.6743.13
14.58
2.890.72
29.76
41.33
15.18
10.36
3.37
23.13
35.06
19.88
15.9
6.02
38.43
35.54
15.66
5.35.06
38.5538.31
17.11
3.372.65
33.98
43.13
14.46
6.51
1.93
27.35
44.7
18.55
6.023.37
30.6
46.27
14.58
5.782.77
33.0138.43
17.23
5.42 5.9
0
5
10
15
20
25
30
35
40
45
50
Perc
enta
ge
a b c d e f g h iStatements
Student's opinion on role of librarian in career guidance
SA
A
M
DA
SD
Figure 5.2.10
Here SA, A, M, DA, and SD represent strongly agree, Agree, Moderate,
Disagree and Strongly disagree respectively. OX axis represents statements a, b, c, d,
e, f, g, h, and i. These alphabets represent the following statements 1. Librarian has
immediate access to information sources 2. Librarian possesses more information
handling techniques 3. Librarian has knowledge of IT skills 4. Librarian maintains
more interaction with students 5. Librarian is always ready to help those who
approach 6. Librarian encourages & helps students according to their behavioral
needs 7. Librarian inculcates enthusiasm & interest for reading & up gradation 8.
Librarian provides a congenial environment for students and 9. Librarian has courtesy
and patience respectively. It is very clear from the figure that majority of the students
‘agree’ with the statement. 48.27% of the students agree with the statement that
librarian provide a congenial environment for students. It is also worthwhile to note
that 38.55% strongly agree with the statement librarian maintain more interaction
with students followed by 38.31% agree with the same statement.
The analysis reflects that college librarian takes much interest in the overall
career development of the student by encouraging them and creating congenial
environment which suits the students to concentrate in their studies. As the librarian
has more interaction with student community and has knowledge and immediate
access to information librarian is the right person to help the students in career
guidance.
5.2.8 Suggestions:
The students have been asked through an open ended question to give their
suggestion, if any, for the improvement of career guidance activities in their college
library. A number of suggestions have been made, but majority of them are
repetitive. The major suggestions include:
To provide adequate number of reference books and general knowledge books,
books on personality development; latest editions of text books and more
number of periodicals.
To provide information on further courses and competitive examinations.
To provide Internet facility in the library
To provide reprographic facility in the library.
To provide physical facilities such as, more reading accommodation.
To conduct seminars in personality development, communication skills,
resume writing skill, interview skill etc.
To appoint qualified librarian in the college library.
These suggestions are really noteworthy and reflect the needs of the users.
Hence, the concerned authorities should take necessary actions to fulfill them in the
college libraries.
Chapter 6
SUMMARY, SUGGESTIONS AND CONCLUSIONS6.0. Summary of Research Findings
Career guidance is not a new concept and its roots can be traced back to
ancient times. However, career guidance, in its present form, owes its origin to US
and other developed countries. Career guidance encompasses information, guidance
and counseling services to assist in making educational, training and occupational
choices. Career guidance and counseling programmes in higher educational
institutions aims to provide assistance and advice to students to make them more and
better informed in their future educational and career choices. It also helps the
students to realize their strengths and weaknesses by instilling self-awareness,
decision making skills, planning skills, personality development etc. The current
information environment presents many new challenges for library professionals. At
present there is greater need to provide career guidance services in the college
libraries. Many of the developed countries have well developed career guidance plan
in their educational system from the school level. In India such planning is not
undertaken effectively. In higher education institutions libraries are meeting mostly
the career information needs of the students through informal and few formal means.
Hence there is a need to organize this sector through formal means.
Information and communication technology has influenced the way in which
career guidance is provided to the graduates and other adults. Western countries are
undertaking many research activities in the area of career guidance as they realize the
importance of it and seen it as a key tool for personal development and to connect
person and occupation based on the interest and aptitude of the individual concerned.
They use software packages like SIGI3, SIGI PLUS, DISCOVER etc. to provide
career guidance. These facilities are not in use in Indian higher educational
institutions.
Though career guidance is century old concept recently it becomes an
important issue world wide as there is much change in the economy due to
globalization, privatization and emergence of ICT. Information is at the core of
career guidance and education; indeed, it tends to prevail over other guidance
function.
In an academic institution library is the focal point from which staff and
students are energized and strengthened with the power of knowledge. Libraries
ought to extend their support in all spheres of knowledge and by providing career
information in the library it will be helping the users to have an aim in their lives. A
qualitative career service can help the students/graduates to find out their interests and
abilities and to attain their dream job in the society. As a qualitative career resource
centre library can take pride in the development and well being of its users. To
achieve this library staff should strive and adapt according to the signs of the time. It
is necessary to provide career information literacy to the graduates so that they will be
equipped with the knowledge about how to seek, evaluate and select career
information and this will lead to better decision making for high quality life.
Libraries in higher educational institutions are providing career information to
the students but still there is a need to stretch out these services in libraries to reach
out and guide the students in their career related need.
The study has been under taken to assess the prevailing situation in college
libraries with regard to career guidance. The students’ opinions were also sought as
user satisfaction is the ultimate measure for effective functioning of any library.
The findings are summarized below.
6.1 Findings of the study on role of college libraries in career guidance:
An attempt made to examine, how the degree college libraries, affiliated to
Andhra University, have been fulfilling their objectives, revealed the following
findings.
1. Out of 40 colleges studied 5 have very long history as they were established in
pre-independence period while 17 of them are new within an age of below 20
years. Hence there can exists differences in their growth owing to their age.
2. The working hours of college libraries is adequate as majority (62.5%) college
libraries work for 5-7 hours while others for 8-10 hours. This facilitates them
to offer extended circulation hours too.
3. The libraries seems to have regular financial grants from UGC (80%) and
State Government (87.5%) supported by student fees (70%). This leads to
systematic financial planning and execution.
4. It is found that in most of the college libraries (67.5%) affiliated to Andhra
University are having qualified librarians. However, only in 2 cases (5%) the
librarians are not having the required professional qualifications.
5. There is a need to appoint assistant librarians and library assistants both in
government and autonomous college libraries as there are no assistant
librarians and library assistant in 85% of the colleges under study. So that the
libraries can provide better services to its users and also extend its services to
student’s career literacy.
6. Most of the college libraries (77.5%) are having book collection numbering
about 5000 and above. Regarding reference books the collection is around
1001-5000 in 40% of the college libraries under study. Indeed the prerequisite
to career guidance is adequate collection. Hence it can be expected that with
the existing collection the libraries can take up the task of guiding the students
for better career.
7. With regard to periodical subscription 65% of the college libraries subscribe
periodical numbering 1-50. 90% of the college libraries are getting 1-10
newspapers daily. Findings reveal that the college libraries provide access to
current news events to its users.
8. In view of the fast developing modern technology it is necessary for the
libraries to acquire varieties of audio-visual materials that have educational
programmes to support modern education. Finding shows that college
libraries are far from satisfactory level in this regard as 2.5% libraries have
audio/visual collection ranging from 101-200.
9. It is found in majority of the college libraries (82.5%) books are classified
following classification scheme. It is also a fact that in some college libraries
(17.5%) classification system is not being used. It is found that 85% prepare
catalogue to provide index to their collection. However 15%college libraries
do not prepare index to the holdings is a point that needs attention.
10. Even though reference, readers advisory, loan service, user orientation and
current awareness services are available in the libraries under study it is found
that in 75% college libraries do not have internet connectivity. Career
guidance is not available in 47.50% libraries. These matters need an
immediate attention as traditional services can not meet the demands of user in
contemporary information environment.
11. Except one government college library all other college libraries under study
are centrally located. Only 12.5% have separate building for the library.
12. The study revealed that on an average 20 – 60 seating capacity is available in
60% college libraries, which is not an encouraging figure. Especially to
encourage career guidance, the students have to spend more time in the library
after class hours which necessitate more seating/reading facility so there is an
urgent need for improvement of the seating accommodation in the libraries.
13. It is clear from the study that 52.50% libraries are equipped with computers.
Where as 47.5% college libraries do not have computers in which except one
all others are situated in the rural area. Information Technology infrastructure
in the college libraries has to improve much.
14. Finding shows that there is a need to start career guidance cell in colleges
(25%) wherever it is not yet established. The management should see that this
facility is provided to its students so that it will be easy for them to make
decisions regarding their career.
15. From the analysis it is found that in 40% colleges, career guidance cell is part
of the library. By establishing the career guidance cell as part of the library it
can provide effective and efficient service to the students.
16. In 70% colleges the librarian is a member in the career guidance cell and in
72.22% colleges librarians collaborates with other career guidance cell
members to provide guidance to the students by contributing their service to
the career guidance cell by providing information and assisting/organizing
career guidance activities. It can be inferred that the role of librarian in career
guidance has been identified though not implemented in all colleges. It
explains that in autonomous colleges the role in career guidance is well
recognized.
17. Regarding career information it is found that in 47.5% college libraries in a
week 1 – 50 students visit the library for career information. Findings show
that the number of students who visits the library for career information is
much less (1-50 in a week). It is high time for the librarians to create
awareness among the students regarding the career resources available and
how to make use of these resources. Further there is a need to improve the
facilities such as Internet, e-documents in careers etc. Career information
literacy should be given to graduates so that they will be able to help
themselves in finding, evaluating and making use of required career
information in their field of interest.
18. Regarding use of internet to find career information, it is found that only in
7.5% of the college libraries students use internet facility for career guidance
and the number of student range 1 – 25. On the whole the analysis notes that
there is much scope for improvement in this area. Those who are in authority
should see that all the higher educational institutions provide Internet facility
to students and also it is better to give this facility without charge so that all
can make use of it.
19. Finding reveals that even in the absence of career guidance cell in the colleges
some of the librarians are active in providing career related help to its users
such as passing career-oriented information to the students and staffs (40%),
maintaining career guidance material for competitive tests (70%) and 60%
provides informal guidance/counseling and displays career oriented
information.
20. Even in this digital era college libraries are mostly depends on printed
information to provide career information and the use of audio/visual material,
electronic media, and internet facility for career guidance is very poor (12.5%,
10% and 12.5% respectively) in college libraries as only few colleges has this
facility and in most of the libraries students are not allowed to use them.
21. Related to topics to be dealt with it is found that most of the college libraries
(57.5% to 85%) have to improve their collection development for career
guidance in various topics. At present they give importance to general
knowledge, personality development, communication skills and soft skill
development.
22. Regarding titles available for career guidance 42.5% college libraries have
‘Universities handbook’, 40% college libraries have the resource ‘Quantitative
aptitude and reasoning’ and in 37.5% college libraries have the resource ‘Self
development’, 35% have ‘Careers on computers’, 27.5% of them have the
‘Ultimate job search letters’. Regarding other documents only less than 25%
college libraries have them in their collection. Finding reveals that the career
collection is not sufficient and college libraries have to strive to acquire some
of the important titles in this area so that students can have a clear
understanding of available careers and how to improve themselves
academically, physically, spiritually and mentally.
23. The analysis clearly shows that most of the libraries (65% - 97.5%) are getting
some of the important periodicals and news papers in career guidance
available in India. At the same time there is a need to improve the magazine
and newspaper collection with more standard publications.
24. With regards to information sources to prepare for competitive examinations
72.5% of the college libraries provide resources to the students in preparing
CAT/ICET/EDCET/AUCET/ etc. On the whole the analysis proves that the
college libraries under study are doing well in supporting the students to
prepare for various entrance tests.
25. Regarding providing guidance to prepare for entrance tests it is found that in
77.5% libraries the librarian provides guidance for Andhra Pradesh Public
Service Commission (APPSC) tests. 55% libraries the librarians assist in the
preparation for Reserve Bank of India (RBI) officer’s examination. At the
same time there is a need to improve this service in the college libraries.
26. About guidance activities in libraries 72.5% college libraries display career
information on Bulletin boards, 65% provide career advice, 52.5% gives
career talks/seminars and workshop etc. But only 2.5% college library
conduct mock interviews/tests. Findings reveal that there is a need to extend
the service by adopting various career information dissemination methods.
27. Regarding soft skill development activities in libraries the finding shows that
some of the libraries are assisting in organizing various workshops/seminars in
soft skills but it is not a common feature as 15 of them are not extending such
activity.
28. It is found that all the college librarians under this study believe that they have
a role to play in career guidance. It is a welcoming factor as the Library and
Information Science professionals have ascertained their role in career
guidance.
29. The librarians are of the view that career guidance should be a collaborative
activity as viewed by 92.5% of libraries. It is an indication that librarian
would like to work in collaboration with faculty to impart career guidance.
30. From the analysis it is inferred that the 21st century librarians are capable of
assisting in the different facets of career guidance. Not only in providing
career information to students but also they are willing to organize or assist in
different career activities and help in the area of career counseling too.
31. It is found from the analysis that most of the college librarians (60%, 42.5%,
50%, 40%, 27.5%, 32.5%, 55%, 42.5%, 32.5%, and 37.5%) mentioned that
they strongly agree with the statements in support of personal characteristics
required of a librarian to offer career guidance - ability to deal effectively with
students, courtesy and patience, intellectual ability – breadth of knowledge,
good organizational and analytical skills, ability to use IT effectively,
counseling skill, commitment to job, being dynamic and energetic, outgoing
personality and accountability respectively. The percentages of those who
‘Agree’ with the above statements are – 40%, 55%, 47.5%, 52.5%, 45%, 45%,
45%, 45%, 42.5%and 52.5% respectively. It can be inferred that for a librarian
to impart career knowledge to students/graduates these personal characteristics
are essential.
32. It is found that most of the librarians i.e. 57.5%, 42.5%, 30%, 25%, 40%, 40%,
52.5%, 52.5%, 32.5% and 35% ‘strongly agree’ with the statements –
communication skill, group facilitation skills, job market knowledge,
innovativeness, information management skill, creativity, leadership qualities,
positive attitude, analytical and logical skill and interpersonal skill
respectively. Where as the percentages of those who ‘agree’ with the above
statements are 40%, 47.5%, 50%, 57.5%, 52.5%, 42.5%, 42.5%, 45%, 57.5%,
and 55% respectively. It is inferred from the above data that to provide career
guidance to the students/graduates the librarian must have the above
mentioned soft skills.
33. The above analysis reveals that most of the librarians (55%, 47.5%, 17..5%,
60%, 57.5%, 55%, 60%, 62.5%, 57.5% and 55%) ‘Strongly agree’ with the
statements – Have immediate access to information sources, possess more
information handling techniques, have knowledge in IT skill, more interaction
with students, maintain good relationship with colleagues, ever ready to help
those who approach, encourage and helps students according to their
behavioral needs, inculcate enthusiasm and interest for reading and upgrading,
provide a congenial environment for students and enthusiasm for long-learning
respectively. The percentages of those who ‘Agree’ with the above statements
are 37.5%, 45%, 57.5%, 37.5%, 42.5%, 37.5%, 37.5%, 32.5%, 35% and 35%
respectively. From this one can infer that the statements hold good and
librarian could undertake career guidance too.
Analysis of User’s views:
One of the most important groups of clientele served by the college library is
the student body. This part examines the association between the student and the
library.
1. Effective utilization of library information resources and services is possible
only when the user makes regular visits to the library. It is found from the
analysis that majority of the college students (59.40%) visit the library
regularly.
2. From the analysis it is found that male students make use of other libraries
more than the female students; compared to B.Sc and B.Com students more
number of B.A students are visiting other libraries for information and year
wise third year students use other libraries more than other years. This
indicates that use of libraries either college or public by student community is
very much encouraging.
3. It is found that reading facility is the main reason for the student to visit the
library. At the same time in the present networked environment as large
volume of information is found on the web it is necessary to provide internet
facility in the college library. There is a need to provide good collection of
important journals and books in different subject field in the library then only
students would be able to make use of them.
4. The data reveals that though the student’s visits are regular, the time they
spend in the library is inadequate to make any serious study as 40.84%
students use library for less than half an hour which is not sufficient to have
any serious learning.
5. Printed books are the major type of information source used by the students
(67.35%). Students make use mostly text books for academic purposes.
Other sources of information are not used much. The librarians have to
change their mindset with regard to collection development. It is ‘access to
information’ that is more important than possession of the document in the
library.
6. It is found that loan services is the most used service (56.27%) The reason may
be that this service is supposed to be a major service in any academic
institution that caters to student’s information requirements.
7. Analysis revealed that students are satisfied with most of the services of the
libraries but regarding Xerox and internet facilities there should be more
provisions. At present in this global and networked environment student can
get access to more and current information only through internet. As more and
more publications are in e-format there is a great need for improvement of
these facilities in libraries.
8. It is found from the analysis that majority (51.08%) do not use Internet
facility. It can be observed from the data that 53.35% males and 49.49%
female student do not use this facility as internet facility is not available in
their colleges. There is a need to provide Internet facility in all colleges so that
students can have better access to information.
9. Majority of the students (97.11%) have set goals for their career development
and hopes for better career. And (95.06%) students have some goal/aim to
achieve after degree. So it is the responsibility of the libraries to help the
students to reach their goal in life.
10. It is found from the analysis that majority of the students (72.05%) have an
idea of what are the courses they can join after their graduation.
11. The analysis revealed that majority of the students are preparing for
competitive examinations especially males 65.01% and it is found that
libraries are catering to these needs for some extent but still there is a need to
support the students in this area by developing collection in academic libraries.
12. It is found from that analysis that 64.94% of the students depend their college
libraries to get career information as they do not visit other libraries in their
locality for this need. So it is left to the college libraries to meet this
information need of the students.
13. It is clear from the analysis that more than half of the students (53.73%) are
aware of different job opportunities but a sizable number of them do not. It
shows the need to organize more number of awareness programmes by the
guidance cell.
14. It is found from the analysis that 44.22% of the students have no confidence in
preparing their resume and 58.55% have no idea how to face an interview.
Libraries should take care of these areas by supporting the students by
providing them information regarding various web sites and also getting
printed materials in this areas.
15. It is found that more than half of the students do not make use of internet for
career information as 50% of them do not have internet facility. It is the
bounden duty of the college management to see that students have access to
internet.
16. 73.49% of the students under study need assistance to browse internet for
career information. Firstly, Internet facility should be provided to college
students and secondly, Internet Literacy classes should be conducted for
college students. This is an area where department of computers and librarian
can work together to help the students.
17. 89.16% students are aware of the existence of career guidance cell in their
colleges. It should be pointed out that there is a need to make known the
existence of career guidance cell in the college by conducting career guidance
activities for the college students.
18. 88.24% students mentioned that college career guidance cell organize
seminars other sessions in various career related topics like personality
development, resume writing, interview technique etc. It is found that only
64.82% students attended the career sessions and among those who attended
the sessions, majority expressed that the content, presentation, competence of
staff etc. are good. It is obvious from the findings that the different career
guidance sessions conducted by the college guidance cell are meaningful and
useful, which is an encouraging factor.
19. 77.83% of the students mentioned that career information is available in their
college library. Even though college libraries are providing career
information to its students, there is a need to improve the quality and quantity
of information as 22.17% negated the availability of career information so that
all students will have the satisfaction of getting sufficient information from the
college library.
20. It is also found from the analysis that college libraries are interested in the
career development of the students and they try to meet the career information
need of the student by providing them with books, periodicals, and other
information materials. Library and librarian has vital role in the career
development of college students.
21. It is found from the analysis that library staff assists students in finding career
information as 73.49% students mentioned they received assistance from the
library staff. It shows the important role being played by libraries in providing
career information.
22. 56.39% students expects more from the career guidance cell like more number
of books and periodicals on careers, internet facility in the library, more
literature to prepare for different competitive examinations, reading
accommodations, seminars on communication skills, personality development
etc.
23. It is found from the analysis that majority of the students in favour of the
statements given in support of the role of librarian in career guidance and
students are in favour of the role played by the libraries in career guidance.
6.2. Testing of hypothesis
Hypothesis 1: College libraries are having adequate collection and necessary
infrastructure to provide career guidance.
It is evident from the data analysis that even though some of the libraries are
having few important documents in their collection the over all picture is not that
good; there is a need to improve the career collection building in college libraries.
It is necessary to include qualitative journals in the libraries. Regarding
infrastructure there is a need to improve the facilities such as computers and
communication links, seating facilities, Internet etc.
Therefore the hypothesis is partly/partially proved.
Hypothesis 2: College libraries provide career related services either formally or
informally.
The above assumption hold good as the librarians are providing access to career
information service (Cent percent), information based guidance (80%), support
career counseling (75%), assist in career oriented skills (65%), collaborate in
providing career counseling (67.5%) and help in the development of career-
oriented skills (57.5%).
Hence the hypothesis is proved.
Hypothesis 3: College libraries are playing a vital role in offering career guidance.
It is evident from the data analysis that librarians provide new student orientation,
personality development, career planning etc and also assist students in the
preparation for various competitive examinations and also provides information
regarding different entrance tests. Even those libraries where there is no career
guidance programme also assists students informally.
The hypothesis proved correct.
Hypothesis 4: College librarians are in favour of offering career guidance and play a
vital role in its implementation.
All the college librarians under this study believe that they have a role to play in
career guidance. It is a welcoming factor as the Library and Information Science
professionals have ascertained their role in career guidance. Career guidance
activity should be a collaborative one as viewed by 92.5% librarians. It is an
indication that librarian would like to work in collaboration with faculty to impart
career guidance.
Therefore the hypothesis is proved correct.
Hypothesis 5: Students are interested in their career development and are satisfied
with the facilities in the libraries.
It is clear from the data analysis that students under different course of study and
year of study are interested in career development and they have set certain goal to
attain. But the students level of satisfaction varies and majority do not strongly
agree with facilities.
Hence hypothesis is disproved.
Hypothesis 6: Students are satisfied with the career information collection in the
college libraries.
From the data analysis it is evident that students mentioned that books, periodicals,
and other career information materials are available in their college library. Which
clearly emphasize that they are satisfied with the career information collection in
the college library. Therefore the hypothesis is proved correct.
6.3 Suggestions
From the above analysis, personal experience and observations of the
researcher as a college librarian the following suggestions have been made for
consideration by the concerned authorities. The suggestions have been made for
management, faculty and librarian, whose coordinated efforts will lead to effective
performance of career guidance programmes.
6.3.1 Tasks of management:
As career information is a public good, government need to make sure that it
should be freely available to all college students, for reasons of both efficiency and
equity.
Government and UGC have to support the college libraries to get adequate
staff and see that they are qualified to hold the positions, so that libraries can
provide qualitative services to its clientele.
From the UGC grant a fixed percentage have to be kept aside for the collection
building in career information and also to acquire the necessary infrastructure.
APSCHE have to focus in the establishment of career guidance cell in higher
educational institutions and make sure that they are functioning in the desired
manner.
It is the duty of the university to make sure that there is a well equipped and
spacious library in colleges affiliated to the university and see that they are
catering to the needs, especially the career information requirements of the
student community. Therefore, University should have a special committee to
see the proper functioning of career guidance cell in the colleges affiliated to
them.
College management must make the librarian part of the career guidance cell
as its secretary or convener, which will make him/her to take active part in the
career guidance activity of the college. The librarian can call for meetings;
organize career guidance programmes in collaboration with the faculty.
It is necessary to include at least one teaching staff from each subject field in
the career guidance cell.
6.3.2 Task of librarian –
Librarian have to take up the task of providing information literacy to students,
so that they will be able to search, retrieve, evaluate and make use of right
information at the right time, for a right purpose. Librarian has to take up
additional work load of career guidance with commitment besides the regular
routines.
Even though libraries face financial crunch it is the social responsibility of the
librarian to create awareness about the importance of career information
services in the libraries. He/She has to strive to get financial support from the
management and other sources of endowment and to acquire necessary tools.
Librarian can create a congenial atmosphere in the library and encourage the
student community to spend their leisure time in reading and browsing the
documents and or Internet that helps to set and achieve the goal.
The librarians have to develop a separate career guidance collection with print
and electronic sources. They should also make use of the Internet to download
career – related information sources.
He has to be abreast of the current issues and be knowledgeable with career
information sources. This preparation will help him to perform well in
delivering the career information.
Librarian has to work in collaboration with other members of the career
guidance cell and faculty in general. He can arrange for invited lectures,
organize seminars and discussion groups. Further with the help of multimedia
packages he can organize various seminars for career information.
Librarian can gather career data from print, audio/visual, electronic and web-
based sources and maintain special files/folders for easy access by students.
Librarian ought to introduce variety of career information services that may
include – information literacy, career information, career counseling, etc.
Librarian has to interact with students and ascertain their needs to maintain
profiles. He can revise existing programmes or introduce novel ones based on
the feedback from the users and suggestions of alumni.
6.3.3 Tasks of faculty –
Faculty should show interest in the over all development of the students. They
should understand the student’s interest and aptitude and help them to
channelize their energy in a productive manner.
Faculty should make themselves available to listen to the problems of students
and try to help them in setting a goal and reaching a career of their interest.
They have to coordinate the career guidance activities with librarian and see
for their effective execution.
6.4. CAREER GUIDANCE CELL FOR A COLLEGE LIBRARY: PROPOSED
MODEL
This study has strongly felt that there is a need for a Career Guidance Cell for all
the degree colleges. Hence the researcher as a follow-up to this consensus has
suggested a model for Career Guidance Cell in a college library.
Title: CAREER GUIDANCE CELL/CENTRE/CORNER/WING
6.4.1 Objectives:
To help students to organize their knowledge about themselves by identifying
skills, interests and aptitudes.
To provide information about further course prerequisites, financial aid,
academic planning, entrance examinations etc.
To provide information about specific occupations, career planning,
conducting a job search etc.
To assist students in the development of skills necessary for decision making,
problem solving, career and life planning.
6.4.2 Organizational structure:
Principal should be the Chair person of the career guidance cell, the Librarian
to be the secretary/convener of the cell with independent charge of the career
guidance cell. All the Head of the departments and Physical Director must be the
members of the cell and it must see to include at least one faculty from each subject
area.
6.4.3 Finances:
The cell should maintain a long and short-range financial plan and budget
based on revenues from various grants viz. state government grant and UGC
grant. At least 20% of the grant received for the library needs to be reallocated
to build career-related information sources.
The cell has to monitor the cost incurred in organizing various career guidance
programmes and reports to the management
The cell has to prepare an annual budget that represents its activities.
The members have to pursue with high authorities to get adhoc grants to
develop necessary infrastructure like computers, telephone, Internet
connections etc.
6.4.4 Information resources for career guidance:
The basic collection should include –
Title Author Publisher
1. Opportunities in fashion careers Dolber, Roslyn VGM Career Horizon
2. Agricultural education & career
opportunities Chodhary, SR Agro Botanical
3. Careers in beauty care Aruna Anand Vision
4. Careers in foreign languages Zaheer, Rima Vision
5. Careers in hotel management Agarwal, Arun Vision
6. The UBS encyclopaedia of careers Ghose, Jayanti UBS
7. The Penguin India career guide-vol.1 Usha Albuquerque Penguin
The Humanities
8. The Penguin India career guide- vol.2 Usha Albuquerque Penguin
The Sciences
9. You and your career Pereira, Joe D Better Yourself
10. Career opportunities under the central
government Wagholikar, GA Creative Career
11. The right career Moraes, CP Astra
12. Careers in social work Jamkhedkar, Shilpa Asian Trading
Corporation
13. Career’s intelligence and aptitude tests Malhotra, AM Bright Careers
14. Choose your career Ajay Rai Vikas
15. Test yourself: test your aptitude,
personality & motivation & plan your
career Barett, Jim Kogan Page
16. Career for women Gupta, Sudha Creative Career
17. Career’s guide to state bank and its
associate banks probationary officer’s
exam Malhotra, AM Bright Careers
18. Career’s model solutions to state bank
probationary officer’s exam Malhotra, AM Bright Careers
19. Mr. Crewe’s career Churchill, Winston McMillan
20. Careers in television and broadcasting Chaudhery, Amit Vision
21. Career coach Kleiman, Carol Global Books
22. Careers in law Gitanjali Pandit Vision
23. Careers in management: MBA & after Gitanjali Pandit Vision
24. Careers in economics Ranganatha, S Bright Careers
25. Career options in Humanities &
Commerce Tandon, K Career Options
26. Career’s guide to GMAT Malhotra, AM Bright Careers
27. Career’s guide to UPSC – CDS
entrance exam Malhotra, AM Bright Careers
28. Advertising as a career Banerjee, Subrata NBT
29. Taking charge of your career Kannan, R
30. Careers Usha Albuquerque Puffin
31. Biotechnology: applications & careers Meenakshi Munshi Viva
32. Career discovery program Chapman, Elwood Viva
33. Career in 21st century job market Farhathulla, TM Bostan
34. English for career development Asoka Rani, T Orient Longman
35. How to get a college degree via the Internet Sam Atieh Magna
36. Vocational guide for the young and enterprising UBS
37. Universities handbook AIU Association of Indian
Universities
This can be supplemented with web based resource (List under 3.9)
6.4.5 Organization of Information sources:
Career information sources should be organized effectively for the proper
utilization. The documents may be organized using DDC 22 and AACR
III.
6.4.6 Services:
The Career Guidance cell has to evaluate periodically the career
information needs and demands of the student community.
It should provide career information search training program to students.
Internet facility and free web access have to be given to the students to get
career information.
Career information bulletin board service needs to be made available
Career awareness service has to be introduced and implemented effectively.
Organize seminars on interview skills, personality development,
communication skills, leadership skill, resume writing, cover letter writing
etc.
Collaborate with other college career guidance cell and share information,
sources and expertise.
Develop strong link with employers and act as placement cell.
6.4.7. Development of E-learning package for career information:
With the help of the computer science faculty of the colleges and subject
specialists the cell can develop e-learning packages related to career
guidance and these can be shared by college career guidance cells.
The e-learning package can be of digital video and audio, images, text and
other related materials. The data related to guidelines to be followed during
the preparation for competitive examinations; model examination papers
and related details; the print, e-resources and web resources available for
general studies specific subject areas; a selected full-text digitized
periodical articles etc. Audio and video interactive lectures by experts in
the field should be included in the package.
The multimedia package thus developed will be linked to the website of the
colleges that can be retrieved by the users. It could be used online or
offline.
6.4.8. Infrastructure facilities required:
The Career Guidance Cell should be a part of the library
At least three computer systems (multimedia) should be provided only for
career guidance purpose.
Internet facility have to be available for searching different web-sites of
courses/jobs, to participate in on-line interviews and tests, sending
application, bio-data etc. via e-mail
Telecommunication facility may be there for the students to contact the
librarian for career information through phone.
There should be facility to organize and display the career information
material in the career guidance cell.
Academic environment with pleasant ambience and adequate seating
facility needs special focus.
6.5. Conclusions
Information is at the core of career guidance and education; indeed, it tends to
prevail over other guidance function. From the point of view of the user,
information should lead to improved knowledge about the self, about the job
market, about education and training opportunities. Libraries have to make a point
to extend their services to meet the particular career needs of specific groups. At
present most of the academic libraries are providing career information informally
but only few are interested in providing proper guidance to the students in the
selection of careers. As information organizer and provider libraries can play
major role in career guidance activities of colleges. In conclusion it can be stated
that quality career information services are the need of the hour to bridge the gap
between education and world of work, where in libraries has to play a pivotal role
to bridge the gap.
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77. Myers, G.E. (1941). Principles and techniques of vocational guidance. New York: McGraw Hill.
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ANNEXURE I
Role of College Libraries in Career Guidance: A study of Government and Autonomous
Colleges Affiliated to Andhra University.
Questionnaire.
I seek your kind cooperation in filling the questionnaire and help to assess your opinions,
observations and experience on the career guidance programmes in colleges affiliated to
Andhra University.
Thanking you, Sincerely
Research Scholar
Dept. of Library & Information Science
Andhra University, Visakhapatnam.
1. General Information.
Govt/Autonomous (please tick)
1.1. Name of the college:
1.2. Address: ………………………………………………..
…………………………………………………
…………………………………………………
1.3. Year of establishment:
1.4. Nature of College
1. Men’s College Yes/No
2. Women’s College Yes/No
3. Co-education Yes/No
1.5. Medium of instruction
1. English Yes/No
2. Telugu Yes/No
3. English/Telugu(Both) Yes/No
1.6. Strength of the college
1. Total number of teaching staff:
2. Total number of students:
3. Total number of non-teaching staff:
1.7. Total number of departments in the college:
1.8. Number/types of courses offered (please tick the appropriate courses)
Degree level PG level Please mention if more than one
course
B.A ( ) MA ( )
B.Sc ( ) MSc ( )
BCom ( ) MCom ( )
BBM ( ) MBA ( )
BCA ( ) MCA ( )
Any other (please specify) Any other (please specify)
2. College Library
2.1 Year of establishment
2.2. Name of the library (specify, if any)
3. Working hours
3.1. Working hours of the college:
3.2. Working hours of the library:
3.2.1. Opening hours:
3.2.2. Circulation hours:
3.3. Do you close the library during lunch break? Yes/No
4. Finance
4.1 What are the sources of income for your college library?
1. From the State Government
2. From UGC
3. From college management
4. From the students’ (Fee)
5. Any other (Please specify) …………………………………….
4.2. College Budget (Year-wise):
Year Amount ( Rs.)
2003 – 2004
2004 – 2005
4.3. Library Budget (Year-wise)
Year Amount ( Rs.)
2003 – 2004
2004 - 2005
5. How many staffs are working in your library?
Designation Whether qualified/ not Length of service
Librarian:
Asst. Librarian:1/2
Library Asst.: 1/2
Clerk/Typist: 1/2
Attender: 1/2/3/4
6. Please give details of Information resources of your library
Print Electronic
6.1. Number of books
6.2. Number of periodicals/magazines
6.3. Number of news papers
6.4. Number of reference books
(Encyclopedias, Dictionaries etc)
6.5. Audio/video cassettes
6.6. Any other (please specify)………………………………………………..
7. Technical processing
7.1. Is the library collection accessioned? Yes/No
7.2. Is the library collection classified? Yes/No
7.3. If yes, specify the scheme of classification used: DDC/CC/Any other specify
7.4. Is the library collection catalogued? Yes/No
7.5. If yes, specify whether it is complete or partial Complete/Partial
7.6. Please mention the catalogue code used: AACR II/CCC/other specify
7.7. Please specify the physical form of the catalogue used in your library:
Register/Card/ Card (written)/ Partly both /OPAC/Other specify
7.8. What is the system of access provided to the document collection in the library?
Open access/Closed access/Combination of both
8. Please give details of services offered by you
Reference & Readers Advisory ( )
Document Supply Service ( )
Circulation/Lending ( )
Inter Library Loan Service ( )
Current Awareness Service ( )
User Orientation/Education/Information Literacy ( )
Reprography ( )
Internet access ( )
Career Guidance ( )
Any Other (Please specify)………………………………………………
9. Facilities in the Library
9.1. Is the library centrally located? Yes/No
9.2. Seating capacity in the library: …………..
9.3. Please give details of Information Technology (IT) infrastructure in your library.
1. Computers Yes/No
2. Multimedia support system Yes/No
3. Printers Yes/No
4. Scanner Yes/No
5. Communication links
(Telephone, Cable Network, Wireless or Satellite) Yes/No
6. Modem Yes/No
7. LAN connectivity Yes/No
8. Internet connectivity Yes/No
9. LCD Projector Yes/No
10. Any other (Please specify) …………………………………………….
10. Do you have career guidance cell in the college? Yes/No
10.1. If yes, is it part of the library? Yes/No
10.2. If no, do you collaborate with the career guidance cell? Yes/No
10.3. If yes to Q.10, Is librarian a member of career guidance cell? Yes/No
10.4. If yes, to Q.10, who are the other members of the career guidance cell? (Tick
more than one if necessary)
Principal ( )
Vice- principal ( )
Lecturers ( )
Any other (Please specify) …………………………………………….
10.5. Number of students visits the library for career guidance in a week: ……
10.6. Number of students who use the internet for career guidance in a week:…..
10.7. If no, to Q.10, is the librarian has any of the following activities
1. Passing on career-oriented information Yes/No
2. Maintaining materials for competitive tests Yes/No
3. Informal guidance/counseling Yes/No
4. Displaying career oriented information Yes/No
5. Any other (please specify) ………………………………………….
11. What are the sources available in your library for career guidance?
Books ( )
Journals ( )
Periodicals ( )
Electronic media ( )
Audio/visual ( )
Specific Magazines ( )
Question Banks ( )
Internet access ( )
Any other (please specify)…………………………………………………………
11.1. Does the library have literature available on following topics?
Career exploration Yes/No
Career planning Yes/No
Job search/ Resume writing Yes/No
Professional schools & Colleges Yes/No
Study and/or work abroad Yes/No
Company & Government Information Yes/No
Career Websites Yes/No
Communication skills Yes/No
Personality development Yes/No
Developing Soft skills Yes/No
General Knowledge Yes/No
Any Other (Please specify) ……………………………………
11.2. Do you have the following resources in your library?
Study Abroad Yes/No
Careers in Law Yes/No
Careers in Computers Yes/No
Careers in Foreign Languages Yes/No
The essential guide to careers in India Yes/No
Penguin India career guide 2 volumes Yes/No
The perfect career Yes/No
Taking charge of your career Yes/No
Careers Yes/No
6 steps to career success Yes/No
Universities handbook Yes/No
The ultimate CV Book Yes/No
Interviewing a practical guide to students Yes/No
Self Development Yes/No
Quantitative aptitude and reasoning Yes/No
How to pass advanced numeracy tests Yes/No
The ultimate job search letters Yes/No
Resume! Resume! Resume! Yes/No
Any other (Please specify) …………………………………………………
11.3. Does the library subscribe periodicals like? Give Number of title (if yes)
Advanc’edge MBA Yes/No ……
Employment news/ Udyoga Sopanam/etc. Yes/No ……
Competition Success Review/Competition master/etc. Yes/No ……
Educare/Education world/etc Yes/No ……
India today/Week/Frontline/ etc Yes/No ……
News Papers (English/Telugu) Yes/No ……
Any other (Please specify) …………………………………………………
11.4. Does the library provide resources to prepare for entrance tests like
CAT/ ICET/ EDCET/ AUCET/ etc. Yes/No
NDA/ INE/ IME/ etc. Yes/No
NET/ SLET Yes/No
SAT Yes/No
GMAT /GRE Yes/No
TOEFL Yes/No
Any other (Please specify) ………………………………………………
11.5. Do you give guidance for
UPSC Yes/No
APPSC Yes/No
RBI Officer’s Exam Yes/No
Bank Clerical/ P.O Yes/No
RRB Yes/No
DSC Yes/No
Any Other (Please specify) ……………………………………………..
12. Please give details of career guidance activities in your library (Tick more than one if
necessary)
Bulletin board display ( )
Career Advice ( )
Career talks/ Seminars/ Workshop ( )
Essay writing/Quiz ( )
Career exhibition/ fair ( )
Discussion groups/Debate/Public speaking ( )
Book reviews/Book clubs ( )
Online tutorials ( )
Net based services ( )
Counseling classes ( )
Mock interviews/tests ( )
Campus interview ( )
Placement service ( )
Alumni databank ( )
Any other (Please specify)………………………………………………………
12.1. Do you organize workshops/ seminars on soft skills like (Tick more than one if
necessary)
Career planning ( )
New student orientation ( )
Personality development ( )
Time management ( )
Resume writing ( )
Communication skills ( )
Interviewing skills ( )
Study and/or work abroad ( )
Any other (Please specify) …………………………………………………………
13. Do you think college librarian has a role to play in career guidance? Yes/No
13.1. If yes, do you think career counseling can be performed by the librarian
Alone/In collaboration
13.2. If in collaboration please suggest the other members of your choice
13.3. What level of collaboration the librarian can play?
1. Providing access to information services ( )
2. Information-based guidance ( )
3. Career counseling ( )
4. Developing career-oriented skills (hard & soft) ( )
5. Any other (Please specify) …………………………………………………
13.4. If no, please give probable reasons
14. Please rate the following personal characteristics required of a librarian to offer
career guidance
Rating scale 1-5
1 – Strongly agree, 2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree
1 2 3 4 5
1. Ability to deal effectively with students ( ) ( ) ( ) ( ) ( )
2. Courtesy and patience ( ) ( ) ( ) ( ) ( )
3. Intellectual ability – breadth of
Knowledge, resourceful with up to date
Knowledge ( ) ( ) ( ) ( ) ( )
4. Good organizational and analytical
skills ( ) ( ) ( ) ( ) ( )
5. Ability to use IT effectively ( ) ( ) ( ) ( ) ( )
6. Counseling skills ( ) ( ) ( ) ( ) ( )
7. Commitment to job ( ) ( ) ( ) ( ) ( )
8. Being dynamic and energetic ( ) ( ) ( ) ( ) ( )
9. Outgoing personality ( ) ( ) ( ) ( ) ( )
10. Accountability ( ) ( ) ( ) ( ) ( )
15. Soft skills required by the librarian
1. Communication skill ( ) ( ) ( ) ( ) ( )
2. Group facilitation skills ( ) ( ) ( ) ( ) ( )
3. Job market knowledge ( ) ( ) ( ) ( ) ( )
4. Innovativeness ( ) ( ) ( ) ( ) ( )
5. Information management skill ( ) ( ) ( ) ( ) ( )
6. Creativity ( ) ( ) ( ) ( ) ( )
7. Leadership qualities ( ) ( ) ( ) ( ) ( )
8. Positive attitude ( ) ( ) ( ) ( ) ( )
9. Analytical and logical skill ( ) ( ) ( ) ( ) ( )
10. Interpersonal skill ( ) ( ) ( ) ( ) ( )
16. Please give your opinion on the following statements in support of librarian as
career guide
1. Have immediate access to information
sources ( ) ( ) ( ) ( ) ( )
2. Possess more information handling
techniques ( ) ( ) ( ) ( ) ( )
3. Have knowledge of IT skills ( ) ( ) ( ) ( ) ( )
4. More interaction with students ( ) ( ) ( ) ( ) ( )
5. Maintain good relationship with
Colleagues ( ) ( ) ( ) ( ) ( )
6. Ever ready to help those who approach ( ) ( ) ( ) ( ) ( )
7. Encourage & helps students according
to their behavioral needs. ( ) ( ) ( ) ( ) ( )
8. Inculcate enthusiasm and interest
for reading and upgrading ( ) ( ) ( ) ( ) ( )
9. Provide a congenial environment for
students ( ) ( ) ( ) ( ) ( )
10. Enthusiasm for life-long learning ( ) ( ) ( ) ( ) ( )
17. Please specify the problems of library in providing career guidance
Low strength of library staff ( )
Qualification of library staff ( )
Inadequate skills ( )
Perception of user’s ( )
Perception of teaching staff ( )
Inadequate Infrastructure ( )
Limited Budget ( )
Limited working hours ( )
Any other (Please Specify) …………………………………….
18. Please give suggestions (if any)……………………………………………………
Thank you very much for your cooperation
Research Scholar
ANNEXURE II
Role of College Libraries in Career Guidance: A study of Government and
Autonomous Colleges Affiliated to Andhra University.
Questionnaire for students
I am working out to ascertain the availability of career guidance facilities in colleges
affiliated to Andhra University and to suggest means to improve the career guidance
programmes. In this context I seek your kind cooperation in filling up the following
questionnaire which will help me to assess your opinions and experiences on career
guidance programmes in colleges of Andhra Pradesh.
Research Scholar
Please tick the appropriate box
I. General information
1. Name:
2. Sex: □ Male □ Female
3. Course of study : □ BSc □ BA □ BCom □ BCA □ BBM
□ MSc □ MA □ MCom □ MCA □ MBA
4. Year of study: □ I □ II □ III
5. Name of the institution
& Address:
II. Your visit to college library
1. Your visit to your college library is
□ Regular (twice a week) □ Sometimes (Weekly) □ Rare (Once in a fortnight)
2. Do you visit any other library other than your college library? Yes □ No □
If yes, please give the names of libraries
3. For what purpose do you visit library? (If more than one please give in order of
priority 1= most important)
□ Use of reading facilities
□ Use of internet
□ To find employment information
□ To get career guidance
Any other (please specify) …………………………………………………………
4. How much time on an average do you spend in the library per visit?
□ < one hour □ > one hour □ > two hours
5. Please indicate the type of literature you normally use in order of preference (If more
than one please give in order of priority 1= most important)
□ Books (text books)
□ Periodicals (journals, Magazines, Newspapers)
□ Reference Books (Encyclopedias, Dictionaries etc)
Any other (Please specify)
6. What services of your library are useful for your study purpose? (If more than one
please indicate in order of priority)
□ Reference service
□ Reprography service
□ Loan service
□ User education/orientation/Information literacy
□ Current awareness services
Any other (Please specify)
7. Please give your level of satisfaction on the following factors of your library
Satisfactory To some extent Not satisfactory
Books collection □ □ □
Periodical collection □ □ □
Reading facilities □ □ □
Reprographic (Xerox) facilities □ □ □
Internet facilities □ □ □
Services (reference, readers
advisory, career guidance etc) □ □ □
Environment in the library □ □ □
Physical facilities □ □ □
Working hours of the library □ □ □
6. Have you ever used internet? Yes □ No □
If yes, where do you use?
□ College □ At home □ Internet browsing centers
III. Career Information Service
1. Please give your response to career-oriented information
Are you interested in your career development? Yes □ No □
Do you have aim/goal about what to do after your degree? Yes □ No □
Are you aware of different courses to which you can be admitted
after your degree? Yes □ No □
Are you preparing yourself for any competitive examination? Yes □ No □
If yes, please give details
Do you get enough information from your college library to prepare
for competitive examination? Yes □ No □
Do you visit any other library in your location for career
information? Yes □ No □
Are you aware of different occupations/job opportunities in the
market? Yes □ No □
Do you know how to prepare your resume? Yes □ No □
Do you know how to face an interview? Yes □ No □
How far internet is helping you to get career information?
□ Very much □ To some extent □ Not at all
Do you need help or assistance to browse internet for career
information? Yes □ No □
IV Role of library in Career Guidance
1. Is there a career guidance cell in your college? Yes □ No □
If yes, do they organize seminars on career counseling, interview
technique, personality development, resume writing etc.? Yes □ No □
2. Have you attended the sessions? Yes □ No □
If yes, please give your opinion Excellent Good Adequate poor
Usefulness □ □ □ □
Content □ □ □ □
Presentation □ □ □ □
Competence of the staff □ □ □ □
3. Do you have sufficient information in the library regarding careers? Yes □ No □
4. Are the books on careers available in your library adequate for your needs? Yes □
No □
5. Are the periodicals on career available in your library adequate for
your needs? Yes □ No □
6. Does the library staff assist you to find career information in the library? Yes □
No □
7. Is there internet facility in the library? Yes □ No □
8. Do you browse the websites for career information? Yes □ No □
9. Do you expect any thing more from career guidance cell? Yes □ No □
If yes, please give your expectations
V. Role of librarian in Career guidance
1. Please give your opinion on the role of librarian in providing career guidance
. Rating scale 1-5
1 – Strongly agree, 2 – Agree, 3 – Moderate, 4 – Disagree, 5 – Strongly disagree
1 2 3 4 5
Librarian has immediate access to information
sources □ □ □ □ □
Librarian possess more information handling
techniques □ □ □ □ □
Librarian has knowledge of IT skills □ □ □ □ □
Librarian maintain more interaction with
students □ □ □ □ □
Librarian is always ready to help those who
approach □ □ □ □ □
Librarian encourage & helps students
according to their behavioral needs. □ □ □ □ □
Librarian inculcate enthusiasm and interest
for reading and upgrading □ □ □ □ □
Librarian provide a congenial environment for
students □ □ □ □ □
Librarian has courtesy and patience □ □ □ □ □
VI. Please feel free to give few suggestions for improving career information service
in your library
Thank you very much for your cooperation
Research Scholar