Development of Employability Framework through Skill-Discrepancy Method: A Perspective of LIS Interns and Librarians in the University of Peshawar, Pakistan

Abstract

Abstract This study aimed to suggest an employability skills framework based on perceptions of library and information science (LIS) Interns and librarians serving in the university of Peshawar, Pakistan. Adopting a quantitative approach and using the census population, this study was undertaken on librarians and LIS interns in the University of Peshawar, Pakistan. For data collection, self-administered questionnaires were distributed. Using Excel-based Mean Weighted Discrepancy Scores (MWDS), the Borich Need Assessment Model determined skill-discrepancies. Further, Quadrant Analysis Model was used for skills clustering that combined the perceived importance with the competence level of employability skills. This study established communication skills as the most important while time management as the least important constructs for employability and LIS curriculum. Additionally, out of seventeen, twelve skills were revealed mandatory for the employability of prospective LIS graduates and integration in the current curriculum. Further, cognitive abilities and data management skills were rated as low by both LIS graduates and librarians. Finally, an employability skills framework was proposed that clustered all validated skills into four categories namely generic, self-management, functional and auxiliary. This study assumes that skill-acquisition is the shared responsibility of educators, trainers, and graduates. The findings motivate LIS faculty to incorporate the validated skills in their lesson plans and organize training programs to impart such skills. Similarly, findings inform about employer-valued skills essential for entry-level jobs and encourage its acquisition. This study also attempts to align the LIS curriculum with job market demands that possibly diminish skill-mismatches.