The document summarizes a feasibility study conducted on establishing graduate programs in information management at Zayed University in the UAE. It finds there is strong support from potential employers for such a program to address workforce needs. A survey found over 1,000 Emirati students interested annually in such studies. However, there are reservations around student interest in library careers and understanding of the field's value. Issues confronting such a program include the small existing LIS workforce in the UAE, challenges around academic and professional accreditation standards, and need for further research.

1. Feasibility study:
Graduate Programs in
INFORMATION MANAGEMENT
at Zayed University, UAE.
Dr. Janet Martin
Back to School Forum - ABCs of MLIS
Qualifications: A Global Perspective
January, 2014.

2. Zayed University
Feasibility Study, 2013.
Office of Graduate Studies undertook a
consultancy to investigate the feasibility of
establishing a
Graduate Certificate or Masters level
library and information studies qualification
at ZU.

3. Impetus for establishing LIS in the UAE
1. Building a knowledge economy.
For example:
UAE Vision 2021
Abu Dhabi Economic Vision 2030
UAE in the Global Knowledge Economy
Arab Knowledge Report 2010/11
2. Historical Impetus.
Several attempts to initiate MLIS programs at ZU in 2009/10.

4. Impetus for establishing LIS in the UAE
3. Development of research capacity within the UAE.
For example:
National Research Foundation
4. National recommendations or mandates for
establishing information services.
For example:
Federal Law No. (7) for 2008 re NCDR
CAA licensing for higher education
KHDA and ADEC handbooks and strategic plans
5. Emiratisation of the UAE workforce*
For example:
Emiratisation Plan in Federal Government Sector & Mechanism for Coordination and Followup (2010-2013)

5. Impetus for establishing LIS in the UAE
6. Paucity of options for obtaining professional
qualifications in information management in the UAE
in most locations.
This is not an available career path for most Emiratis, despite the push
for Emiratisation in this field (as well as in other vocations).
7. International imperative for non-traditional LIS
professionals.
Wide recognition of need for technological, flexible and transferrable
skills.

6. Data Collection
Quantitative data collection included:
Completed survey by 699 potential students in the UAE. Student
surveys were distributed through as many library and information
services and networks as possible (after ethical clearance), though
notable exceptions were HCT and UAEU, despite great effort to
include them.
Separate completed survey by 28 potential employers in the UAE and
Qatar. Employer responses were largely from higher education,
school and archival services. HCT and UAEU were included here.
Qualitative data collection:
30 personal interviews with potential employers in the UAE.
Several potential employers also sent in lengthy personal viewpoints
on this topic via email

7. Data Analysis – Employers
Almost without exception, there was
strong support within the library
community for the development of an
internationally recognized, good quality
LIS program at ZU.

8. Data Analysis – Employers
“The lack of an accredited MLS program
in the UAE is a real problem
as we would like to recruit well-trained,
well-educated Emiratis
for library positions.”

9. Data Analysis – Employers
“There is a strong need for bilingual
Arabic/English speakers and library
professionals who can catalog Arabic
books.”

10. Data Analysis – Employers
Reservations were expressed by some
potential employers about:
• Desire of Emirati students to work in
libraries/archives
• Understanding within the UAE about
the value of libraries/archives

11. Data Analysis – Employers
“The librarianship profession
is not well understood,
even within the organization.”
“Due to perceived low pay,
too long working hours,
and lack of child care facilities,
[Emirati] staff resigned in favor of
better paying government jobs.”

12. Data Analysis – Employers
“Libraries in government schools are often
locked, poorly resourced, and lucky to
have any staff at all. Staff are often
failed teachers… There is usually no
teaching, and no computers or internet
in these libraries. They are just a babysitting service when used at all.”

13. Data Analysis – Students
SAMPLE of 699 potential students
86% Emirati
54% lived closer to Abu Dhabi than Dubai
45% “interested” or “very interested” in
undertaking further studies in LIS
50% of these interested in Masters level
66% of these would begin within 2 years

14. Data Analysis – Students
SUMMARY?
Over 1,000 Emirati students per year are
potential candidates for graduate studies in the
information management field in the UAE.
Most interested in Masters level.
Most interested in higher education, archives,
government or company employment.

15. Zayed University
Implementation
Reservations
1. “Location” of the program within the academic
structure
2. Need to determine a US partner program
3. Lack of understanding of LIS value within university
management, and by students
4. Need to have a financially viable program – are
there “guaranteed” cohorts/ are Emirati students
willing to work in this profession?

16. Issues confronting MLIS education in
the UAE at present?
1. Size of LIS population in the UAE
Compare the estimated number of LIS workers and libraries in
several developed countries, to a very rough estimate in the
UAE (based on this feasibility study research):

17. Issues confronting MLIS education in
the UAE at present?
2. Academic and Professional accreditation
IFLA Conference 2000, CIRT researchers reported on their quest
for establishing international LIS education standards.
“No worldwide approved standards for LIS
education, and no formalized methods for
determining the equivalency of LIS
qualifications between different countries.“

18. Issues confronting MLIS education in
the UAE at present?
2. Academic and Professional accreditation
Academic accreditation: there was great flexibility and
interpretation involved in deciding on academic accreditation of
particular courses. Definitions of what makes good practice in
LIS education vary greatly. There was no single way to identify
school or program excellence.
Professional accreditation: In many countries LIS qualifications
were academically accredited, but not professionally accredited
(that is, accredited by a professional library or information
association within that country).

19. Issues confronting MLIS education in
the UAE at present?
3. Working together
Competition divides
Ideas for the future?
Communication
Independent Stakeholders
Professional Association
Community of Practice
….?

20. Issues confronting MLIS education in
the UAE at present?
4. Need for more research!
What is needed?
How can it be funded?
Who can do it?
How can results reach the right ears?
…..

21. References – LIS in the UAE
Dr. Janet Martin January 2014.
Abu Dhabi Education Council. (2009). Strategic Plan. Retrieved 29 May, 2013, from
http://www.adec.ac.ae/en/Education/P12Education/Pages/Strategic-Plan.aspx
American Library Association. (2014). Standards, process, policies and procedures (AP3). from
http://www.ala.org/accreditedprograms/standards
Arab Knowledge Report 2010/2011. (2010). Dubai, UAE: Mohammed Bin Rashid Al Maktoum Foundation (MBRF) and The United
Nations Development Programme / Regional Bureau for Arab States (UNDP/RBAS).
http://204.200.211.31/Update_March_2012/AKR%202011/AKR_%20English.PDF
Commission for Academic Accreditation. (2011). Standards for licensure and accreditation, 2011 (pp. 1-63). Abu Dhabi, UAE:
Ministry of Higher Education and Scientific Research.
Commission for Academic Accreditation. (2012). Extracts from the Qualifications Framework Emirates Handbook: Emirates
handbook and implementation of QFEmirates in higher education. Abu Dhabi, UAE: Ministry of Higher Education and
Scientific Research.
Comparative international statistics for LIS organizations and workers from: INCITE 34 (5), May 2013, p.32
Dalton, P., & Levinson, K. (2000). An investigation of LIS qualifications throughout the world. Paper presented at the 66th IFLA
Council and General Conference, Jerusalem, Israel. http://archive.ifla.org/IV/ifla73/papers/151-Saw_Todd-en.pdf
Emirates Competitiveness Council. (2011). The UAE in the global knowledge economy: Fast-forwarding the nation Policy in Action
(Vol. 1, pp. 1-12). Dubai, UAE.
Federal Authority for Government Human Resources. (2011). Emiratization plan in Federal Government sector & mechanism for
coordination and follow-up (2010-2013) (pp. 1-62). Abu Dhabi, UAE: The Federal Authority for Government Human
Resources.
Gerolimos, M. (2009). Skills developed through library and information science education. Library Review, 58(7), 527-540. doi:
10.1108/00242530910978217

22. References – LIS in the UAE
Dr. Janet Martin January 2014.
Government of Abu Dhabi. (2008). Abu Dhabi Economic Vision 2030 (pp. 1-146). Abu Dhabi: Executive Council of the UAE.
Knowledge and Human Development Authority. (2012). Inspection handbook 2012-13: Dubai Schools Inspection Bureau (pp. 186). Dubai, UAE: Government of Dubai.
Martin, J. (2013) Technology, education and Arab youth in the 21 st century: A study of the UAE. (Doctoral dissertation, University
of Queensland, Brisbane, Australia). Retrieved from http://drjanetmartin.wordpress.com/research/
Martin, J. (2013) Feasibility study: The development of Graduate Programs in Information Management at Zayed University,
UAE. Unpublished Report, Zayed University, UAE. Retrieved from http://drjanetmartin.wordpress.com/projects/
National Center for Documentation and Research. (2008). Federal Law No. ( 7 ) for 2008 On National Center for Documentation
and Research Abu Dhabi, UAE: Ministry of Presidential Affairs, UAE.
National Research Foundation. (2008). NRF at a glance. Retrieved May 29, 2013, from http://www.nrf.ae/
Partridge, H., Hanisch, J., Hughes, H., Henninger, M., Carroll, M., Combes, B., . . . Yates, C. (2011). Re-conceptualising and repositioning Australian library and information science education for the 21st century (pp. 161). Sydney: Australian Learning
& Teaching Council.
Quality Assurance Agency for Higher Education. (2014). QAA: Safeguarding standards and improving the quality of UK higher
education. from http://www.qaa.ac.uk/Pages/default.aspx
UAE Vision 2021. (2011). Retrieved 9 October, 2012, from http://www.vision2021.ae/home-page.html