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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27. Watts, A.G. (2002) Career Guidance and Public Policy: Global issues and challenges OECD presentation to Pushing the Boundaries conference, Wellington, New Zealand Nov 2002

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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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15. Jalaja, V and Dineshan K. (1999). Libraries and information services in the electronic information era. Delhi: Indian Library Association

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17. Joshi, M.K. (1994-1995). Career guidance in libraries. Library Herald, 32(3/4), 161-166.

18. Lary, M.S. (1985). Career Resource Centers. Library Trend, 33(4), 501-512.

19. Lester, R.A. (1966). Manpower planning in a free society. Princeton: University Press.

20. McCormac, M.E. (1988). The use of career information delivery systems in the states. Journal of career development, 14(3), 196-204.

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22. McMahon, T.E. (1998). Career resources on the net. Information Outlook, May, p.12-14.

23. Norris, W. et al. (1972). The information service in guidance: for career development and planning. Chicago: Rand McNally College Publishing.

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25. Rosenberg, Morris. (1957). Occupations and values. Glencoe: FreePress.

26. Singh, Antarpreet. (2000). Searching job on the net. Competition Affairs, 8(1), 5-6. 27. 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

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31. Turner, Richard. (1979). Career information: a forgotten resource. Assistant Librarian, 72(7/8), 100-103.

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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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75. McKinnon, L.C. (2002). Community career services—23 years outside the box. Journal of Career Development, 28(3), 159-168.

76. Mikulec, D. (1999). Career information centers in libraries: Measurement of services awareness. Masters Research Paper, Kent: Kent State University.

77. Myers, G.E. (1941). Principles and techniques of vocational guidance. New York: McGraw Hill.

78. Niles, S. and Garis, J.W. (1990). The effects of a career planning course and a computer-assisted career guidance program (SIGI PLUS) on undecided university students. Journal of Career Development, 16(4), 237-248.

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82. Organisation for Economic Co-operation and Development. (2000). Learning to bridge the digital divide. Paris: OECD.

83. Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin.

84. Patton, W and McMahon, M. (2002). Theoretical and practical perspectives for the future of educational and vocational guidance in Australia. International Journal for Educational and Vocational Guidance, 2(1), 39-49.

85. Phillips, S. and Blustein, D. (1994), Readiness for career choices: planning, exploring and deciding. Career Development Quarterly, 43, 63-67.

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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