Academic journal article Library Philosophy and Practice

Effect of Self-Concept, Knowledge Sharing and Utilization on Research Productivity among Librarians in Public Universities in South-West, Nigeria

Academic journal article Library Philosophy and Practice

Effect of Self-Concept, Knowledge Sharing and Utilization on Research Productivity among Librarians in Public Universities in South-West, Nigeria

Article excerpt


The hub of higher education in Nigeria is the universities. Sanyal (1995) stated that universities are institutions of higher learning which participate in the evolution of knowledge, provide facilities for teaching and research. The university library however, grows concurrently with their parent organization being an integral academic part of their parent organization. The university library is therefore a support system sets up to support teaching, research, promoting the publication of research work and community services (Okiy, 2000; Salaam and Agboola, 2002). Most of the research output in Nigeria occurs in the university. Indeed, research productivity has become essential for university success and academic's employment and promotion prospects for academic staff including librarians (Okiki, 2011). This is however true for librarians in the academic libraries because their promotion is tied to publishing and research. Therefore, in order to grow academically and professional wise, they need to undertake research and publish in reputable journals.

Research productivity in any university is a major index of a librarian's quality and the determinant of advancement in terms of prestige, recognition for creative thinking, promotion, salary increase and acceptability in the university setting (Edem, 1995; Ochai and Nedosa, 1998; Salaam and Agboola, 2002; Alemna, 1993; Bassey, U., Akuegwu B., Udida L. and Udey F.U. 2007). In addition, research output provides a good justification for librarians to become successful academics. This is so because research activity develops academic knowledge and as well reinforces the skills for effective knowledge transfer. The quality of research output among librarians in any university setting depends largely on quality and quantity of information resources at the university disposals as well as their self-concept.

Self-concept generally means the conscious reflection of one's own being or identity as object separate from other or from the environment (Huitt, 2009). The self-concept is an internal model which comprises self-assessments. The features assessed include but are not limited to: personality, skills and abilities, occupation(s) and hobbies, physical characteristics. Self-concept is the cognitive or thinking aspect of self (related to one's image) and it is generally refers to (Yahaya, 2009) as the totality of a complex, organized, and dynamic system of learned beliefs attitudes and opinions that each person holds to be true about his or her personal existence. Self concept according to McLeod (2008) is how we think about, perceive and evaluate one self. People with high self-concept see themselves set challenging goals and maintaining strong commitment to them. Many of the successes and failure that people experience in many areas of life are closely related to the ways they have learned to view themselves and their relationships with others (Purkey, 1988).

Lee (2000) pointed out that the knowledge and experiences of librarians are the assets of any library and should be valued and shared. This signified that knowledge is now being seen as an important asset for both the university libraries and personal growth of the librarians through their research productivity. Knowledge sharing involves knowledge access and dissemination (Yaghi et al., 2011). Tan, et al. (2010) defined knowledge sharing as an activity of disseminating information, values and ideas about the perception between two parties to agree or disagree. The two parties could be between and among librarians within the organization. Petrides and Nodine (2003) opined that knowledge sharing is known as the essential components of the knowledge management process in association with the exchange of information and transferring of knowledge among librarians.

Abell and oxbrow (2001) argued that the research productivity at times depend on how people share their competences with those who can use it. …

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