The purpose of this study was to evaluate the state of entrepreneurial education in library and information science programs and the influence that entrepreneurial education has on LIS students. The study adopted a descriptive research design approach. Both primary and secondary data was collected through questionnaires, observation and data review. The study population comprised of diploma and undergraduate students as well as alumni of LIS. The research data was analyzed through descriptive statistics and the results presented in tables. The findings showed that only basic entrepreneurship education was offered in LIS programs and not incorporated across all the years of study of a student. Entrepreneurship education was delivered in theory while practical experience was lacking. However, it was not conclusive from the study whether entrepreneurship education was taught by professionals or there were sufficient information resources to support teaching. The findings revealed that entrepreneurship education had little impact on student’s business skills, their potential of starting business, their attitude towards self-employment and their pursuit of personal economic venture or on their creativeness and innovation. The study recommends for entrepreneurship education to be aligned with the library practices and be offered throughout the study years of a student and be taught beyond the basics while incorporating practical lessons. It should also be handled by a professional with both entrepreneurship and LIS background and supported with information resources that are relevant. Entrepreneurship education should focus on adding business skills to a student, enhancing their creativity and innovativeness and creating a mindset and attitude of self-employment and business ventures. It further recommends that institution of higher learning should adopt strategies that can help to develop the entrepreneurial potential of students.
Library Philosophy and Practice (e-journal)
Wendo, D. R.
(2021). Developing Entrepreneurial Potential in Information Science Students: A Critical Review of LIS Training Programs in Kenya. Library Philosophy and Practice (e-journal), 5267.
Available at: https://ecommons.aku.edu/libraries/60