نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه علم اطلاعات و دانش شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.
2 استاد گروه علم اطلاعات و دانش شناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: Soft skills are among the most critical components considered in the curriculum of any academic discipline, particularly in Knowledge and Information Science. Accordingly, this study aimed to identify the most essential soft skills for academic success and career achievement among Knowledge and Information Science students.
Methodology: There are three major methodological approaches, each useful under specific circumstances; the nature of the research problem determines the appropriate approach. Since various factors influence curriculum design, making it inherently complex, and given the multifaceted nature of Knowledge and Information Science, a mixed‑methods approach was deemed the most appropriate for identifying the soft skills required in the Knowledge and Information Science curriculum.
Data collection included examining the websites of Knowledge and Information Science programs at the top 200 universities worldwide (based on the Webometrics ranking), analyzing YouTube videos from IFLA’s channel and lectures by renowned scholars, reviewing research publications indexed in the Web of Science, and conducting semi‑structured interviews with 30 Knowledge and Information Science experts, including PhD students and graduates across Iran. The data were extracted and analyzed using MAXQDA.
To ensure research validity, the study design was reviewed by several experts, and their suggestions were incorporated. Considerations such as paradigmatic legitimacy, data triangulation, methodological triangulation, researcher credibility, prolonged engagement with the data, and continuous observation were taken into account. Additionally, data verification and constant comparison techniques were employed to ensure research reliability. This comprehensive approach enabled the identification of soft skill components necessary for the Knowledge and Information Science curriculum.
Findings: The Knowledge and Information Science curriculum can be classified into three key skill categories: soft skills, hard skills, and research skills. This study specifically focused on soft skills, defined as non‑technical competencies that significantly contribute to success in various job roles.
The study identified 18 key soft skills, including flexibility, communication skills, public speaking, persistence/patience, acceptance, impartiality, sociability, lifelong learning, professional ethics, marketing skills or customer service, management skills, technological literacy, teamwork, independent work, curiosity and critical thinking, networking, interest in knowledge, culture and history, and meeting management. Notably, these skills are valuable across different roles and work environments, making them essential competencies for students. Consequently, they should be explicitly incorporated into the curriculum.
Conclusion: The curriculum should not prioritize theory and models alone; instead, curriculum designers must ensure that students acquire real‑world competencies, particularly soft skills such as communication and teamwork. Practical activities, including internships, participation in professional associations, collaborative research projects, classroom presentations, and multilingual courses, should be emphasized to enhance students’ soft skills.
Further research is needed to explore the importance of soft skills in Knowledge and Information Science and to provide practical guidelines for integrating soft skills development into Knowledge and Information Science education.
کلیدواژهها [English]
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