Institutional equilibrium and curriculum reform in library and information science education: Evidence from Tanzania

Joseph Daudi

doi:10.59645/tji.v6i1.523

Authors

Joseph Daudi Institute of Accountancy Arusha

DOI:

https://doi.org/10.59645/tji.v6i1.523

Keywords:

Library and information science education, curriculum implementation, punctuated equilibrium theory, mixed methods research, higher education, Tanzania

Abstract

Library and Information Science education plays a critical role in strengthening information governance, knowledge management, and research capacity in contemporary digital societies. Globally, Library and Information Science programmes are under pressure to reform curricula in response to technological transformation, artificial intelligence, and data-driven information environments. This study examined the challenges shaping the development and implementation of Library and Information Science curricula in Tanzania, with particular attention to how conditions of institutional equilibrium influence curriculum reform processes. Guided by Punctuated Equilibrium Theory, the study adopted a convergent parallel mixed methods design involving academic staff and academic department heads from seven higher learning institutions offering Library and Information Science programmes in Tanzania. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through thematic analysis and integrated during interpretation. The findings revealed that rigid accreditation systems, limited institutional autonomy, inadequate ICT infrastructure, and insufficient capacity among academic staff constrain curriculum reform. The study concludes that institutional equilibrium continues to slow meaningful curriculum transformation. It recommends more flexible curriculum governance, stronger stakeholder participation, and sustained investment in staff development and technological infrastructure.

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