Investigating disciplinary differences in the use of electronic journals by academics in Zimbabwean state universities |
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| Institution: | 1. P. O. Box 7, Miki-cho post office, Ikenobe 3011-2, Kagawa-ken 761-0799, Japan;2. 805 TRU Way, Department of Economics, Thompson Rivers University, Kamloops, British Columbia V2C 0C8, Canada;1. Department of Information and Communication Studies, University of Granada, Spain;2. Department of Library and Information Science, Carlos III University of Madrid, Spain;3. Academic Librarian, São Paulo University, Brazil;1. Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong;2. Faculty of Library, Information & Media Science, University of Tsukuba, Japan;3. School of Business and Public Administration, University of Guam, Mangilao 96923, Guam;4. Dept. of Information Management, Peking University, Beijing, China;5. Mount Allison University, Sackville, New Brunswick, Canada;6. Clark County Public Library, KY, USA |
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| Abstract: | The study investigated disciplinary differences in the use of electronic journals by academics at three state universities in Zimbabwe. The study employed a quantitative approach using a survey research design. Data were collected through structured questionnaires that were administered to a sample of 363 academics. The sample drew from all disciplines at the targeted institutions. The response rate was 58.4%. Findings showed that there were disciplinary differences in awareness, use, and possession of technological skills needed to utilise electronic journals. Academics from agriculture and environmental science, engineering, medicine, and science and technology were more aware of the resources, used them more, and possessed better technological skills than their counterparts from arts and humanities, social sciences, and commerce. The study provides important insight to university librarians regarding the policies, practices, and strategies of promoting full use of electronic journals to academics rooted in different disciplines that respond differently to the resources. |
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