POWER AND AUTHORITY IN THE ADMINISTRATION OF COLLEGE...

Annals of Library Science and Documentation 1987,34(3),77·89

POWER AND AUTHORITY IN THE ADMINISTRATIONOF COLLEGE OF EDUCATION LIBRARIES IN NIGERIA

Describes the results of a project undertakento study tbe administrative structures of Nige-rian college of education libraries and thepowers and authorities of their head librarians.A mail questionnaire was used in data collec-tion. The results show that in most colleges thelibrary is accorded the same status as an acade-mic department and the College Librarian isdirectly accountable to the Principal or Provost.Most college librarians have inadequate execu-tive powers and this has adverse effects on thequality of library services in the colleges. SUI{-gestions are made for improving the situation.

INTRODUCTION

The systems approach to organization theory(Theory z or Theory Alpha and Omega) believes"that organizatior 11 effectiveness depends onrecognizing and adapting to many variable andinterdependent factors" [1] . Katzell identifiedfive interacting, situational variables as factorsthat determine appropriate organizational struc-ture and management style to be adopted inany organizational - viz. size of the organiza-tion (number of people); degree of interactionand interdependence of members of the organi-zation; personality of members; degree of con-gruence between goals of the organization andthose of members; and level of decision making[2]. To these five Sisk added a sixth factor, thestate of the system [3] .

One area of organization in which the abovefactors play a prominent role relates to powerand authority. Authority has been defined byPresthus as "the capacity to invoke compliancein others on the basis of formal position andany psychological rewards, inducements orsanctions that may accompany formal posi-tion." In contrast, "The capacity to invokecompliance without relying on formal role orsanctions at its disposal may be called influence"[4].

Vol 34 No 3 September 1987

BRIGGS C NZO'ITADepartment of Library,Archival & Information StudiesUniversity of IbadanIbadanNIGERIA

Evans defines power as "the degree towhich sanctions are available without regard toposition or office". In other words, "Authorityis the right to do something.-power is the abilityto do something" [5] .

There is always an interplay of authority,influence and power in any organization. Ofthese three, influence, which does not rely onformal roles or' sanctions can hardly be effec-tively controlled by conscious effort officiallyexerted. Therefore, authority and power are ofgreater interest to management. These twoelements are also so closely interrelated that it isdifficult to separate them. They normally gohand in hand and consequently the terms tendto be used synonymously.

Managerial problems and conflicts do arisefrom the distribution and exercise of power andauthority in establishments of all kinds. Suchconflicts may occur between persons, groupsof persons, departments or other units withinthe organization. When they occur, they hamperthe effectiveness and smooth running of theorganization. It is, therefore, necessary that thepowers and authorities of individuals and unitsin an organization should be clearly defined.Organization charts, job descriptions and jobspecifications are partly intended to preventdysfunctions likely to arise from conflicts ofpower and authority.

The organizing and functioning of virtuallyevery institution depends largely on delegationof authority. In theory, the head of an insti-tution has all the power and authority for themanagement of the institution. Since he cannotcarry out this responsibility alone, he sharesout part of his authority and power to subordi-nates and subunits of the organization to enablethem to execute whatever part of his responsi-bility he entrusts or delegates to them.

Delegation of authority raises the issue ofdecentralization (of power and authority)within the organization. As Rosemary Steward

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has noted, "One of the most difficult decisionsto be made in planning an organization is howmuch decentralization there should be"[6].In other words, management has to decide howmuch power and authority (to make decisions)individuals and units within the organizationshould have. The principle of parity of authorityand responsibility, as described by Sisk," is agood guideline in- determining this. It statesthat "For effective delegation [of authority],the authority granted to a subordinate must beequal to the responsibility assigned to him"[7].Too little authority makes a subordinate in-effective, while he is likely to abuse authoritythat is much more than his responsibility.

In the library field, problems of power andauthority are most evident in libraries that aresubunits of larger organizations. These includeacademic, school and special libraries. Herethe head librarian sometimes may not be givenadequate powers and freedom to administerthe library. Instead of the library managementbeing granted a reasonable measure of autonomyfor effective operations and service, the initia-tive and independence of the head librarian andhis staff may be fettered, or even smothered,by bureaucratic red tapes and other attempts bythe supervisory body or official to assert somesuperiority over the head librarian and his staff.

In Nigeria, the foundation for establishingthe administrative pattern of university libraries,including the power and authority of the uni-versity librarian, was solidly laid by the pioneeruniversity librarian in the country, John Harris.As the first university librarian of the premieruniversity, i.e. University of Ibadan, he ensuredthat the university librarian was both statu-torily and in practice recognized as one of theprincipal officers of the university [8]. Subse-quent Nigerian universities have followed asimilar pattern of statutorily defining the status,functions, power and authority of the uni-versity librarian. In practice, university libra-rians in Nigeria have also enjoyed a reasonablemeasure of autonomy in administering uni-versity libraries. For instance, they are responsi-ble for preparing annual budgets for their libra-ries and presenting these for approval by theappropriate university authorities. Then theyhave free hand in spending the funds approvedand allocated to the libraries.

The powers and authorities of Nigerianuniversity librarians have been further streng-thened through the establishment and applica-

78

tion of various standards of practice for uni-versity libraries. For instance, based on Ameri-can, Australian and British standards for uni-versity libraries, the National UniversitiesCommission (of Nigeria) recommended thatfive per cent of a university's total budgetshould be allocated to the university library [9] .Thus this standard gives great leverage to uni-versity librarians in asking for better fundingfrom university authorities.

The case of other Nigerian academic libra-ries and special libraries is quite different fromthat of university libraries. The power andauthority of their head librarians have not beenestablished on such a solid base, either throughlong tradition or legal enactment. This projectwas, therefore, undertaken to study the adminis-trative structures, and the powers and authori-ties of the head librarians of one type of thesesmaller libraries, i.e. the college of educationlibraries.

METHODOLOGY

The mail questionnaire was used in collectingdata for the study. Questions were designed tocollect background information about the col-leges and their libraries, management of thelibraries, authorities of the head librarians withregard to recruitment, promotion and disciplineof library personnel and management of thefinances of the libraries. Respondents were alsorequested to identify the major problems facedby the libraries in the areas of administrationand finance. The questionnaire was pre-testedby visiting three colleges of education andrequesting the college librarians to completeand make suggestions for improvement of thequestionnaire. The questionnaire was revisedaccordingly.

There is no comprehensive directory oflibraries in Nigeria. Therefore, another sourcehad to be found for selecting the sample for thisproject. One of the publications of the NationalYouth Service Corps Directorate, the agencyresponsible for organizing the one-year nationalservice for university graduates, holders of theHigher National Diploma from polytechnicsand (until 1985) holders of the National Certi-ficate of Education from colleges of education,is an instruction manual for prospective candi-dates for the national service on how to com-plete the personal data forms sent to them[10].Among other things, the manual lists all edu-

Ann Lib Sci Doc

MANAGEMENT OF LIBRARIES IN NIGERIA

cational institutions in Nigeria from whichcandidates are expected. Before an institutionwas listed in the manual, it must have beenfull-fledged and at least ready to turn out itsfirst batch of qualified students in 1983 whenthe issue of the manual used for this study wasproduced. Thus, all the 36 colleges of educationlisted had been in existence for at least threeyears. This minimum period would afford acollege some time to develop and consolidatethe administrative pattern of its library, it wasreasoned.

A copy of the questionnaire, a coveringletter, and a self-addressed and stamped en-velope were mailed to the college librarian ofeach of the 36 colleges of education. After amonth, a reminder and another copy of thequestionnaire were sent to each of the non-respondents. At the end of the second month29 responses were received.

BACKGROUND INFORMATION

There are between 45 to 50 colleges of educa-tion in Nigeria. These are tertiary level academicinstitutions for the training of secondary schoolteachers. Some .of these colleges are owned by

the Federal Government of Nigeria while othersare owned by various state governments.

The basic programme of a college of educa-tion is a three-year course leading to the awardof the National Certificate of Education. A fewof the large and well-established colleges withadequate facilities have also been approved tooffer courses leading to the award of bachelor'sdegrees in education. All colleges of educationare affiliated to various universities whichmoderate their educational programmes andensure that adequate standards are maintained.The colleges award the degrees and certificatesof the universities to which they are affiliated.

In addition to the two main courses men-tioned above, which colleges of education offer,some of them run preliminary or remedialcourses for candidates who do not have theminimum requisite qualifications for admissionto the main courses. This one-year course pre-pares such students adequately for admissionto the main programme. A few other collegesoffer one-year full time or two-year part timeassociate certificate or diploma in educationprogrammes for primary school teachers.

Table 1 gives some of the backgroundfacts about the colleges of education in the

Table 1Background Facts About the Colleges

(a) Ownership (d) Teaching StaffNo. of staff

Federal colleges 9State colleges 20 26 . 50 5

51 . 100 829 101 • 150 5

151 . 200 3201 . 250 1No response 7

(b) Date of Establishment 29Date

1961 . 1969 5 (e) Library Staff1970 . 1979 141980 6 (I) No. ofNo response 4 Librarians

29 1 102 83 64 35 1

Student Enrolments6 1

(e)No. of students 29

301 • 500· 3 (ii) Other Staff501 . 1000 7 No~of other staff

1001 . 2000 112001 . 3000 6 6 . 10 113001 . 4000 1 11 ; 20 74001 • 5000 1 21 . 30 6

Over 30 329

29

Vol 34 No 3 September 1987 79

study group. Nine of the 29 colleges whoselibraries sent in replies are owned by the FederalGovernment while 20 are owned by stategovernments. The colleges are located in allparts of the country. Of the 25 that indicatedwhen they were established, five were establish-ed in the 1960s, 14 in 1970s and six in 1980.

The total student populations of the collegesranged from 328 to 4,713, the mean was 1594.The student populations of majority (17),however, ranged from 1,001 to 3,000. Moststudents are those reading for the NationalCertificate of Education. Only eight collegesoffer a first degree (bachelor of education)programme. Two colleges had associate certifi-cate/diploma programmes, while 14 had preli-minary /remedial programmes. The teaching staffin the colleges ranged from 26 to 250 and themean was 113. However, the staff in majorityof the colleges (that showed their staff stren-gths) were between 50 and 1 nO.

Four colleges have two campuses each, whileone has three campuses. Every campus has abranch of the college library established there.Fourteen main campuses have no permanentlibrary buildings while only one of the branchlibraries has a permanent library building.

Ten of the libraries had one librarian each onits staff, eight had two librarians, six had threelibrarians, three had four librarians, while twolibraries had five and six librarians respectively.Other staff in each of the libraries varied fromsix to 33. The mean was 14.

THE PLACE OF THE LIBRARY

The first major task was to determine theplace of the library in the administrative struc-ture of each college. To a large extent thepower and authority of the college librarianwill depend on the place of the library in theoverall administrative structure of the college.Table 2 shows the status of the libraries.

In 22 cases the library is accorded the statusof a department in the college. In three otherinstances the library has the status of a facultyor division. Thus, the library was placed on ahigher pedestal than an academic department.However, in one college the library has the sta-tus of a subunit of an academic department(Department of English). Three libraries did notindicate their status.

Following naturally from the above is thequestion as to whom the college librarian re-

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ports to or is directly accountable for his res-ponsibilities (Table 3). It was found that thecollege librarian is directly accountable to thePrincipal or Provost in 22 colleges. He .reportsto the Vice-Principal or Deputy Provost inthree colleges to the Registrar in two, and tothe Head of Department of English in one. Onerespondent did not answer this question. Inmost colleges the college librarian is directlyresponsible to the chief executive, the Provost orPrincipal. It ensures that the college librarian hasdirect access to the head of the institution in pre-senting all matters relating to the library. In thisway, unnecessary delays that may result frompassing through intermediary officials in present-ing library matters before college authorities areeliminated. It is pertinent to note, however,that this system may be slightly disadvanta-geous if the Principal or Provost has a large spanof control, many subordinate officials reportingdirectly to him. He may then not have suffi-cient time for library matters.

The issue of the status of college librariansmight be appropriately examined at this junc-ture. The question as to whether librariansshould be accorded academic status is always

Table 2

Status of the Libraries

Status Number ofLibraries

(a) Department(b) Faculty or Division(c) Subunit of a Department(d) No response

22313

Table 3

Accour.tability

College Librarian's Boss Number ofLibraries

(a) Principal or Provost(b) Vice Principal or Deputy

Provost(c) Registrar(d) Head of Department(e) No response

22

3211

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a thorny issue in virtually every academicinstitution allover the world. It never seems tobe permanently resolved and there is never anyconsensus on the matter anywhere.

One would think that since majority of theNigerian college librarians are directly responsible to the Provost, Principal or their deputiesand only very few to the Registrar, they wouldbe accorded academic status in the same propor-tion. Evidence from the study (Table 4) showsthat there is still considerable uncertaintyabout the status of librarians in Nigerian colle-ges. In twelve colleges, librarians are regardedas administrative staff, in seven as academicstaff, in four they are regarded as both academicand administrative staff, while in one collegethey are placed "somewhere in between"both categories of staff.

POWERS OF COLLEGE LIBRARIANS

To determine the actual authorities of thecollege librarians they were requested to describe their powers with regard to the followingadministrative functions: staff recruitmentpromotion, . discipline and the finance andexpenditure of the library.

The powers of college librarians vary widelyin the area of staff recruitment. Howeverthree broad categories of authority can be iden-tified as shown in Table 5. In seven colleges itwas claimed that the college librarians have nopower whatsoever in the recruitment of librarypersonnel. Unfortunately the questionnaire didnot go further to find out who determines thepersonnel needs of the libraries in such a situa-tion because it was not foreseen that a situationwould exist where college librarians would havevirtually no say in the appointment of librarystaff.

The situation in the second category oflibraries is' slightly better than in the first Inthese ten libraries the college librarian makesrecommendations about his staff requirementsto the appropriate authority which is responsi-ble for the actual recruitment. Then he playslittle or no role in subsequent actions to re-cruit the staff.

In the remaining twelve libraries the collegelibrarian plays a more dynamic role. He is amember of the college's Appointment Com-mittee or whatever body responsible for recruit-ment. He is consulted and he advises at everystage of the recruitment exercise. He sits on the


interview panel where he may be the main inter-viewer or have the final say.

It seems generally college librarians havegreater authority in the promotion of librarypersonnel than in their recruitment (Table 6).It was claimed in only three instances that thecollege librarian has no powers at all in thearea of staff promotion. In all the other librarieshe is responsible for the appraisal of librarystaff and recommending them for promotion.In fact, in one instance he makes the finaldecision about promotion.

Table 4

Status of Librarians

Status Number ofLibraries

(a) Administrative staff 12(b) Academic staff 7(c) Both academic and administrative

staff 4(d) Unclearly defined status 1(e) No response· 5

T.:able5

Powers of College Librarians in Recruitmentof Staff

Power No.

(a) No power or role 7

(b) Only makes recommendationsabout staff requirements 10

(c) Plays active role in therecruitment process 12

Table 6Powers of College Librarians in Promotion

of Staff

Power No.

(a) No power at all in promotion 3

(b) Appraises and recommends staff forpromotion 25

(c) Has overall power and finaldecision in promotion 1

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Finance and expenditure is another areawhere a good number of college librarians seem (a) Little or inadequate powerto have adequate authority. As some of themdescribed their positions: (b) Adequate or reasonable power

A. The college librarian is free to spend thelibrary vote as judiciously as possible.

As reflected in Table 7, college librarianshave varying degrees of authority in discipliningtheir staff as well. In six colleges they havelittle or very limited powers. In the other casesthey are fully responsible for staff discipline.Serious cases have to be referred to higherauthorities. In the larger institutions there arestaff disciplinary committees and college libra-rians are members of the committees.

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decided that three per cent of the college'stotal budget should be allocated to it.

Table 7

Powers of College Librarians inDisciplining ofStaf]

Power No

6

23

Table 8

B. The college librarian is empowered to Financial Powers of College Librariansspend money subject to the financialregulations of the college. Adequacy of Powers No.

14C. The college librarian in consultation (a) Adequatewith the library committee plans thebudget and defends it before the college (b) Inadequatecouncil.

Some other college librarians 00 not haw somuch liberal authority in financial matters.Some of their complaints ran thus:

A. The college librarian has no control overfinance and expenditure. He takes direc-tives from the Provost.

B. All financial matters are subject to theapproval of the Principal.

C. Finance is controlled by the Principal.

Of the 25 respondents who indicated theirpowers in financial matters 14 felt they haveadequate authority while the other 11 do nothave. (Table 8).

One factor that could enhance the powers ofa librarian in financial matters is the adoption ofa formula in the allocation of funds. Only threelibraries have used this technique. In one fiveper cent of the recurrent expenditure of thecollege has been recommended for the library.In the second four per cent of the recurrentexpenditure was recommended. However, theactual amount allocated to this library hasbeen 3.5 per cent. For the third library, it was

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11

(c) No response 4

It is doubtful whether any of the abovelibraries has at any time received such handsomevotes. A more pragmatic approach was adoptedin another college where it was decided that afixed sum of thirty thousand Naira (aboutUS $45,000 or 25,000 sterling) be allocatedto the library annually.

Though there were more college librariansthat claimed to have adequate powers in finan-cial affairs than those that felt inhibited, thisfact has not been reflected in the actual fundingof the libraries. Virtually all respondentscould not show their capital and recurrentexpenditures for the past three sessions as re-quested. Nor could they show those of theirparent bodies, the colleges. That so manyrespondents failed to produce these figurescould not simply be attributed to their desireto treat such information as secret or confi-dential. It may rather reflect the fact that theydo not have full control over the finances oftheir libraries and may not even know exactlyhow much money is allocated to the librariesannually and how it is spent.

Furthermore the respondents were asked toindicate the adequacy of the funding of theirlibraries. (Table 9) Only one considered his

Ann Lib Sci Doc


library's funds very adequate and six just ade-quate. Thirteen respondents considered theirlibraries financing inadequate and nine grosslyinadequate.

Similarly each respondent was requested toshow the amount of freedom or autonomythe College Librarian possesses in the adminis-tration of the library (Table 10). In seven casesthe College Librarian was said to have muchfreedom, in fourteen cases adequate freedom,in. four instances little freedom, and in threevery little freedom.

Such optimistic views about their powersexpressed by majority of the respondents donot seem to be borne out by the inadequatefunding of the overwhelming majority of thelibraries. In addition majority of the respon-dents (15) admitted in the questionnaire thattheir libraries are not accorded a proper placeof importance in the administration of the Col-leges.

Table 9

Adequacy of Funding of College Libraries

Adequacy of Funding

(a) Very adequate

(b) Just adequate

(c) Inadequate

(d) Grossly inadequate

Table 10

Administrative Freedom (Autonomy) of CollegeLibrarians

Level of Freedom No.

(a) Much freedom 7

(b) Adequate freedom 14

(c) Little freedom 4

(d) Very little freedom 3

(e) No response 1


ADMINISTRATIVE AND FINANCIAL PROB-LEMS

The College Librarians were finally asked todescribe the difficulties their libraries face inthe areas of administration and finance. Thoughadministrative and financial problems may bevery closely interwoven it would seem thatmost respondents face more financial than ad-ministrative difficulties. Over half of the respon-dents identified inadequate funding as theirmajor problem. This is further compoundedby the way the funds are administered. Assome of the respondents expressed the problem:

A. Inability to operate approved estimatebecause the college has 'one line bud-get from the state government.

B. There is no separate departmental votefor the library

C The vote allocated to the library is notwhat is actually made available What ismade available is always grossly inade-quate it is usually a small percentage ofthe approved budget.

No. D The library's approved budgets are justonly on paper the money is not alwaysreleased to the library for efficientpervormance.

1

6

13 Another related difficulty highlighted by agood number of respondents is their lack ofgeneral administrative autonomy and the libraryor librarian not being accorded a befitting statusby college authorities. A respondent summarizedthe situation thus.

9

The library does not enjoy autonomy inmatters relating to staffing no imprestaccount; the library does not enjoy a prideof place in the academic life of the college.

Another respondent described it as 'lack ofdefined position of the Librarian within theadministrative set-up of the college' .

Several respondents pointed out that theirlibraries are faced with the problem of shortageof professionally qualified staff, librarians.Other problems noted by one or two respon-dents in each case are inadequate accommoda-tion gross indiscipline of junior staff, and long

83

delay in settlement of bills sent oy overseassuppliers of library materials.

CONCLUSION

This survey shows that power and authority inthe administration of Nigerian college of educa-tion libraries do not lie absolutely with the col-lege librarians. Most of these library executivesare inhibited to some degree in the exerciseof their powers. They need considerable amountof autonomy to be able to perform effectively.

The problem of inadequate executive powersgranted to most college librarians is compoun-ded by other factors some of which may bethe root causes of the inadequacy. First amongthese is the fact that the managements andprobably the communities at large of thesecolleges have not fully realized the importanceof library services in the performance of theirfunctions. Consequently the libraries and librarians are not given due recognition andbefitting status in the administrative structuresof the colleges. In some cases the position ofthe librarian is not clearly defined . .Furthermore,not only are most libraries inadequately financ-ed but also many librarians do not have theauthority to independently administer thebudgets allocated to their libraries

The insufficient power and authority of thelibrarians have certainly affected the level andquality of library services in these collegeseither directly or indirectly. The libraries areunable to attract adequate funds for theirservices. Consequently insufficient staff mostof whom are not trained, are recruited. Thelibraries have small collections which are notable to support the academic programmesof the colleges. Most libraries do not haveadequate accommodation. The libraries arenot open for as long as users would want and thelevels of services are generally low.

To improve the above situation, it is suggest-ed that the status and functions of college li-braries and college librarians should be clearlyspelt out in the statutes establishing the collegesas in the case of Nigerian universities. Librariesneed to have separate votes which collegelibrarians have full authority to administerindependently, provided they operate withinthe financial regulations of the colleges and areaccountable for this responsibility. Obviouslythe libraries deserve to be adequately funded.Similarly college librarians should have suffi-

84

NZOTTAcient executive powers in other vital adminis-trative matters like recruitment, promotion anddiscipline of staff.

The college librarians themselves have amajor role to play in enhancing their power andauthority and the effectiveness of their libraries.Among the factors earlier identified as determi-ning organizational effectiveness are degree ofinteraction and interdependence of membersof the organization and the personality of themembers. In other words the personal charac-teristics and behaviour of college librarians andtheir staff can contribute to their effectivenessand achievements

In this regard Evans' description of themethods by which authority is legitimatized isrelevant [11]. Most institutional authorityresides in the formal position or office ratherthan in the person holding the office. Throughsocialization, members of an organization aretaught to accept the authorities attached tovarious positions. Usually" these positions areranked so that a hierarchical pattern of autho-rity exists in every organization. Thus throughsocialization and formal role and rank autho-rity is legitimatized.

However, besides these two processesauthority can be legitimatized and enhancedthrough the validation processr A person shoulddemonstrate the ability to hold his office andexercise authority through his technical exper-tise. In other words; college librarians have toput their professional knowledge and skillsinto active use to be respected.

Finally leadership which depends on per-sonal qualities as distinct from professionalskill could be a great asset to college librarians.The demonstration of these personal qualitiesshould not be limited to the library. The libra-rian as a key member of the college communityshould be able to interact with and influencea large section of the community especiallythose in authority. Excellent public relations,tact and diplomacy are qualities which willenhanced the position image and authority ofthe librarian. An academic librarian should notbe seen as an introverted, bookish recluse butrather more as an extroverted intelligent,sociable, and political professional.

REFERENCES

1. Sisk H L: Management and organization. 2nd ed.Cincinnati. South-Western Publishing Co., 1973.

Ann Lib Sci Doc


2. Katzell R A: Contrasting system of work organi-zation. American Psychologist 1962, 17,102-108.

3. Sisk H L: Op.cit.

4. Presthus R B: Authority in organization. InMallick S and Van Ness E H, eds: Concepts andissues in administrative behaviour. EnglewoodCliffs, N.]., Prentice-Hall, 1962. 118-134.

5. Evans G E: Management techniques for librarians.New York, Academic Press, 1976. -:

6. Stewart R: The reality of managemept, London,Pan Books, 1967.

7. Sisk H L: Op cit.


8. University of Ibadan, 1980: University of IbadanCalendar 1980-82, Ibadan, University of IbadanPress.

9. Aguolu C C: Information resources in nigerianhigher education: Problems of development andgrowth; Libri 1978, 28, 21-51.

10. National Youth Service Corps Directorate: Instruc-tion MaAllal for prospective youth corpers onhow to complete corps personal data formNYSCl. Lagos, National Youth Service CorpsDirectorate, 1983.

11. Evans G E: Op, cit.

85

NZOTTAAPPENDIX I

The IIpaf5!IIl!lIt and ~. of Colle. of Education Libraries

.L Baok!f9!!DdIntormation:

1 (a) Ifameof Colle.: _

(b) ~.n

(el) Is the Dolle. a federal crata.:te govermaent 1natttut1on'l

(d) Date oollege was establi8hed: _-_- _

(e) Univ:eraity to which colle. i. atfiliated: _

2 (a)

(b) .Jrtt there branchea at the oollege library in all the~u"s: H3__IN~· .0 _

(0) If' not, how Dl&Il7 Oampuse8 have bra,uQP.e$ of the oollege~---------------------------------------

Howuw oampuaa. has the oollep?

(d) D08s the main campus have. a permanent library building?lES/No

( e) Howmany branoh campus8a have permanent library buildings?

J. Howll&llY students (all years) are enrolled for each of the following0'0IUr8es in the whole college?:

G.our.se 'fotal No. of Studen'ts

(a) N. C. E•.

(b) B.Ed.(c) Otbers (please speoi.f'y)

4-. What is the total number-of academic (teaching) staff of' a.llcategories in the whole college?:

86 Ann Lib Sci Doc


B. ~ment:

5. {a) Wba.tbo~ (committee, l;loard, etc.~) of the college is ~eotlyresponsible for tbeov-erall managementof the 9.9llege library?

$. ~

(b) What is the camp0 8l. 't1on or tIl~tdb~l1:i'p of" -such a body.?_!

(0) VQlat are the tems uf'"'refereJlC,eand/or powers of the body?:

Cd) What is the minimum number of ~imes ~ucb a bo~ u~ meetsin. the sesS'ton-?') :._-------_-- __

(e) Has the body really been helpfUl Qr cooperative in thea.dministra.tion of the library service?:

(i) --Very helpf'ul _

SQmewhathelpful -

(ii) Helpful. _

(iv) Not he:tpf'Ul__ -- __

In what areas do y.ou think the body could be aor-e helpful.?:

F!.

£. .•

6. (a) What unit (e.g. division, department, faculty) does thelibr~ opnstitute in the g~neral administratf~ of thecollaga?~ _


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(b) To whiJib offioial- is the College Librarian direotly accountablefo~·the adminietratXon of'the library?:

(b) What categories of staff' (librarians, libra.r:Y officers, etc.).are ,kee.ding thes~ departments'.?:

------------~---------.. -~----(c) If' there are branch libraries in other campuses of tilli' co),lege1

what.-,oa.t88o.rl..98 0'£ st-a:£!f'--areheading'the:! e branches9: -

8 (a) Br1efiy-~8crib€' the powers of the College Librarian withregard to the f'bllow:i.nga.dmi:nistrative functions:

(i) Staff recruitment: ------ __

(i~) Staff promotion:

(iii) Staff discipline: _

(iv) Finance and expenditure-:·

(b) What amountof freedom or autonomydoes the College Librarianpossess in the administration of the library?

(:L)Jluch freedom _

(ti~) Little freedom _

(ii) Adequate freedom_.._---

(i v) Very little fI'eedom

(c) Doyou think the library is a.ccordeda proper place ofimportance in the 8;dministration of the college?: YES/NO

to 'c,u-e:1?:penCLi_1t-Ll!:~G)?' ~_

88 Ann Lib Sci Doc


10 Give detail~ of the recurrent expenditures of th~ whole college andthe libr~ respectively in the past three sessions:

$easion i Recurrent ExnenditureColle£e Libra.r:v

la) 1979/80b) 1980/81c) 1981/82

11 lve details of the capital expenditures (or total expenditures ifit is not possible to break the a.:uocations into recurrent andcapital expenditures) ot the college and the library respectively:

Capi'tallrotaJ. Ep>enditur8Session College I Library

(a) 1m/So(b) 1980/81(c) 1981/82

12 2b you think the college library is· adequately financed?:

(a) Very adequate _

(0) Inadequate

(b) Just adequate _

(d) Grossly inadequate _

13. Describe~any d.';;f.'fio.uJ.tie&th& library faces in tlt& areas ofadministration and,f·;i.:n1ll"id.8.•.., _

a,

14. Yo~ c~6nts:

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N.B.: i":':'-i".T info!"mCltiv,sbrochure, bulletin and/or prospectus of your·ool1ee3 anl/or library vdll be 57arm:tYreceived.

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POWER AND AUTHORITY IN THE ADMINISTRATION OF COLLEGE...

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