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20.2.07כנס צייס 20071 Economics of information Goods: An interdisciplinary Subject for Israeli LIS and MBA Curricula Dr. Noa Aharony Library and Information Studies, Beit Berl College noa.aharony@beitberl.ac.il Dr. Daphne Raban Graduate School of Management, U. of Haifa draban@univ.haifa.ac.il
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20.2.07כנס צייס 20072 Changes in the Information Landscape and in LIS Education In the past: Information-related subjects were taught mostly in LIS programs The traditional focus of LIS was on containers rather than on content Librarians were traditionally concerned with describing, storing and disseminating information products
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20.2.07כנס צייס 20073 Trends in LIS Education: The Kaliper Report (Durrance, et al., 2000) Change from a library-focus model to an information-focus paradigm Increased user-centeredness and increased interdisciplinarity LIS programs are increasing the investment in and infusion of Information Technology into their curricula
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20.2.07כנס צייס 20074 Additonal Trends: Information is taught in various disciplines: The role of information in creating power and wealth is attracting the attention of numerous programs such as: computer science business schools communications schools of library and information science (Rehman, 2000).
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20.2.07כנס צייס 20075 What is: “Economics of Information Goods”? Learn how information is similar to and different from other goods in markets Learn what influences the value and price of information Examples of Subjects Covered –Trading for $$$ versus free sharing – Anderson’s Switch –Bundling –Versioning –Lock-in –Network rules –Ownership rights –Value creation and enhancement –Subjective versus objective value
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20.2.07כנס צייס 20076 Our Assumptions We believe that learning the economic aspect of information should be an integral part of information-related programs We propose that gaining a good understanding of the rules of information economics is important for the survival of librarians and information professionals : –"Technology changes, Economic laws do not" (Shapiro and Varian, 1999)
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20.2.07כנס צייס 20077 Learning Strategies: Deep and Surface Biggs' teaching- learning model (1993) A student's approach towards the learning process is a combination of the motivation and the strategy that he or she adopts during the learning process The deep learning strategy The surface learning strategy
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20.2.07כנס צייס 20078 Our Research Hypotheses H1: There is a significant difference in the attitudes towards information-related subject areas between students, lecturers, and information professionals. H2: There is a significant difference in the attitudes towards information economics in two different curricula: a business school and an information studies curriculum. H3: There is a significant difference in the attitudes towards information economics between two practitioner sub-groups, academic librarians and information professionals from the business/industry sector.
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20.2.07כנס צייס 20079 Our Research Hypotheses – cont. H4: A deep learning strategy is associated with higher attitude scores towards information-related subject areas among students than a surface learning strategy H5: A deep learning strategy is associated with higher attitudes scores towards information economics among students than a surface learning strategy.
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20.2.07כנס צייס 200710 Method Sample: Practitioners: 31 academic librarians, 28 information professionals Students: 43 information studies, 44 business school Lecturers: 22 information studies, 12 business school
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20.2.07כנס צייס 200711 Research Tools A personal details questionnaire A subject-area attitude questionnaire: 5 Factors –InfoEcon, CI, InfoMgmt, Search, MBA An information economics attitude questionnaire A learning strategies questionnaire: 2 Factors –Deep and Surface
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20.2.07כנס צייס 200712 Results H1: Rejected for the combined factors (no significant diff. between groups, overall mean score=3.89); Accepted for Search and MBA H2: Rejected for staff, staff+students; Accepted for students (business>InfoStud.) H3: Accepted, (InfoPros>AcadLibr.) H4: Students were found to be deep learners (mean score=3.37) rather than surface learners (mean score=2.11) …cont.
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20.2.07כנס צייס 200713 Results – cont. H4: correlations between learning strategies and subject areas 6.4% 13.4% 7.8%7.5%8.7%
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20.2.07כנס צייס 200714 Results – cont. The mean score on the Information Economics Attitude Questionnaire was 2.91 (N=88, S.D.=0.73). Four statements(1,2,4,9) received the highest scores ranging from 3.20 to 3.47. H5: Accepted. The deep learning strategy is correlated with the Information Economics attitude questionnaire (R=0.31, p<0.01; 12.4% of the variance explained by the regression model).
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20.2.07כנס צייס 200715 Discussion H1: –No diff. overall is surprising and encouraging, shows interest and openness –Diff. for Search (InfoPros>IS Students) and MBA (Students, Staff>InfoPros) H2: –Business Students>IS Students, however both scores were high suggesting awareness H3: –Business IPs>Acad. Libr., as expected. If we are to train students for the wider job market, the need for InfoEcon is clear.
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20.2.07כנס צייס 200716 Discussion – cont. H4: –Master’s students tend to be deep learners –Trend: Positive correlations with deep learning, and negative correlations with surface learning H5: –Deep learners, such as Masters’ students in both programs, had more positive views on InfoEcon, indicating a thirst for fundamental understanding of the driving force of the information economy
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20.2.07כנס צייס 200717 Thank You! Dr. Noa Aharony Library and Information Studies, Beit Berl College noa.aharony@beitberl.ac.il Dr. Daphne Raban Graduate School of Management, U. of Haifa draban@univ.haifa.ac.il
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