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| Multi-perspective Analysis of the Faculty Construction of Information Science in China |
| Wang Wei1,2, Cao Siyuan1,2, Liang Jiwen1,2, Yang Jianlin1,2 |
1.School of Information Management, Nanjing University, Nanjing 210023
2.Jiangsu Key Laboratory of Data Engineering and Knowledge Service, Nanjing 210023 |
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Abstract Improvement in faculty construction is instrumental in promoting the long-term development of education in Information Science. It is of significant importance to analyze the current level of faculty construction based on open-source data, providing a reliable reference for improving the professionalism of teachers. This study surveyed 655 teachers, with a master’s degree program in information science, in 49 institutions. Data were collected from different sources, including teachers’ curriculum vitae, academic dissertations, journal papers, and national funds. We systematically analyzed teachers’ characteristics in target institutions from various perspectives, including the composition of organizations and faculty, teachers’ titles, educational backgrounds, the topic of funds, and the evolution of research interests. The research results show that in China, the faculty of information science has developed an initial scale and presented a regional aggregation. The knowledge structure of teachers has been significantly diverse. Teachers’ research topics have expanded in new directions. Specifically, the traditional research topics of information science exhibit both new developments and aging trends. Topics such as information behavior, open-source data, and digital humanities are being increasingly studied. Research on information science theories and methods is resurfacing. Based on a comprehensive analysis, it is suggested that interdisciplinary innovation should be encouraged, based on strengthening the core theory of information science. Various career development paths should be provided for teachers, which is the internal need of discipline construction. Other measures should be encouraged, including clarifying the general requirements of faculty development and improving teacher performance.
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Received: 05 November 2021
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