Librarians’ professional development needs in the digital age - A case study at the Learning Resource Centre - Can Tho University, Vietnam

Abstract

Professional development fulfils dual functions in fostering career advancement and enhancing staff retention. For librarians, this development becomes even more crucial to acquire the requisite skills and knowledge in the digital age. This study presents the professional development needs of staff at the Learning Resource Centre, Can Tho University, Vietnam. This study used C.P. Alderfer’s Existence Relatedness Growth (ERG) Theory of Motivation - Existence, Relatedness, and Growth (1969) [1] as a theoretical framework. A mixed-method approach was utilised to determine the professional development requirements of the staff and the associated influencing factors. A survey questionnaire was disseminated to all 28 staff members (a 100% sample) of the Learning Resource Centre via online and in-person forms. Furthermore, fifteen individual interviews were conducted to obtain detailed insights. The research findings underscore that the majority of the staff at the Centre express a keen interest in professional development. Moreover, the research pinpointed three challenges affecting career development: budgeting (both self-financed and state-sponsored), time, and familial obligations. These results aid in formulating strategies to address the professional development necessities of staff at the Learning Resource Centre in the digital age. Additionally, the insights augment the compendium of reference resources for subsequent research in human resource management and devising strategies to retain highly skilled personnel.