Liia Lauri

Bio: Liia Lauri is an academic researcher from Tallinn University. The author has contributed to research in topics: Information culture & Information literacy. The author has an hindex of 2, co-authored 5 publications receiving 21 citations.

The Information Culture of Higher Education Institutions: The Estonian Case.

Abstract: Introduction This paper focuses on the information culture of higher education institutions in Estonia The aim of the study is to explore the relationship between information culture, information management and job satisfaction, leadership style, and selfreported individual performance Method A total of 160 faculty members from twelve institutions of higher education completed an online survey The aim of the online survey was to identify the behaviour and values that characterise the information culture of Estonian higher education institutions Analysis Factor analysis and multivariate analysis were performed to analyse online survey data Results Taking into account six components of information culture identified by earlier researchers, analysis revealed three types of information culture characterised by their dominant components: integrated, proactive, and informal A significant correlation was found between information culture with integrated information culture and job satisfaction, leadership style, and selfreported individual performance Conclusion Our study suggests that the construct of information culture is valuable in analysing information environments and their relations with job satisfaction, leadership style, and selfreported individual performance In addition, integrated information culture seems to be (at least in the sample of academic staff) the most sensitive one, having significant correlations with several indicators of subjective well-being within the academic staff

The perceived impact of external evaluation: the system, organisation and individual levels—Estonian case

Abstract: The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations—whether on individual, organisation or system points of view—indicate that employees do not identify closely enough with the organisation and its strategic goals.

Information Overload of Academic Staff in Higher Education Institutions in Estonia

Abstract: The purpose of this paper is to present the results of a study that explores perceived information overload among the academic staff of higher education institutions in Estonia. This study aimed to examine the relationship between the perception of information overload, and information management, and information literacy. We formulated six research questions: How do the academic staff experience information overload related to their work? How do the academic staff develop their information literacy? What are the information sharing practices at the higher education institutions? What are the barriers to the effective information seeking and use? How satisfied is the academic staff with their own and their colleagues’ work in higher education institutions? Are there any differences concerning the perception of information overload, development of information literacy and information sharing practices between universities and professional higher education institutions? The study combined quantitative and qualitative methods of data collection.

Information cultures and strategies for coping with information overload: case of Estonian higher education institutions

Abstract: This paper focuses on the links between information culture and the perception of the information overload on the example of higher education institutions in Estonia. The aim of this study is to understand how different types of information culture affect coping with information overload.,Two focus-group interviews with 14 participants and 17 semi-structured interviews with representatives of four HEIs were conducted. First, the questions on the values, norms and assumptions as well as information related practices were discussed to assess the dominant components of the information culture. Second, the perception of information overload was explored. Further, the strategies for coping with information overload were examined. Constant comparative analysis was used to analyse the interview data.,The results of the study suggest that the construct of information culture is valuable in understanding information environments and their relation to the perception of information overload. The participants representing the open information culture prefer informal information sharing and are more vulnerable to perceive information overload than the participants representing the integrated information culture. Organisational information management is the key to effective coping with information overload.,The current study sheds light on the perception of information overload in connection with information culture.

Information Literacy and Information Culture in Higher Education Institutions in Estonia

Abstract: Information culture is an important component of an organization This paper focuses on the information culture of higher education institutions (HEIs) in Estonia and reports the results of a study that aimed to explore the relationship between information culture including information literacy, information management and satisfaction with job and leadership as well as self-reported individual performance Factor analysis revealed three types of information culture: (1) integrated; (2) pro-active; and (3) informal A significant correlation was found between information culture with integrated information sharing and use (type 1), and satisfaction with job and leadership as well as self-reported individual performance It could be suggested that the construct of information culture consisting of values, norms and behaviours related to information sharing and use in organisations is a valuable construct in analysing information environments and relations with job satisfaction, leadership style and self-reported performance of HEIs in Estonia

Does the design of learning outcomes matter from students’ perspective?

Abstract: Learning outcomes have gained more attention in the development of higher education course unit programmes. This study sought to understand how the design of learning outcomes relates to students’ perceptions of their motivation, satisfaction, engagement and achievement of the learning outcomes. The learning outcomes from 78 course units were coded to reflect the level of cognitive demand according to Bloom’s Taxonomy and the attended students (n = 1329) were surveyed regarding their perceptions of their achievement of the learning outcomes. The results indicated that the lowest four levels of Bloom’s Taxonomy were most commonly used in the design of learning outcomes, the highest level was not used at all. The levels of learning outcomes related to students’ perceptions of their achievement of learning outcomes, motivation, satisfaction and engagement. The results demonstrated that students were more likely motivated, satisfied, engaged to achieving learning outcomes, which were designed at higher levels of cognitive demand.

Digital transformation readiness: perspectives on academia and library outcomes in information literacy

Abstract: This study examines the readiness of a faculty for the social challenges caused by the digital transformation in academia with the use of covariance-based structural equation modeling (CBSEM). Based on the survey results, we have examined the interplay between factors related to digital transformation. The concepts of information literacy and digital literacy related to academic librarianship were used as the basis for the self-efficacy and empowerment necessary to achieve individual success during digital changes in the academic community. We then checked how such a sense of empowerment among academics explains the presence of information culture in this community and different approaches to information management. The factors of information management and information use were presented as affecting a university's institutional readiness for the new requirements of digital transformation from the perspective of governance issues. The findings highlight that information literacy underlies academics' empowerment and a high level of self-efficacy driven by this literacy can also be indirectly translated into the formation of pro-active information culture that strengthens an academic's position in creating information use outcomes and by making them ready for digital transformation. Through information literacy outcomes the academic libraries can turn out to be an important transformative force in terms of digital changes at universities.

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Abstract: Information seeking and use activities play an important role in completing the mandatory theses at Finnish Universities of Applied Sciences (UASs). The institution encounters issues related to value judgements between theoretical and practical knowledge. In this paper it is discussed how Bachelor theses are built at Finnish UASs in terms of information use events and related structures and processes. A qualitative multiple case study is reported. Data driven conceptualizations are supported by applying categories related to foundational system assumptions. The findings discussed are grouped into four themes. Some students expect predefined norms for using literary sources. Some encounter feelings of being alone with their topic, in other words, “finding” research gaps that do not exist. Insufficient knowledge about genre conventions and other situational factors can lead students to create textual solutions of their own. Different support and guidance approaches are required for each group. Information processes in theses and related problems can be based on different systemic assumptions. We suggest that these findings should be worked up as part of the efforts that are necessary in the Finnish Universities of Applied Sciences to articulate their assumptions, concepts and values related to information and knowledge use.

Information and knowledge management in higher education institutions: the Polish case

Abstract: The purpose of this paper is to discuss the problem of information and knowledge management (IKM) in higher education institutions. The research aims to determine the way in which the knowledge resources of a higher education institution are managed. The author intends to define how the information system is shaped and how information and knowledge are used in the reporting processes and for decision-making efficiency.,In total, 38 university administration employees from six higher education institutions in Poland participated in the study. Information barriers and benefits resulting from the implementation of the central reporting system “POL-on” were identified by using the sense-making technique. The purpose of the interviews was to determine the procedural and behavioural conditions of the reporting and decision-making processes in higher education institutions in Poland.,This paper suggests four characteristics of IKM in higher education institutions. A link between the information culture of the institution, its size and structure as well as the adopted model of IKM is demonstrated.,The main contribution of this paper is to introduce a framework for studying the IKM in higher education institutions from the perspective of information culture. Higher education institutions have developed different styles of striving for efficiency regarding decision making and reporting in administration. The IM and KM are now proved to be an integrated process in administrative activities of higher education institutions.