MMLIS Program Goals

The MMLIS program provides a robust leadership and management focus for students, while also ensuring mastery of the ALA’s Core Competencies of Librarianship. The curriculum covers essential facets of librarianship, such as core values, collection development, organization and management of information, and planning/evaluation of programs/services, while also presenting students with opportunities to advance management skills through coursework in leadership development, business essentials, and training/instruction. All foundation and elective MMLIS courses are mapped to the ALA Core Competencies and MMLIS Program Goals. This is available to view here.

Program Strategic Directions 2015-2017

1. To reframe the program goals around competencies to cross-enterprise intelligences: with a focus on general intelligence (and a commitment to continued learning), business intelligence (the disciplinary competencies of librarianship), organizational intelligence (working in teams, leadership, alignment with core business elements), strategic intelligence (choices, cost- benefit/cost-effectiveness, impact studies), and people intelligence (relationship building, networks, social influence); and align courses and assignments with intelligences, as well as the e-Portfolio. (Deferred to 2017 rather than change wording of competencies between Candidacy and Accreditation)

2. To revise the curriculum to reflect the stated emerging needs of employers, advisory boards and projected employment for librarians, including entrepreneurship, risk-taking, flexibility, innovation, leadership, “deep” searching, competitive intelligence, and information brokering.(Partial implementation, remained deferred to  Fall, 2017; some will be incorporated in core courses and some in new electives as student numbers grow; see also 6.b. below)

3. To integrate alumni and students in a single seamless association for mentoring, networking, continuing education, and shared governance. (Completed 2015)

4. To develop the newly-approved Center for Library Leadership and Management as a research and professional focus for addressing sector issues and continuing education. (Completed for continuing education, 2015; research focus to begin in 2016)

5. To assess curriculum and program delivery through student assessment, e-portfolios, as well as student, faculty, and employer satisfaction and consequently revise programs, delivery, and support for continued improvement. (Summer, 2016)

6. To develop programs in response to student and employer needs through careful, strategic implementation over time:

  1. Executive MMLIS stream (2016);
  2. Program electives in priority areas, dependent on student numbers (collaboration/partnerships, 2017; strategic information and analysis (four courses,) 2017; digital assets management, 2017, storytelling 2017);
  3. Master of Strategic Information and Analysis (certificate, 2017; degree implementation 2018);
  4. Ed.D. with an LIS cohort (2017);
  5. Joint courses and/or programs with the Master of Public Administration program (2019) and Master of Communications Management program (2019)

Program Goals

Through community connections, strategic orientations and flexibility, the Master of Management in Library and Information Science program develops graduates with potential for success in organizations and in our changing enterprise.

Our Mission

Aligned with the mission of USC and the Marshall School of Business, the Master of Management in Library and Information Science (MMLIS) educates professionals with enterprise-wide perspectives to lead work teams, units and organizations to benefit their communities and deliver value.

Intended Student Learning Outcomes

As a minimum, librarian/leaders require capability in the discipline/business and the organization in which it is practiced, together with a strategic orientation and social intelligence. These are undergirded by general intellect, with a strong inclination to continue to learn.

Within this context, graduates of the MMLIS program will be able to:

  • Understand the ecology of libraries and information networks, their unique environments and how they are governed
  • Articulate and employ professional values and ethics in a variety of situations and circumstances
  • Apply and assess management strategies, practices, and decisions
  • Develop and manage content, including negotiating with vendors and licensors, for targeted communities of users
  • Organize, retrieve and manage information for stakeholder benefit
  • Locate, synthesize and translate information to intelligence for various client groups
  • Develop, implement and assess programs and services for enhancing use of information and ideas
  • Understand the role of current and emerging technologies and infrastructure in organizational effectiveness and service delivery
  • Design, apply and interpret different research and evaluation methods to gain insight, assess impact and make appropriate decisions
  • Manage and lead diverse projects and teams, understanding communication and leadership behaviors that affect workplace performance and client satisfaction
  • Apply persuasion and influence through networking, collaboration, and relationship-building
  • Demonstrate a commitment to continued professional education and lifelong learning

Student Assessment

These program goals reflect the USC learning goals, the Marshall overarching goals for all Business school graduates and the required competencies of tomorrow’s librarians and information professionals as articulated by the American Library Association. These program goals are then “translated” into objectives for each individual course. Assignments reflect the course objectives. In this way, we assure that each student has addressed elements of these goals in their course of study. To close the assessment loop, each student completes an electronic portfolio as the capstone project, indicating an ability to meet the program goals. Of course, students are provided with support and guidance throughout the process.

Retention Data

The retention table below captures the overall retention for the MMLIS program. The table shows the number of students who began the program each semester, starting with the first cohort in Summer 2013 through the Spring 2017 cohort. Enrollment from the 1st to 2nd semester is a key transition point for students in the program, as the vast majority of students who withdraw from the program have withdrawn in the first or second semester. As such, the retention table shows the percentage of students who enroll for their 2nd semester in the program, where the overall average for the program has been 89%. In addition, the retention table tracks retention outcomes for all student cohorts, breaking down the percentage graduated, active, and withdrawn.

 

MMLIS Overall Retention Data by Cohort

Cohort Number of Entering Students Number of students who enrolled for their 2nd semester % that enrolled for their 2nd semester
Summer 2013 14 13 93%
Fall 2013 9 8 89%
Spring 2014 7 7 100%
Summer 2014 7 5 71%
Fall 2014 9 9 100%
Spring 2015 9 9 100%
Summer 2015 11 11 100%
Fall 2015 18 14 78%
Spring 2016 9 8 89%
Summer 2016 4 3 75%
Fall 2016 12 11 92%
Spring 2017 14 12 86%
TOTAL 123 110 89%

 

Cohort Number of students who graduated from this cohort % graduated
Summer 2013 13 93%
Fall 2013 4 44%
Spring 2014 3 43%
Summer 2014 4 57%
Fall 2014 7 78%
Spring 2015 6 67%
Summer 2015 8 73%
Fall 2015 9 50%
Spring 2016 0 0%
Summer 2016 0 0%
Fall 2016 0 0%
Spring 2017 0 0%
TOTAL 54 44%

 

Cohort Number of students who are still active in the program* % active Number of students who have withdrawn from this cohort** % withdrawn
Summer 2013 0 0% 1 7%
Fall 2013 0 0% 5 56%
Spring 2014 0 0% 4 57%
Summer 2014 0 0% 3 43%
Fall 2014 1 11% 1 11%
Spring 2015 1 11% 2 22%
Summer 2015 2 18% 1 9%
Fall 2015 4 22% 5 28%
Spring 2016 7 78% 2 22%
Summer 2016 3 75% 1 25%
Fall 2016 10 83% 2 17%
Spring 2017 12 86% 2 14%
TOTAL 40 33% 29 24%

*includes students on an approved Leave of Absence

**includes academic dismissals

Graduation Rate Data

The graduation rates table below shows the percentage of eligible students who’ve graduated at key milestones as well as those who are still active in the program or withdrawn. The MMLIS program is intended to be completed in five semesters, so all cohorts who’ve had at least five semesters in the program are considered eligible to graduate. Through the Summer 2017 graduating term, cohorts starting in the Summer 2013 through the Spring 2016 semesters are included as eligible. Of the 93 eligible students, 47 or 50.5% completed the program in 5 semesters, or within 100% of the intended program length. An additional 10 students took 6-8 semesters to finish the program, making it 57 total students or 61.3% that graduated within 150% of the intended program length. Two students took 9 or more semesters to complete the program, making a grand total 59 students or 63.4% that graduated from the program. 10 of the 93 eligible students or 10.8% are still actively pursuing the degree, while 24 of the 93 or 24.8% have withdrawn or been dismissed from the program.

Master of Management in Library and Information Science program
Graduation Rates through Summer 2017

Cohort Start Terms Last Grad Term Total Eligible Students
Summer 2013-Spring 2016 Summer 2017 93

 

Program Length (within 100%) Students in Grad Status Grad %
5 47 50.5%

 

Program Length (within 150%) Students in Grad Status Grad % Students in Grad Status (overall) Grad %
6-8 57 61.3% 59 63.4%

 

Active Active % LOA (as subset of Active) W/D W/D %
10 10.8% 2 24 25.8%

Alumni Placement

An MMLIS placement survey instrument has been developed to assess post-graduation employment rates and job satisfaction. The MMLIS placement survey is sent out one year after graduation. To date, it has been administered to Cohorts I-V. To date there are a total of 28 graduates from these cohorts. Those who responded listed their current job titles on the survey. Some of these titles have been listed below.

• Youth and Family Services Librarian

• Library Reserves Assistant

• Technical Librarian

• Teacher Librarian

• Online Marketing Manager

Alumni regularly reach out to the MMLIS staff and faculty to keep the department apprised of their career status. Thus their titles below were not collected from a survey, but rather from direct communication from alumni of all cohorts.

• Technical Librarian and Researcher

• Corporate Librarian

• Children’s Librarian

• Scholarly Communications and Digital Publishing Strategist

• Library Branch Manager

• Web Manager

• Adult Services Librarian

• School Librarian

• Student – doctoral program

• Database Specialist

The MMLIS program has started a recent alumni outreach project to increase the number of respondents and keep alumni updated on their involvement opportunities. The program’s goal is to update records on 90% of its alumni by the end of the Fall 2017 term.

Graduate Demographics

The MMLIS program is proud of its diverse student body. See a breakdown of gender and ethnicity below. For all demographic information, please view the pdf here.

MMLIS Active Summer 2017 by Gender

(Includes every student who has paid tuition for the Summer 2017 term and one student in Incomplete Status)

Ethnicity Count of Ethnicity Percentage of Ethnicity
Female 44 88.00%
African American/American Indian 1 2.00%
American Indian/Alaska 2 4.00%
Black or African-American 5 10.00%
Central American 1 2.00%
Chinese/Chinese-American 1 2.00%
Dominican Republic, White 1 2.00%
Filipino 1 2.00%
Mexican, Spanish and White 1 2.00%
Mexican/Mexican-American 9 18.00%
Puerto Rican/White 1 2.00%
South American/White 1 2.00%
Spanish American – Other/Hispanic 1 2.00%
White/Caucasian 13 26.00%
Declined to State 6 12.00%
Male 6 12.00%
Black or African-American 2 4.00%
Filipino 1 2.00%
Hispanic/Latino and African American 1 2.00%
White/Caucasian 2 4.00%
Grand Total 50 100.00%

 

MMLIS Graduates Summer 2017

(Includes every student who graduated by the Summer 2017 term)

Ethnicity Count of Ethnicity Percentage of Ethnicity
Female 43 72.88%
Asian Indian/Indian-American 1 1.69%
Asian-Other/Asian-American 1 1.69%
Black or African-American 6 10.17%
Central American 2 3.39%
Chinese/Chinese-American 1 1.69%
Mexican/Mexican-American 6 10.17%
Spanish American – Other/Hispanic 1 1.69%
White/Caucasian 23 38.98%
Declined to State 2 3.39%
Male 16 27.12%
Asian-Other/Asian-Americann 1 1.69%
Black or African-American 2 3.39%
Central American 1 1.69%
Chinese/Chinese-American 1 1.69%
Korean/Korean-American 1 1.69%
Mexican/Mexican-American 1 1.69%
White/Caucasian 7 11.86%
Declined to State 2 3.39%
Grand Total 50 100.00%