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Doctoral dissertations enable the transfer of research skills and capacities to future generations and the consolidation of lines of research in a given area of knowledge. The field of Library and Information Science in public universities in Spain is characterized by the supervision of doctoral theses by academics in the area. We identified active professors during the 2019-2020 academic year, their date of appointment as civil servants within the public university system, the dissertations that they supervised, and their participation in papers published in scientific journals. The analysis included 644 theses. About a quarter (23%) of university faculty have never supervised a doctoral thesis, and most faculty members and tenured professors (60%) show a lower than average rate of adviserships per year since their academic appointment. There is a high concentration of PhD advisers in just a few institutions and academics (8% of university professors have supervised 42% of the dissertations), with an important gender imbalance: women supervised an average of 1.8 dissertations, compared with 2.6 for men. Information units and services, study metrics and scientific publications, and information sources are the topics of 47% of the dissertations. Many of the professors with 10 or more adviserships (n/N = 12/18) lack a subject area specialization, and their role in PhD supervision was not related to their participation in research activities oriented toward publishing in scientific journals. Our results suggest that considering supervision of doctoral theses as an important academic merit could contribute to a further concentration of power and social capital among a small group of advisers. This phenomenon could reduce the plurality of topics addressed and favor suboptimal adviserships. The imbalances described emerge as another threat, exacerbating the epistemological crisis in the discipline and in the university studies in this area of knowledge. [ABSTRACT FROM AUTHOR]

Spanish research in Documentation (or Library and Information Science, LIS) began to stand out in the 1980s, in parallel with the creation of university studies in Library and Information Science, and it increased its activity significantly until the year 2000. In this period, research in Documentation was oriented to disseminate rather than innovate, and also had a low international impact, shortage of economic and human resources, and poor methodological quality. In the first 20 years of the 21st century, we have witnessed an outstanding growth and diversification of this research activity, which has led to the overcoming of most of the problems mentioned before. The objective of the text is to present a general overview of the development of Documentation research in Spain in the last 20 years based on the analysis of five fundamental aspects: publications (articles and monographs), topics and methodologies, scientific journals, research projects and doctoral theses. General descriptive data from public statistical sources and comments from a bibliographic review are provided for each of them. As a conclusion, a very positive global balance of Spanish research in Documentation in the last 20 years stands out, not only a quantitative increase (in publications, theses, research projects, etc.) but also a qualitative improvement in the use of research methods and techniques, as well as a diversification of the research topics. In any case, internationalization (collaboration with foreign authors) and the presentation of international projects could be improved. Finally, there is a risk in near future related to aging and the absence of generational renewal of the research staff that can will slow down this growth. [ABSTRACT FROM AUTHOR]

The state of the Spanish LIS profession and specialities in 2002 is reviewed. Statistical data is provided about both the number and type of Spanish libraries and archives as well as of practising professionals, according to geographic distribution, training and job description. Spanish library and information authorities are identified as well as professional associations and learned societies and conferences held. University education is also examined with descriptions of existing institutions, degree levels and data on student enrolment and teachers. The primary media for professional communication are described, in particular publishers, bulletins, scientific journals and electronic fora. Publishing output is quantified: books, journal articles, and conference papers both at national and international levels. Finally, research in the field is analysed through the total of Ph. D. dissertations presented, research articles published and research projects funded. [ABSTRACT FROM AUTHOR]