Exploring the Strategies for Enhancing Infopreneurship Opportunities among LIS Undergraduates in Kwara State, Nigeria

Abstract

The presence of infopreneurship has widened the business opportunities librarians can venture into. However, studies have reported librarians’ minimal participation in infopreneurship. The need to expand the awareness of infopreneurship among the students underscores why this study explores the strategies for enhancing infopreneurship opportunities among Library and Information Science (LIS) undergraduates in Kwara State, Nigeria. A descriptive survey design was employed, targeting a population of 520 final‑year LIS students across three universities. Using a total enumeration sampling technique, all students were reached, and data were collected through a self-developed questionnaire validated by two experts and confirmed reliable at 0.809. Of the 520 questionnaires administered, 387 were duly completed and analyzed, representing a 73.53% response rate. Data were analyzed using frequency counts, percentages, mean, and standard deviation. Findings revealed that the availability of infopreneurship opportunities for LIS undergraduates is generally moderate. Foundational competencies such as information literacy and research services were moderately available. Opportunities related to information product development and taxonomy/classification also fell within the moderate range. However, more entrepreneurial and market-oriented opportunities were rated low, including library services outsourcing, digital content creation and information consultancy. Regarding strategies for strengthening infopreneurship skills, respondents agreed on four key approaches: identifying market needs, attending conferences/workshops, identifying technology‑based opportunities, and developing marketing skills. Conversely, strategies such as creating information products, connecting with professionals/clients, and developing technical skills like programming were disagreed with by the majority of respondents. The study concludes that while foundational skills are fairly developed, significant gaps remain in advanced entrepreneurial competencies, necessitating curriculum review, enhanced practical exposure, and targeted capacity‑building initiatives.