3.5 The Disconnect: What a gap analysis between technology skills required for advertised museum jobs, and the technical skills offered by educational institutions with a course of study emphasizing technology, reveals

3.5.1 Gap or disconnect?

Before undertaking the content analysis of job postings, and based on what we had reviewed in the literature, and had heard during many of the interviews with museum professionals in North America, our expectation was that we would see a gap between the types of information technology training being offered in educational programs for museum studies, and IT skills being required for employment. In fact, what emerged from the analysis was not so much a gap as an apparent disconnect. The types of IT skill requirements that appeared in the sample of 190 postings could be characterized as modest, focusing largely on a basic level of computer literacy (i.e., Office suite of word processing, spreadsheets, presentations, and email), with some functions also preferring candidates with a knowledge of the Internet/Web, database management software, or in fewer instances, familiarity with specialized graphics or image software, or with museum-specific IT applications.

A careful "read" of current job postings would seem to suggest that museums are continuing to hire largely for the traditional roles – curatorial, exhibitions, programming and education, collections management – though with seemingly modest expectations vis-à-vis candidates with a demonstrable knowledge of emerging digital tools and applications. Unless museum positions requiring higher level IT skills are being advertised in venues other than those we examined – and we have no reason to assume that this is the case – job postings are not describing a field that is predicting an increased need for technology or technological skills. Presumably, professionals who are seeking positions in areas of museum functions that require advanced IT skills (i.e., Creative Suite, or digital editing software, or DVD Studio Pro, etc.) have received this training in programs outside of museums studies since museum studies programs tend to a generalist focus, and do not prepare students for specialized careers as exhibition designers per se. Many of the professionals whom we interviewed suggested that, where specialized digital media skills were required, as with website design, or digital imaging, or creating content for mobile devices, such jobs would be outsourced, or the expertise recruited from programs other than museum studies.

Those with a vision for the emerging world of museums – whether in our review of the literature, or recorded in our interviews – see a distinct need for museum professionals with a dynamic toolkit of IT literacy, whether in the area of digital collections (curation and preservation), or social networking and Web 2.0 tools for engagement with the public, or interactive exhibits using mobile technologies, or cross-institutional repositories with interoperable metadata. This latter perspective would lead one to assume that there is a gap that needs to be redressed between the curricula of museum studies programs, and the direction that museums are heading in with respect to their use of technology. It was that gap that we anticipated; it was a disconnect between what museums say they require currently from job candidates, and what the literature and some practitioners say today's institutions require that we actually found as a result of the content analysis.

Setting the nature of the divide aside, we suggest two immediate approaches to bridging the disconnect/gap. First, there needs to be a greater, and more effective dialogue between professionals working within museum institutions, and their academic counterparts in museum studies programs, in order to better anticipate both the institution's and the profession's needs for the future. This communication could be encouraged through the appointment of Advisory Boards, as well as by promoting continuing community consultations between museum professionals and academic programs. Specific needs must be clear and readily translated into a program of appropriate IT skills training, some of which could be done within a museum studies program, and some better accomplished otherwise (e.g., specific software training; continuing education, or professional association courses; etc.). Second, both museums professionals, and those in the museum studies academy must collaborate to better anticipate, and more fully understand the needs and the potential that technology affords museum practices. Academics could use the opportunity that their research in the discipline affords to be more proactive than reactive in curriculum planning around IT in the museum. For some the future is now, and the time for interconnectedness immediate.

3.5.2 Areas of improvement for practicing museum professionals

Our interviews with senior North American museum professionals revealed a general consensus that having the ability to evaluate the benefits and limitations of particular technologies is an essential skill necessary for new professionals. Equally important is the ability to communicate any findings to management. Critical thinking and communication skills are key to successful museum management. Nevertheless, several interviewees noted that these skill sets are currently lacking in the field and need to be improved if the profession is to move forward with Web 2.0 and social networking technologies in order to avoid missing out on opportunities and alternatively, making hasty decisions about trends.

In addition, interviewees also indicated that it is becoming increasingly important to know how to care for digital assets and, more specifically, how to manipulate digital images and videos. As more and more museums begin to use multimedia authoring tools to produce online guides and other interpretive products for the Web, it is becoming ever more crucial to understand how stories are made and negotiated on the Web. None of these tasks are possible without a basic understanding of information management and project management, two skills that may prompt further training.

Finally many interviewees noted the need for information management skills. Delphine Bishop commented that though everyone uses email to carry out their day-to-day functions, few know how to manage it effectively. Some simply delete either email, while other print it all out. People would work more efficiently if email and other electronic documents were better managed within a file classification system.

3.5.3 The importance of IT skills for new museum professionals

There is an overwhelming perception that new graduates entering the museum profession are "techno savvy", and bringing with them a certain level of information technology skills. Several interviewees noted that it is not only expected that new hires have specific technological skills, but that they have an overall understanding of information technology and how it has impacted their lives. Museums do more than connect the public to the collection; they also provide interpretation and knowledge about the collection. New professionals must understand the importance of maintaining and improving the credibility of museums through better use of technology, not only how to use the technology. Interestingly, interviewees also report that new graduates who do not come from programs that incorporate high levels of IT into their curriculum cannot compete with graduates who do have training with technology. Experience with information technology is therefore a priority for new graduates. In Canada, programs such as Cybermuséologie, taught at the École multidisciplinaire de l'image at Université du Québec en Outaouais, are leading the way in this area.

Interviewees suggested that practicing professionals must know how to describe the benefits and limitations of new technology to others. In addition, museum professionals must understand that society is undergoing a change due to the greater proliferation of IT and, therefore, the public now comes to the museum with different expectations than audiences in the past. Kelly McKinley, for example, describes museums as a hub of connectivity where the public can come to learn, collaborate, and socialize with others. The public still turns to the museum for authoritative and accurate information, but also wants to be empowered to create new interpretations. Consequently, practicing professionals have an urgent need for continuing education courses or intensive workshops that will provide introductions to new technologies, and help them formulate ideas about how these can be incorporated into the museum to meet the changing needs of the public. Practitioners, who have been in the field for more than a decade, might also benefit from training opportunities that promote basic computer skills that are now part of the regular museum studies curriculum. Other considerations for training include conservation and preservation of born digital records, such as media art and digital images, and an introduction to database design and maintenance for those in management positions who are unfamiliar with the technology. The need for courses on the power of Web 2.0 was also highlighted by some interviewees. Interviewees also suggested that refresher courses on museum informatics, project management, and information management would be helpful for practicing professionals.

3.5.4 Ideal training environments

Interviewees varied in their responses when asked to suggest integral components of an ideal museum studies training program. One interviewee mentioned the Johns Hopkins University online Master of Museum Studies program as an ideal learning environment because it places an emphasis on technology and its impact on the museum. At the same time, the program provides foundational theory in museology. Another interviewee commented that the New York University Master of Museum Studies program would be beneficial because the curriculum includes two courses that specifically address museums and interactive technologies. The following is a list of additional skills and course work that were suggested by interviewees as necessary concepts for new museum professionals:

• Information organization and classification
• Introduction to digital technologies and new media
• Technology and culture
• Information visualization
• Digital imaging, 3D modeling and other software packages
• Developing information technology infrastructure
• Basic networking concepts and skills
• Museum informatics
• Digital curation
• Introduction to AutoCAD
• Interpretation and narration on the Web
• Outreach and educational programming
• Metadata standards
• Video production