Mbambo (2006: 184) highlights her observation that faculty librarianship is an internal arrangement between the academic library and the LIS school. This is buttressed by an earlier observation made by Chikonzo et al. (2013) who found that the job descriptions of academic librarians in higher education institutions in Zimbabwe do not reflect some of the emerging blended roles and responsibilities of academic librarians. In the same vein, Pasipamire (2015: 64) found that Zimbabwean academic librarians were struggling to fully fit into the academic part of their blended role and concentrated on merely providing research support around collection development and information discovery, rather than being fully embedded into the research process. Pasipamire (2015: 64) went further and established that Zimbabwean academic librarians did not have adequate skills to practice their academic roles, and that they did not receive sufficient support from faculty and their parent institutions. For the blended roles of academic librarians to be effective, Corrall (2010: 571) proposes that the academic library should partner with academic departments and faculties. A partnership between the LIS school and the academic library will ensure that novice and practicing academic librarians have the same knowledge and skillsets.