This thesis investigates proactive learning and competence development among academic librarians in Pakistan. The concept of motivation comes out of McClelland’s need theory, while the idea of competence development in this thesis emerges from the continuous contact of a person with the professional learning environment. The detailed description of a combination of these ideas is found in the theoretical framework chapter. The professional learning environment is a key concept in this thesis. A basic premise of this work is also that exposure to the professional learning environment can be measured, as is done in this thesis.  Motivation stimulates a person’s efficient and effective contact with the professional learning environment, which contributes to competence development and makes competence development sustainable. 

Empirical data in this study is of Pakistani librarians working in academic libraries. The study results showed that neither the motivational needs of respondents nor the librarians’ categories have significant association with the professional learning environment while there is a significant association between librarians’ motivation needs and different stages in their career. These study results can be seen from two entirely different perspectives. First, the results show a statistically significant association between the categories of Pakistani academic librarians and their motivational needs, which confirms McClelland’s theory of motivation changes (decline or activation) in relation to the situations and circumstances of the person. A statement of this significant association is also a rejection of the assumption that the environment does not change for Pakistani librarians throughout their careers. 

The second perspective is that of Pakistani librarians. Motivational needs have their description in the theoretical framework as of socio-cultural nature. Changes in motivational needs on different stages of librarians’ careers are available for exposure to the professional learning environment. These differences in people have their ultimate effects on their exposure to the professional learning environment as it is under discussion in this thesis. 

An overall analysis of Pakistani librarians’ survey results presents a more general picture. Most hidden discrepancies emerge in the detailed analysis of empirical data. It becomes clear that there are many factors that have their potential effects on Pakistani librarians’ exposure to the professional learning environment.