Abstract
Although the economic benefits of collaborative schemes and transfer of courses in distance education are clear, examples of collaboration between distance education institutions are rare. A reason is sought in the“organisational climate” or “ethos” of each institution engaged in distance education, which inhibits joint design and use of courses or the transfer of a course from one institution to another. This theme is examined in relation to distance education in the integrated mode system of Australian and New Zealand universities, six in all. The universities are compared in terms of six features of organisational climate of particular relevance to distance education: physical characteristics, academic organisation, involvement in distance teaching, organisation of distance teaching, components of distance teaching and staff attitudes to distance education. It is concluded that the considerable variation between institutions, with respect to these features, creates difficulties for collaboration. The best prospect for collaborative schemes in distance education therefore may have to lie in the use of national or international agencies to validate courses as part of a national or international higher education programme along the lines of Britain's CNAA.
Similar content being viewed by others
References
Anderson, C. S. (1982). “The search for school climate: a review of research,” Review of Educational Research, 52: 368–421.
Bewley, D. (1982). “Correspondence as the core: the Centre for Extramural Studies, Massey University,” in: D. C. B. Teather (ed.), Towards the Community University. London: Kegan Paul.
Bewley, D. (1983). Extramural Studies at Massey University. Massey University: Centre for University Extramural Studies.
Bynner, J. (1984). Report of Commonwealth Universities Tour (Mimeo).
Bynner, J. M. and Henry, J. (1984). “Advanced project work in distance teaching,” Higher Education 13:413–421.
Clark, R. G., Hanisolima, M. and Sungaila, H. M. (1984). “Staff perceptions of external versus internal teaching and staff development,” Distance Education 5: 81–92.
Commonwealth Tertiary Education Commission (1974). Open Tertiary Education in Australia. Canberra, Australia: Government Publishing Service.
Daniel, J. S. and Stroud, M. A. (1981). “Distance Education: a reassessment for the 1980s,” Distance Education 2: 146–163.
Hartnett, R. T. (1974). The British Open University in the U.S., Adaptation and Use at Three Universities. Princeton: Educational Testing Service.
Jevons, F. (1984). “Distance education in mixed institutions: working towards parity,” Distance Education 5: 24–37.
Johnson, R. (1983). “The provision of external studies in Australian higher education.” Commonwealth Teriary Education Commission. Evaluation and Investigation Programme (mimeo).
Keegan, D. J. (1980). “On defining distance education,” Distance Education 1: 13–35.
Lane, M. (1975). Design for Degrees, London: MacMillan.
Neil, M. W. (1981a). Education of Adults at a Distance. London: Keegan Paul.
Neil, M. W. (1981b). “Collaboration in distance learning,” in: M. W. Neil (ed.), Education of Adults at a Distance. London: Keegan Paul.
Rumble, G. and Keegan, D. (1982). “The DTUs: an appraisal,” in: G. Rumble and K. Harry (eds.), The Distance Teaching Universities. London: Croom Helm.
Rutter, M., Maughan, B., Mortimore, P. and Ouston, J. (1979). 15,000 Hours: Secondary Schools and their Effects on Children. Shepton Mallet: Open Books.
Shott, M. (1983). “External studies in Australia at the crossroads,” University of New England, External Studies Gazette 27: 1–7.
Smith, K. (1979). External Studies at New England - a Silver Jubilee Review 1955–1979. Armidale: University of New England.
Wagner, L. (1977). “The economics of the Open University,” Higher Education 6: 359–381.
White, M. (1982). “Distance education in Australian higher education,” Distance Education 2: 255–278.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Bynner, J. Collaborative schemes and the ethos of distance education: A study of Australian and New Zealand universities. High Educ 14, 513–533 (1985). https://doi.org/10.1007/BF00138410
Issue Date:
DOI: https://doi.org/10.1007/BF00138410