Distance higher education in the People's Republic of China

This is a study of distance learning as part of the higher education system in China. The thesis investigates the development of distance learning systems in the post-Mao period (1976-1991), and assesses their roles in higher education as a whole. The first part of the thesis considers the theory, policy and practice in China as contexts within which distance learning has to operate. It also considers concepts and hopes for distance learning that are found in the international literature. Three major distance learning systems are investigated in detail in the second part of the thesis. The third part considers these systems in the context of one province and also in the national context, bringing together the first two parts. The contribution of distance learning to higher education in China has been important, and it has shown great promise. However, the government at local and national level has sought to control some of the systems to suit its planning needs for the economy, and to conform to its view of quality. The thesis argues that this has meant that an opportunity has been lost to capitalize on the contribution of distance learning. Future developments are likely to rest in part on changes to programmes away from the higher education level, and in part on the degree to which the systems co-operate and indeed integrate their activity

Quality Assurance in Higher Education for Flexible Open Distance Education/Learning in Papua New Guinea

This thesis is a case-study of Quality Assurance (QA) practice and policy discourses for Flexible Open Distance Education/Learning (FODE/L) in the Papua New Guinea (PNG) Higher Education (HE) sector. From a global to local sensemaking perspective, analysis was applied to QA for FODE/L in PNG Universities. The main argument is that PNG FODE/L has the potential to bloom providing QA is supported as an inclusive organisational culture. PNG FODE/L currently exists within a fragmented, broken and unstable QA system. The study utilised a qualitative research design approach using multiple data collection methods. Four primary data sources were used: first, semi- structured individual interviews with selected leaders of PNG universities; second, focus group interviews with FODE/L practitioners; third, open-ended questionnaires administered to students and finally, documentary evidence – FODE/L QA policy documents collected for analysis. Qualitative data analysis involved an exploratory approach for thematic coding through an interpretive process. Findings highlight existing QA grey areas. First, inclusive QA practice for FODE/L is yet to be established and sustained within QA cultures and frameworks at meso (national) and micro (institutional/individual) levels of practice. Second, meagre QA policies exist at national and institutional levels. Third, QA leadership and management lack visionary leadership for an innovative, sustainable ethical and positive FODE/L for a harmonised PNG HE sector. Given the findings, this study identifies opportunities for a sustaining QA culture and proposes a QA framework based on ethics, integrity and moral standards, called The Ethics Enterprise QA Model for PNG FODE/L. This proposed model might shape and improve the current PNG FODE/L system, hence providing research data for relevant planners and policy makers of PNG HE. Significant to research, this study fills a gap in PNG FODE/L literature. Whilst PNG FODE/L blooms, informed practice and policy through research remains vital for HE

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

Domestication of open educational resources by academics in an open distance e-learning institution of South Africa

The emergence of open educational resources has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This brought a persisting shift in depending on information communication technologies for tuition and research provision. Information technology artifact was not treated in isolation to user perspective. The study established how academics accept, feel, perceive, and what skills, opportunities, challenges exist to hinder the domestication. The study context had no uniform guidelines or tools and policy in place for the domestication of open educational resources. The study adopted the exploratory approach guided by the interpretivism paradigm. The study employed Domestication theory. This study conducted in an heterogenous single case study, which is the open distance e-learning (University of South Africa). That was done for an in-depth investigation by relying on multi-methods for data triangulation such as semi-structured interviews, focus group interviews, document analysis, and actual artifact analysis. The total of participants were 52. The study found that most academics played a role in the domestication of open educational resources besides the minority who were unable. The experience and prior knowledge were found to be a factor hindering the domestication process. Open distance e-learning found to relevant space for open educational resources. Such institutions play a role in the adoption and development of open educational resources and mostly rely in information technology for tuition and research. Information technology infrastructure found to be an enabler and disabler in the domestication process. This study contribution to the world of knowledge is based on the theory and practice. Eight theoretical propositions were suggested. The study further contributed by extension of domestication theory as recommended two additional phases which are non-appropriation and dis-appropriation. The current proposed Domestication theory has five phases. Lastly, the study recommended the actual guidelines for adoption and development of open educational resources. This guideline can be adopted by higher education institutions by infusing them in policy development or for general guidance in actual adoption and developments

World Class Universities

This open access book focuses on the dimensions of the discourse of 'The World Class University', its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of "world-class" and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory. The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a ‘reputation race’ and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development