ED-MEDIA 1999 Proceedings Book - Association for the ...

A government designates a certain area to become a ‘super corridor’ for media and
communications networks and infrastructures. The proposal brings together CITs with government
policy, integrating technology into all aspects of the economy, including education and training.
This scenario is geographically bound, usually sub-national, and is generally related to
establishing robust, maintainable and high-capacity infrastructures for CITs. Educational institutions
participate in the model at the direction of the nation state. This scenario was emerging in some Asian
countries, notably Malaysia, Singapore and Korea. To succeed, the super corridor scenario requires a
government that is philosophically and financially committed to the concept, with the power to compel
major cultural institutions, corporations, industries and individuals to participate. This would not
appear to be a viable option for countries that rely more on cooperation than coercion, or a ‘noninterventionist’
approach (Hong Kong) vs ‘a fatherly approach’ (Malaysia) (Yuen, HKOU).
Scenario 6: Western Governors University
Politicians, educational providers (private and public), industry and communications and
media networks band together in a coordinated effort to make education available to students in a
defined regional area. This scenario is based on the model of the Western Governors University
(WGU) as a brokering agency.
It is reliant on strong CIT infrastructures and may involve one or more media networks such
as AT&T in a technical support role. The participating educational institutions provide content that is
then delivered using various media. A feature is competency-based assessment, allowing students to
capitalise on ‘real-world learning’ and pre-existing skills and abilities. All elements of the program
have been disaggregated, with fees for each component of service, including pre-enrolment
competency assessment. The system operates as a distinct entity, separated from the individual state
education authorities. Like the super corridor model, the WGU scenario relies on initial government
support. On the other hand, it can also be described as a cooperative model, as there is no compulsion
for states, institutions, students or corporations to participate.
One of the major problems with the concept is its non-coercive nature. Why should
institutions or states participate in a model of educational delivery which means they will have to share
the proceeds of any student enrolments, while requiring institutional reorganisation and change For
example, Microsoft had ‘talks early on’, but declined to participate in the project (Richards, Microsoft).
There were many sceptical responses from interviewees. Bacsich (Sheffield Hallam) said some
universities have tried this approach in Europe “and failed. Consortium models are good fun for the
academics involved but they’re not relevant”. There remain problems of accreditation, relevance to
market demand and institutional credibility. Government support would be essential.
Scenario 7: World U
A central agency is established to broker units and courses sourced from a range of countries.
This scenario, like several others, involves new and traditional providers, delivering content and
interacting with students via several modes, including print-based, broadcast and Internet. The
brokering agency ‘World U’ would grant the degrees.
World U would make substantial use of multiple media. Some suggest that this is the answer
to problems with international demands for portable, accredited programs and that the elements
required to establish World U already exist. Zastrocky (Gartner Group) says it is similar to James
Miller’s attempts to establish a University of the World. “His model is building a co-operative venture
globally. He’s out to equate Zaire and Harvard. He’s had lots of interest from the developing countries
−but not the developed nations. The best thing is to look at regional models.”
Seah Chiong Tian (SIM) says World U has the potential to provide ‘the best of the best’ to
students through its global sourcing of courses, but notes the difficulties in coordinating such an
offering, and in guaranteeing quality control and standardisation across the program. Questions of
accreditation, articulation, language, accessibility, ownership, intellectual property and copyright
would have to be dealt with before this scenario could advance.
Scenario 8: Free Market U