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

Any organisation able to provide solutions to perceived educational needs does so, in
whatever way it chooses. Whether industry, a commercial or public entity or government, the
organisation can compete in the education sector, using the method of delivery and technology that it
chooses. Public and private providers, corporations and others exist side-by-side, delivering multiple,
diverse education and training programs. The market (students, employers, industry) decides whether a
program is successful and how much the degree is worth. Communication networks have as much right
to participate as any other organisation, but may be in a stronger position to compete due to their
established expertise and strengths with regard to CITs.
European, Asian and Australian interviewees were quick to identify the problems as centred
on accreditation issues, lack of quality control and existing numbers of universities. “(The) real danger
is Everybody U…aimed at the bottom end” of the market (Calvert, Virtual U). Asian respondents were,
with the exception of those in South Korea, opposed to a ‘free market’ or ‘anything goes’ approach to
the establishment of new universities. Several interviewees suggested a free market scenario would
place more pressure on universities to work with industry and to address the needs of the vocational
sector, but they forecast difficulties. “This would be a high risk response. Current accreditation
procedures are valued by employers” (O’Neil, News Corporation, Australia).
“But that’s the model we (America) already have” (West, Cal State). American interviewees
have few problems envisaging such a scenario. It is not surprising that many of the new models of
education provision have their genesis in the United States, as the American educational structure is
probably the closest in the world to a free market model.
Scenario 9: Traditional with Intensifying Change
Traditional campus-based institutions offer a significant portion of their course content using
flexible delivery methods. They intensify use of CITs to support the teaching and learning processes in
a sophisticated teaching program. Some degree of on-campus and face-to-face teaching is preserved;
the actual amount varies according to the individual institution.
The quality of institutional offerings using flexible delivery varies. Some providers seize on
the technology as a means to cut costs and teach more students for less outlay and buy in commercial
packages of ‘courseware’. Their infrastructural support is inadequate and online support functions
(including administration and library resources) are patchy. These institutions are not well-regarded in
the marketplace. Other providers, including some traditional face-to-face institutions, are in more
demand than ever. They have invested considerably in infrastructure, development and support
networks, after carefully investigating and working through issues related to student and faculty needs
and expectations. They make appropriate use of technology to deliver some aspects of the program, and
have effective online library and administration facilities. On-campus and face-to-face sessions are
valued and used to provide a quality teaching and learning experience. These institutions have effective
and efficient partnerships with media organisations, which may or may not be global media networks.
This scenario operates along a continuum, with significant differences between traditional oncampus
institutions at one end, and progressive multi-campus institutions at the other. Such
institutions, like Cal State, would have the potential to operate as global campuses, but this potential
may not be realised because of the missions of the institutions—many of which have a local, regional
or state focus.
The scenarios in 1998
When we completed our report in 1997, Australia was already aware of the imminent collapse
of the Malaysian economy. The ‘Super Corridor’ was being scaled back, and Malaysian universities
were struggling to accommodate the students forced to return to their home country after their
scholarships were withdrawn. That scenario has been blighted by economic realities.
Realities have also hit home for the supporters of WGU, which finally opened on September 3
this year. After several weeks, despite 10,000 hits on the site, only 100 students had registered in its
three courses, reportedly because of computer problems in processing applications, and continuing
problems with accreditation (Net News 17/9/1998). Its sponsoring governments have now agreed to
provide aid programs to entice students to enrol (HES, October 7, 1998 p. 29).
Such facts do not seem to have had a significant impact on the rhetoric still heralding a higher
education global market now available for the taking, and the likelihood that global media networks