Global Perspectives: The University of South Australia (UniSA) case study

dc.creator	Ted Nunan
dc.creator	Ian Reid
dc.creator	Holly McCausland
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:11Z
dc.date.available	2015-07-20T22:12:11Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/dc117229173a4525abcc93cd555e4bbd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15046
dc.description	This case study describes current developments in the change processes that are underway at the University of South Australia (UniSA) as it develops from a dual mode institution to one that embraces flexibility in delivery of all of its courses and programs. Forces operating in the context of higher education are causing traditional institutions to become dual mode. Institutions that were already operating as dual mode are developing a proliferation of program delivery arrangements that move beyond hybridisation. A number of Australian institutions claim to provide flexibly delivered courses where student centred learning processes are facilitated through the use of information and communication technologies.Hybridisation and the move to flexible delivery in Australia has partly been driven by changes in the socio-economic context of higher education that have forced universities to compete for income to sustain their operating costs. Offshore teaching and the provision of onshore fee paying courses for international students have required changes to delivery processes for resource-based teaching and online technologies and these changes have washed through institutions. However, for some institutions the development of flexible delivery has been to achieve a wider range of educational purposes for all students. Such purposes are often described in terms of the shift in focus: for example, from teaching to learning; from elite to inclusive; from "producer" to "consumer;" from local perspective to international; from credentialing (four year degree) to life-long learning (40 year degree).
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/57/118
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 2, Iss 2 (2002)
dc.subject	higher education
dc.subject	distance education
dc.subject	dual mode
dc.subject	hybrid
dc.subject	hybridization
dc.subject	Australia
dc.subject	producer
dc.subject	consumer
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Global Perspectives: The University of South Australia (UniSA) case study
dc.type	article