A Comparative Study Of Single-Mode And Dual-Mode Distance-Teaching Universities In Indonesia, Australia And New Zealand

Distance education has played a key role in national strategies to educate a skilled workforce in Indonesia, Australia and New Zealand, although these strategies are implemented in rather different ways. This thesis presents a comparative study of single-mode and dual-mode distance-teaching universities. The purpose of the study is to explain the different approaches, philosophies and methods of the two systems, compare and contrast their key characteristics, and make policy suggestions. Three institutions have been selected for in-depth case study; Universitas Terbuka (UT) or Indonesia's Open University, the University of New England (UNE) in Australia and Massey University (MU) in New Zealand. Case study and grounded theory are used in the research, involving fieldwork, documentary analysis, interviews and observation as data-gathering instruments. The present study focuses on the management and organisation of distance-teaching universities, one area of distance-education research which seems to have been neglected. Various theories developed by researchers and scholars in distance and higher education are used as frameworks for analysis (See: Balderston, 1975; Bergquist, 1992; Clark, 1983; Keegan, 1990; Peters, 1983; and Rumble, 1989a). The study has been conducted during turbulent times, coinciding with major restructuring at both institutional and national levels. This complicated the research effort without undermining it. Nevertheless, interesting findings were achieved. The findings of the comparative study indicate that a number of factors -- history, philosophy, politics, economics, socio-cultural, and technological change -- have contributed to the establishment of distance-teaching universities in each country, and influenced the decision on whether to opt for a single-mode or dual-mode system. Although it is difficult to draw clear-cut differences between the two systems, it can be concluded that both have distinctive features of their own as regards institutional cultures, management style, organisational design and flexibility. Both also have similarities regarding the characteristics of their distance-education enterprise, the application of distance-education theories, their functions as universities, and their contribution to expand access. Experience in Australia and New Zealand has indicated that distance-education programs can be well developed in traditional universities. The dual-mode system seems to offer a promising alternative for Indonesia, where academic resources are scarce. Both government legislation and regulations enable traditional Indonesian universities to offer programs by distance education. However, there are a number of problems that need to be addressed prior to embarking on such a distance-education ventur