By Louise Moran, Ian Mugridge
Via Canadian, Australian, American and Malaysian case stories, the across the world recognized authors of this publication examine the foremost elements which complement and inhibit collaboration in distance schooling.
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Additional resources for Collaboration in Distance Education: International Case Studies (Routledge Studies in Distance Education)
A fourth public university, the University of Northern British Columbia, was established in Prince George3 and increased funding was provided to enable the three established on-campus universities to increase undergraduate enrolments. 4 The government saw this last strategy as a way of simultaneously producing greater numbers of baccalaureate degree-holders in British Columbia, providing degree-completion opportunities for well-trained individuals without an easy route to degrees, and addressing the dearth of advanced job-skills training and retraining.
However, both of us recognized the need to make real progress. ’16 By now Gillespie had been appointed Vice-President Instruction at BCIT and was in an even stronger position than before to commit BCIT to moving forward. In spring 1989 Gillespie, Neylan, George Eisler (the new dean of the School of Health Sciences), and I agreed to retain a consultant, Gary Bunney of Sigma Evaluation and Training Resources, Victoria, to determine support from employers and professional groups for a programme of the sort envisaged; to assess the potential demand for such a programme; to identify any major issues that emerged as a result of the study, and to make recommendation to the OU and BCIT on whether and how to proceed.
2 The identification of these educational needs, however, occurred in a climate of diminishing access to resources and strong attempts by government to rationalize and render more efficient the postsecondary education system in the province. Universities were being viewed increasingly by government policy makers as being at the apex of an integrated educational system rather than a distinct and separate part of that system. British Columbia was not alone in this. Konrad and Small (1989:197–203), and Paul (1990:144–5), report that political arguments, rationalization, system integration, and access exerted potent external force on educational institutions throughout Canada in the 1980s.