Institutional Support and Rewards for Academic Staff Involved in Distance Education.

Overview & Synopsis

This project investigated policy statements, training given to academic staff, and the reward structure and career path for academics in distance education among four major providers of distance education in Australasia. Seventy academic staff members from two universities and two colleges were interviewed and asked to complete a questionnaire. The major findings were: (1) most distance education institutions did not have a clear statement of policy, as perceived by their staff, on how to fulfill their roles as major distance education providers; (2) the institutions did not offer training for academic staff in the necessary skills for distance education; and (3) the institutions did not have a reward structure and career path for academics teaching in distance education. Nonetheless, it was found that, while distance education is perceived by practitioners to be on the periphery of higher education, it does flourish. To those involved in it, distance education has a vigor which is drawing them towards a new paradigm of teaching and learning. (4 references) (Author/GL)