University Teachers' Interactions with Their Online Students at an Australian University (original) (raw)

The Commoditization of Higher Education Higher & the E-Learning Revolution

For the purposes of this paper, higher education will be defined as post-secondary school education or tertiary education. This is very important because as we witness the globalization of education, then it becomes imperative to define levels and standards, for what may be considered secondary in one country may very well be tertiary in another. In addition, we will make a distinction between academic, professional and vocational types of training and education. Though most universities in the USA and indeed Britain have long seized the opportunity to widen their scope by providing professional training through their ‘extra-mural’ departments, the university at large is still seen as a seat of academia. Professional and vocational training has been taken up by other educational institutions or training providers. What is more important is that since the grand explosion of the Internet, there is now looming on the horizon, the further commoditization of higher education. Indeed we s...

The' Market for Higher Education: Does it Really Exist?

SSRN Electronic Journal, 2009

Higher education, like any other commodity or service, has been viewed in a variety of economic frameworks. Little of this work, however, appears to have made any effort to define carefully the boundaries of the relevant market for higher education, which is the subject of this particular inquiry. Market definition is an essential preliminary step before any academic or policy investigation can properly be made into the forces that determine the behavior of the buyers and sellers of higher education, those who provide inputs into the education process, or those who fund or otherwise subsidize it. The authors spell out the key economic dimensions of a market, and illustrate their relevance for research that seeks to analyze the players and policies in the many distinct domestic and international markets that exist for the inputs and outputs of the higher education sector.

The market as a new steering strategy for Australian higher education

Higher Education Policy, 1997

In examining the concept of the "market" in relation to public higher education it is important to consider both its financial and ideological dimensions. In relation to the first dimension, an ongoing challenge faced by governments everywhere is how best to meet the costs of a mass system of higher education. A common policy response has been to pressure the higher education institutions themselves into seeking a greater proportion of their revenue from non-government sources through diversifying their funding base. To reinforce this shift in policy, governments have also sought to develop and implement mechanisms which can be used to differentially reward institutions on the basis of the amount of non-government funding secured. The second dimension of the "market" as it applies to higher education, is, however, far more complex, involving a re-definition of the basic ideological principles underpinning the relationship between higher education and the state, on the one hand, and higher education and society in general, on the other. The resulting interplay between these financial and ideological dimensions are examined in the context of Australian higher education. 3; 1997 International Association of Universities Kry wmds: Market forces. privatization, financing higher education, diversity, management. commercialization

Student’s View of Education as the Merit and Private Economic Goods

Science Journal of Education, 2014

Economic theory defines the market of the higher professional education as an intellectual property due to a system where product demand is formed by the higher education institutes. It is presently formed as the combined system of the state and non-state or private forms. The emergence of fee-based forms of education involves the formation of market relations and the determination of the price of such services. The higher professional education market arose in Russia together with the reform of other spheres of economic life in order to create out education, and also as the merit and the private economic goods. But the social importance of the role of these goods cannot identify education as the pure product of the market. The possibility of establishing education as the market product is formed in connection with the inseparability of the existing system of educational services from the labor market as the end user.