[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592452-105":59,"doc-detail-592452-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","meeting-diverse-expectations-chapter-24-research-paper","Meeting diverse expectations - Chapter 24 - Research paper","","Examines how the University of Sydney balanced stakeholders’ expectations in its adult education work through the Department of Tutorial Classes from 1919 to 1963. Traces tensions over the department’s purpose and the director’s status, alongside continuing external pressure from the Workers’ Educational Association (WEA) of New South Wales. Argues the university’s liberal adult education approach persisted mainly because internal disagreement and external influence maintained the status quo despite innovations elsewhere.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/meeting-diverse-expectations-chapter-24-research-paper/592452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/meeting-diverse-expectations-chapter-24-research-paper/592452.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"The paper reviews three directors of the Department of Tutorial Classes (1919–1963) and explains how the university balanced competing expectations to sustain its adult education approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did the Department of Tutorial Classes face opposition?",{"text":117,"@type":113},"The university had ambivalence about the department’s purpose and the director’s status, and some critics saw its goals as incompatible with the university’s mainstream purposes.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the Workers’ Educational Association (WEA) affect the department?",{"text":121,"@type":113},"The WEA provided ongoing external pressure and was a key partner from 1914, shaping course provision and contributing to disputes over legitimacy and direction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592452,1792170654,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","24 Meeting diverse expectations  \nMeeting diverse expectations: Department of Tutorial Classes, Sydney University, 1919 to 1963  \nDarryl Dymock and Ann Kelly Griffith University  \nThe University of Sydney has offered some form of organised adult education since the late 19th century. In 1914, that provision was formalised through the establishment of a Department of Tutorial Classes, the appointment of a Director, and a partnership with the Workers’ Educational Association (WEA). Right from that time, however, there was ambivalence and sometimes direct opposition to the role and sometimes to the existence of the department. As a result, successive directors ofthe department had to tread D ¿QH OLQH LQ EDODQFLQJ WKH H[SHFWDWLRQV RI WKH XQLYHUVLW\\ ZLWK WKHLU SDVVLRQ for extending the academy into the adult community, while also satisfying the demands ofthe WEA. This paper reviews the period of three directorships of the Department of Tutorial Classes, between 1919 and 1963, and argues that the liberal adult education approach adopted by the university from its earliest days was sustained over those 45 years mainly because ongoing disagreement within the university about the purpose of the department and the status of the director, as well as continuing external pressure from the WEA, ensured that the status quo prevailed, even when there were innovative adult education developments elsewhere, and opportunities for change presented themselves.  \nDarryl Dymock and Ann Kelly 25  \nIntroduction  \nUniversity adult education was introduced into Australia more than a century ago as a means of extending the knowledge and expertise of the academy to the general public, through means other than formal tertiary courses. All the sandstone universities and others such as WKH 8QLYHUVLW\\ RI 1HZ (QJODQG IRU VRPH WLPH RIIHUHG VLJQL¿FDQW adult education programs. Despite the good and, some would say, patronising, intentions of their proponents, however, these programs often struggled for legitimacy within their institutions. Today, only the University of Sydney maintains a substantial program, through the Centre for Continuing Education, a program that had its origins in the 1890s.  \nDespite its longevity, however, the adult education program atthe University of Sydney has also continually struggled not to be marginalised. Critics have seen its goals as incompatible with the mainstream purposes of the university, diverting scarce resources EHWWHU VSHQW RQ DFDGHPLF SURJUDPV􀀏 DQG XQGXO\\ LQÀXHQFHG E\\ LWV external partner, the Workers’ Educational Association (WEA) of New South Wales, to whom it was yoked from 1914 to 1983. As a result of such attitudes, those appointed as directors ofthis adult education HQWHUSULVH􀀏 ZKLFK IRU WKH ¿UVW 􀀘􀀓 \\HDUV RILWV OLIH ZDV NQRZQ DV WKH'HSDUWPHQW RI 7XWRULDO &ODVVHV􀀏 WURG D ¿QH OLQH EHWZHHQ UHDFKLQJ into the community and meeting the expectations of the university’s Extension Board and Senate, and ofits partner, the WEA.  \nThis paper examines the nature of that balancing act for three consecutive Directors of Tutorial Classes at the University of Sydney, from 1919, just after the inaugural director resigned, until 1963, when the retirement of the director signalled a change in the department’s name to Adult Education. It argues that, while there were some variations in the nature of the courses offered over that period, the imperative to meet the expectations of the major stakeholders, apart from the students, ensured a relatively conservative approach, even when there were opportunities for innovation. The paper also proposes that over those years the university never resolved its ambivalence towards the role of the Department of Tutorial Classes and the position of Director.  \n26 Meeting diverse expectations  \nEarly years  \nThe University of Sydney has offered some form of organised adult education since the inauguration of Extension lectures in 1886. Stimulated by a special purpose grant from the New South Wales Go","cbCaia5azX9P9ji1","https://ap.wps.com/l/cbCaia5azX9P9ji1","pdf",162102,"English","# Introduction\n## Early years\n## Department of Tutorial Classes and external pressures","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper reviews three directors of the Department of Tutorial Classes (1919–1963) and explains how the university balanced competing expectations to sustain its adult education approach.\"},{\"question\":\"Why did the Department of Tutorial Classes face opposition?\",\"answer\":\"The university had ambivalence about the department’s purpose and the director’s status, and some critics saw its goals as incompatible with the university’s mainstream purposes.\"},{\"question\":\"How did the Workers’ Educational Association (WEA) affect the department?\",\"answer\":\"The WEA provided ongoing external pressure and was a key partner from 1914, shaping course provision and contributing to disputes over legitimacy and direction.\"}]","Meeting diverse expectations - Chapter 24 - Research paper | PDF",1792074612]