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Interviews show globalisation rhetoric exceeds on-the-ground reality: elite universities and major media alliances are viewed as implausible, while collaborations are more common in professional education, corporate training, and schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/new-media-and-borderless-education-the-state-of-play/595355/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/new-media-and-borderless-education-the-state-of-play/595355.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What developments does the study examine in “borderless” education?","Question",{"text":63,"@type":64},"It examines internationalisation forces and technological change, including the growth and convergence of communication and information technologies and their role in lifelong learning and service delivery.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted and what was the scope?",{"text":68,"@type":64},"A QUT-based research team interviewed more than 140 identified “key players” across government, industry, media networks, and higher education in 10 countries.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the main finding about globalisation and media involvement?",{"text":72,"@type":64},"The study finds that rhetoric of globalisation and media involvement far outstrips reality; respondents considered major media-university “Death Star” scenarios implausible.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595355,1793089297,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nTechnology and delivery: Assessing the impact of new media on“borderless” education  \nSTUART CUNNINGHAM  \nQUT  \nNew Media and Borderless Education: The State of Play  \nThe impact of the forces of internationalisation and technological change has been felt widely throughout the world, most noticeably in a general shift in employment from manufacturing and commodity-based industries to service industries and those based on the deployment of higher-level skills and knowledge. In the so-called ‘knowledge age’, growing importance is attached to lifelong learning and the capacity of service providers to stay abreast of change and respond quickly to emerging markets. Growth in the power of communication and information technologies (CITs), and their convergence in the form of the Internet, is therefore assuming ever greater significance. These developments are unfolding against a background of public sector reform in many countries, where governments have been seeking for some time to reduce the size of the public sector and to make publicly-funded agencies operate with greater efficiency and effectiveness.  \nUniversities, as producers and disseminators of knowledge, and in many cases publicly funded, are inevitably caught up in these developments. Commentators have heralded fundamental change to the structure and function of the traditional campus-based university, pointing to initiatives such as the Western Governors University (a consortium arrangement to offer courses from universities in 10 western US states in a technology-based‘smorgasbord’ program), the expansion of technologymediated distance education, and the emergence of successful private universities, such as the University of Phoenix. These programs aim to service the education needs of working adults and corporate clients, without major investments in ‘bricks and mortar,’ by using CITs for distributed teaching and learning. A frequent scenario put forward is that dominant players in the media will enter the higher education market, either as producers themselves or in alliance with leading universities.  \nThe study, then, sought to monitor these developments and to evaluate various core perceptions:  \n• global media networks (GMNs) were entering, or about to enter, the tertiary market;  \n• overseas universities were extending their access to local students through new media;  \n• new providers were coming, perhaps through franchising or similarly flexible arrangements;  \n• existing or new vocational and educational providers were going to move into areas which had been the province of traditional higher education providers.  \nIn a project funded by DEETYA in 1997 through its Evaluations and Investigations (EIP) program, a QUTbased research team interviewed more than 140 people who it identified as ‘key players’ from government, industry, media networks and the higher education sector, in 10 countries in Asia, Europe, North America and Australia (Cunningham et. al. 1998) . It was a global mapping exercise-the first intensive effort to go beyond the rhetoric and analyse reality in this area. This ‘on-theground’ data was analysed and built into a taxonomy which differentiated the various players by the reach of their activities, whether global, regional, international or local. This taxonomy provided the basis for examining a series of issues pertinent to the future development of technology and media in higher education.  \nThe most prominent finding was that the rhetoric of globalisation and media involvement far outstripped the reality. The ‘Death Star’ scenario -where global media networks such as Microsoft, Disney, Time-Warner, News Corporation or other major media players might team up with leading universities to deliver global education via satellite or the Internet-was considered implausible by many respondents. This was partly because of the conflict in mission between providing elite higher education an","cbCaimjoqNpe05hq","https://ap.wps.com/l/cbCaimjoqNpe05hq","pdf",201700,"English","# Technology and delivery: Assessing the impact of new media on “borderless” education\n## Global media networks and market entry\n## Alliances, access expansion, and distance education\n## Key findings: rhetoric versus reality\n## Implications for future development","[{\"question\":\"What developments does the study examine in “borderless” education?\",\"answer\":\"It examines internationalisation forces and technological change, including the growth and convergence of communication and information technologies and their role in lifelong learning and service delivery.\"},{\"question\":\"How was the research conducted and what was the scope?\",\"answer\":\"A QUT-based research team interviewed more than 140 identified “key players” across government, industry, media networks, and higher education in 10 countries.\"},{\"question\":\"What is the main finding about globalisation and media involvement?\",\"answer\":\"The study finds that rhetoric of globalisation and media involvement far outstrips reality; respondents considered major media-university “Death Star” scenarios implausible.\"}]","New Media and Borderless Education - The State of Play | PDF",1792080974]