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It argues that emerging information and communication technologies, combined with distance education practices, increase pressures for openness across the whole learning environment. Drawing on Senate EETR Committee reports and related commentary, the discussion highlights expectations, political framing, and possible pedagogical relationships as postgraduate study evolves under reform.",{"@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/postgraduate-education-and-open-learning-anticipating-a-new-order/595346/",{"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/postgraduate-education-and-open-learning-anticipating-a-new-order/595346.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define open learning and its practical meaning for education?","Question",{"text":112,"@type":113},"It presents open learning as an approach based on individual learner needs, giving students maximal control over what, when, where, and how they learn, often supported by distance education and educational technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper argue that postgraduate education is under pressure to become more open?",{"text":117,"@type":113},"It links this pressure to the integration of information and communication technologies with traditional distance education practices, pushing openness further in delivery and learning environments.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does educational management play in shaping open learning developments?",{"text":121,"@type":113},"Managers tend to frame open learning through efficiency, effectiveness, service, and national interest, often equating “open” with “distance” and focusing on administrative and delivery systems and the production of educational products.","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},595346,1792865710,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"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":52,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Postgraduate education and open learning: anticipating a new order?  \nPeter Taylor  \nGriffith University  \nIntroduction: an emerging new order?  \nTraditionally the postgraduate experience has been seen as being the most intensive, personal and individual experience of education. By its very nature it has had a significant element of ‘learner control’, with much of the teaching involving mentoring rather than instructing. Inan important sense it has been the ideal-typical form of higher education, which is characteristically most ‘open’, where openness is characterised in terms of Richard Johnson’s (1990, p 4) widely used definition:  \nOpen learning is an approach rather than a system or technique; it is based on the needs of individual learners, not the interest of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge toa manager of learning and afacilitator.  \nHowever, while postgraduate education might be seen as inherently‘open’ in terms of student control and the role of teacher, it is clear that it is under pressure to become even more so, particularly in terms of delivery, as a result of the articulation of information and communication technologies with the more traditional practices of distance education.  \nThe recent reports of the Senate Employment, Education and Training References (EETR) Committee (1995) on the Inquiry into the Development of Open Learning in Australia highlight increased expectations of open learning practices for education and pressure for all sectors of education to adopt those practices. These expectations are being supported “by its practitioners in ways that have bordered on missionary zeal”(Tait, 1994, p 27) . While not a practitioner, Senator John Tierney, writing in the Introduction to Part 2 of the Senate EETR Committee report, observed that:  \nTo an extent, open learning is symbolic of an emerging new order in education and training [my emphasis]. We can take it to ‘stand for’all those features of flexibility, efficiency, effectiveness, service, national interest and so on which characterise the present debate (Senate EETR Committee, 1995, p 4) .  \nHe seems to be arguing that any pressure for reform is pressure fora ‘new order’ symbolised by open learning. Given the central role of government in developing the policy framework for the development of education and training in Australia, it seems reasonable to characterise this political pressure as overarching and all pervasive. In this paper I want to share some speculations about possible forms of postgraduate education, and roles and pedagogical relationships possible within those forms, as they evolve under such re-forming pressures. Ido so from the perspective of someone who has developed open learning approaches for both on and off-campus students, and who is working in the area of academic staff development. In this role I am both supervising members of academic staff undertaking postgraduate studies and raising issues such as those discussed here within the wider university community.  \nBefore turning to the issue of re-form, let me state a caveat for the discussion by making it clear that pressure for reform is not being directed towards (or away from) postgraduate education exclusively.  \nRather, it is a general pressure for the learning environment of all students, including those involved in postgraduate studies, to become more ‘open’.  \nOne way to make sense of the rapidly expanding literature, and the inconsistent use of the term ‘open learning’ within it, is to locate the advocates and discussants within groups whose membership is characterised in terms of organisational role. Those roles are, in some senses, incidentalto the distinctions offered below, but they are useful signals of the foc","cbCaipfN1dtkonjY","https://ap.wps.com/l/cbCaipfN1dtkonjY","pdf",26952,"English","# Introduction: an emerging new order?\n## Open learning as an approach and its implications\n## Pressures to make postgraduate education even more open\n## Policy expectations and political framing\n## Caveat on reform beyond postgraduate education\n## Identifying advocate roles: managers, technologists, and teachers\n## Educational management: the growth imperative","[{\"question\":\"How does the paper define open learning and its practical meaning for education?\",\"answer\":\"It presents open learning as an approach based on individual learner needs, giving students maximal control over what, when, where, and how they learn, often supported by distance education and educational technology.\"},{\"question\":\"Why does the paper argue that postgraduate education is under pressure to become more open?\",\"answer\":\"It links this pressure to the integration of information and communication technologies with traditional distance education practices, pushing openness further in delivery and learning environments.\"},{\"question\":\"What role does educational management play in shaping open learning developments?\",\"answer\":\"Managers tend to frame open learning through efficiency, effectiveness, service, and national interest, often equating “open” with “distance” and focusing on administrative and delivery systems and the production of educational products.\"}]","Postgraduate education and open learning - anticipating a new order? | PDF",1792080961]