Evaluating Flexible Learning: A Case Study

Abstract

‘The hubris of the change agent becomes the nemesis of the implementers and others affected by the new programme’ (Fullan 1989)

This paper examines the complexity of the move towards more flexible approaches to teaching and learning in a medium size 2000 FTE tertiary college. A research and development approach was adopted by using institutional self‐evaluation. The starting point was an exploration of the opinions of managers, teachers and students. The findings demonstrate that each group has its own interests and concerns, which, at times overlap, but at others, diverge. There is a greater chance of achieving objectives successfully if those managing change involve those responsible for carrying it out in both the formulation and the subsequent implementation; and if review and evaluation involve the students who experience the effects of the changes.