Post‐Fordism and distance education ‐ a flexible strategy for change

Notes and references

• Wright , P. W. G. Open and Distance Learning in Higher Continuing Education and Training with particular reference to S.M.E.s . a Report for the Commission of the European Communities: Task Force on Human Resources, Education, Training and Youth (also presented to OECD) . May 1991 . for an elaboration of this point
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• The University of Bristol, for example, intends to expand its continuing education programme from 30,000 students to 40,000 students by the end of the decade
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• Rumble , G. 1992 . The competitive vulnerability of distance teaching universities’ . Open Learning , 7 ( 2 ) : 31 – 45 .
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• Peters , O. 1983 . “ ‘Distance teaching and industrial production’ ” . In Distance Education: International Perspectives , Edited by: Sewart , D. , Keegan , D. and Holmberg , B. London : Croom Helm .
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• Campion , M. 1990 . “ ‘Post‐Fordism and research in distance education’ ” . In Research in Distance Education 1 , Edited by: Evans , T. Geelong : Institute of Distance Education, Deakin University . Campion, M., Renner, W. (1992) The supposed demise of Fordism: implications for distance education and higher education’ Distance Education. vol. 13 No. 1 pp. 7‐28
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• Badham , R. and Mathews , J. 1989 . The new production systems debate . Labour and Industry , 2 (2) : 194 – 246 . For a very accessible discussion of Fordism and Post‐Fordism see Murray R. 1989 ‘Fordism and Post‐Fordism’, in Hall S. Jacques M. (Eds.) New Times: The Changing Face of Politics in the 1990s pp. 38‐53
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• Teachers dominated the student body in the early years with 35 per cent of the 1972 intake being teachers
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• The university provides some non‐uniform support for special groups, notably disabled students, and a small regional budget enables regions to make minor local additions to the otherwise strongly uniform services
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• The Faculty of Educational Studies became the School of Education in the mid‐1980s
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• The introduction of the national curriculum, the Education Reform Act and local management of schools and colleges seriously damaged the health of courses offered by the School of Educatioa This has required the replacement of units, modules and whole courses sooner than expected with consequent conflict with established plans and competition for staff and other resources
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• Farnes , N. 1991 . School of Management Production Review , 11 The Open University . Internal Paper
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• Farnes (1991) op.cit. takes a different view regarding the contemporary course team as demonstrating the key characteristics of a post‐Fordist multi‐skilled multi‐task autonomous working group
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• Edwards , R. 1991 . ‘Post‐Fordism in work and learning’ , The Open University, Centre for Youth and Adult Studies . Occasional Paper May, Edwards description of the sub‐contractors that service Post‐Fordist organisations as the birds on the rhino's back, which can be shaken off when necessary without any damage to the rhino’ draws attention to the lack of job security for consultants. This is an important and serious issue in any shift towards a Post‐Fordist organisation
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• Lubbock , R. , Macdonald‐Ross , M. and Sparkes , J. July 1990 . A Discussion Document on Course Writing and Production at the OU July , a Report to the Vice‐Chancellor
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• In some instances academics provide finished copy for highly reputable commercial publishers but must submit other parts of course materials for editing within the OU
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• Rumble, op.cit.
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• Brödner , P. 1992 . ‘Towards an anthropocentric approach in European manufacturing’ . Vocational Training , : 30 – 39 . 1987
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