Open Learning and Open Management: Leadership and Integrity in Distance Education, Ross H. Paul London: Kogan Page, 1990, 201 pages, |
VOL. 7, No. 1, 122-123
It is a sad paradox that the institutions most clearly dedicated to helping adult learners to learn are such slow learners themselves. I refer, of course, to universities in general and more particularly to open universities. Ross Paul quotes his former President at Athabasca University, Terry Morrison as follows:
If learning is the raison d'etre of open learning systems, then organizations involved in that process should be learning organizations. (p. 10)
True, very true - but it is a normative, not a descriptive statement. One may wish it were true in a descriptive sense, but it isn't. In one of his more trenchant comments, Paul writes:
even though we agree that we all do the same sorts of things, every one of us insists on going through the process in our own way anyhow. 'Why should I learn from you when I can learn so much more effectively from my own mistakes?' is the apparent message. (p. 62)
Designed as a tool to be of use to the practitioner, almost as a "check- list," each chapter begins with a discussion of a particular aspect of a learning centre. In these sections the author is "liaising and answering points that keep coming up in conversation with college managements."
The chapters then provide a prescription or model and conclude with a selected list of references. Davies concludes with two short chapters designed to assist in managing the operation and several useful appendices which recommend staffing levels and functions, job descriptions, an assessment tool for learning packages, and various organizational aids.
The book will be of value to those considering establishing a learning centre within a traditional institution and for whom the model presented is appropriate. As with any handbook of this size, it is impossible to provide a comprehensive discussion and review of available options, which results in some omissions that detract from the value of the book. For example, the chapter on materials and media focuses almost entirely on packaged instruction, downplays the value of technology, and makes no reference to electronically linked learning centres.
The author writes in a clear, direct style and the book has been produced to high commercial standards.
In addition to educators in traditional colleges, the book will also have value to corporate trainers who are considering a learning centre as part of their training program.
Fred Jevons, Professor
Science and Technology Policy
Murdoch University
Murdoch, Western Australia
Australia, 6150