Open Universities

The latest edition of The International Review of Research in Open and Distributed Learning, contains an interesting paper on Open Universities in China (Zhang & Li, 2019). This charts their formation from Radio and TV universities (RTVUs). This got me thinking about how many Open Universities there are in the world now. So I searched for "Open University" in Webometrics. There were 80 results. Open University UK is the only one to rank in the top 1,000 universities in the world. There are four in the top 2,000. Of the former RTVUs, the Open University of China rates highest at 6,818; Shanghai Open University 7,059; Jiangsu Open University 11,771; Beijing Open University 12,034; Yunnan Open University 13,407; and Guangdong Open University 18,730. Zhang and Li did not include the Open University of Hong Kong in their study, as it did not derive from a RTVU, but for comparison it rates 2,578 which is far above any of the RTVU. This largely reflects the role of the former RTVUs, which are more like Australian TAFEs, providing vocational education, rather than universities.

Rank	University	Presence	Impact	Openness	Excellence
362	Open University UK	765	185	328	662
1344	Open University / Open Universiteit Netherlands	3271	2207	1016	1518
1434	Hellenic Open University	2260	1422	2224	1835
1925	Open University of Israel	2881	3237	1731	2158
2578	Open University of Hong Kong	1512	1813	3122	3853
3061	Open University of Cyprus	1272	7326	2984	2893
3108	Allama Iqbal Open University	2930	4092	4528	3541
3639	(1) Indira Gandhi National Open University	2178	2858	2891	5040
4629	Open University of Sri Lanka	1664	9121	3071	4901
5086	Korea National Open University / 한국방송통신대학교	4473	7501	6630	5040
5316	Open University Malaysia	4500	7104	4241	5648
5410	Sukhothai Thammathirat Open University	1177	5405	4605	6115
5496	Open University of Tanzania	929	9929	6718	5040
5991	(1) Ho Chi Minh City Open University /Trường Đại học Mở thành phố Hồ Chí Minh	3832	9572	4384	5648
6237	Al Quds Open University	412	8680	4260	6115
6588	Open University of Japan (University of the Air) / 放送大学	4881	3855	8470	6115
6627	Arab Open University Kuwait	1302	11136	8078	5040
6818	Open University of China / 国家开放大学	9765	3583	8602	6115
7059	(1) Shanghai Open University / 上海开放大学	8927	3917	8602	6115
7521	Tianjin Open University / 天津广播电视大学	12407	4456	8602	6115
7693	Zimbabwe Open University	2483	14284	6588	5198
7813	National Open University	2541	5620	8602	6115
8234	Vardhaman Mahaveer Open University	6620	9002	6734	6115
8867	(3) University of the Philippines Open University	6134	10375	6289	6115
8914	Bangladesh Open University	13143	9641	8365	5648
9045	Guangzhou Open University / 广州市广播电视大学	15771	6221	8602	6115
9600	Wawasan Open University	11413	11621	5580	6115
9698	Krishna Kanta Handique State Open University	7429	7692	8602	6115
9749	Open University of Kaohsiung	3758	8125	8602	6115
9962	Netaji Subhas Open University	7993	10568	8602	5648
10513	Uttarakhand Open University	4833	11164	7583	6115
10579	Dr Bhim Rao Ambedkar Open University	20590	7832	8602	6115
10759	Jiangxi Open University / 江西广播电视大学	14074	8579	8602	6115
10993	Arab Open University Jordan	21239	15572	5646	5648
11333	Madhya Pradesh Bhoj Open University	10604	9574	8602	6115
11339	(1) Nalanda Open University	10348	9597	8602	6115
11590	National Open University of Nigeria	8863	10000	8602	6115
11624	Hanoi Open University / Đại học Mở Hà Nội	7146	10163	8602	6115
11771	Jiangsu Open University / 江苏开放大学	8768	10227	8602	6115
12034	Beijing Open University / 北京开放大学	10434	10452	8602	6115
12047	Tamil Nadu Open University	15376	10123	8602	6115
12222	Shenzhen Open University / 深圳广播电视大学	11405	10609	8602	6115
12600	Dr Babasaheb Ambedkar Open University	13111	10981	8602	6115
12731	Guangxi Open University / 广西广播电视大学	15847	10949	8602	6115
13010	Yashwantrao Chavan Maharashtra Open University YCMOU	17859	11152	8602	6115
13175	Arab Open University Lebanon	17187	14809	6817	6115
13322	UP Rajarshi Tandon Open University	12350	11939	8602	6115
13407	Yunnan Open University / 云南开放大学	19636	11462	8602	6115
13811	The Open University of Fujian / 福建广播电视大学	10795	12668	8602	6115
14095	Hainan Open University / 海南广播电视大学	18276	12416	8602	6115
14361	Hubei Vocational Open University / 湖北开放职业学院	28020	11064	8602	6115
15031	Zambian Open University	21505	16265	8602	5648
15106	Arab Open University Saudi Arabia	28348	11419	8602	6115
15276	Open University of Sudan	7507	14799	8602	6115
15483	Polish Open University / Wyższa Szkoła Zarządzania	23315	13641	8602	6115
15527	(3) Moscow State Open University Cheboksary Polytechnic Institute / Чебоксарский политехнический институт (филиал) В С Черномырдина	9190	14995	8602	6115
15691	Global Open University Nagaland	22232	13991	8602	6115
15703	Arab Open University Egypt	21026	16935	7437	6115
15802	Nanjing Open University / 南京广播电视大学	15484	14811	8602	6115
15873	Arab Open University Oman	21511	18587	6268	6115
16308	Arab Open University Bahrain	27071	15855	7920	6115
16524	(3) The Open University of Fujian Campus Zhangzhou / 福建广播电视大学 漳州分校	20217	15278	8602	6115
16778	The Open University of Nanhai 南海广播电视大学	16302	15986	8602	6115
17623	Shenyang Open University / 沈阳广播电视大学	20581	16580	8602	6115
17676	(1) Al Mustafa Open University	11072	17483	8602	6115
17693	Xuzhou Open University / 徐州开放大学	15920	17119	8602	6115
17756	Open University of Mauritius	13866	17357	8602	6115
18104	Subotica Open University	17685	17499	8602	6115
18730	The Open University of Guangdong /广东开放大学	17859	18249	8602	6115
19012	Venkateshwara Open University	22578	18101	8602	6115
19674	Odisha State Open University Sambalpur	13487	19721	8602	6115
20950	The Open University of Fuzhou / 福州广播电视大学	22609	20368	8602	6115
21485	(4) Commonwealth Open University	27976	19615	8602	6115
21832	Nantong Open University / 南通开放大学	16731	21967	8602	6115
22121	(3) Indira Gandhi National Open University Regional Centre Bangalore	22484	21694	8602	6115
22606	The Open University of Wuhan / 武汉市广播电视大学	17214	22767	8602	6115
22835	Anhui Open University / 安徽广播电视大学	9145	23549	8602	6115
23892	Laweh Open University College	19230	24121	8602	6115
25232	(3) Guangzhou Open University Campus Qiaoguang / 国家开放大学侨光分校	22564	25237	8602	6115
25884	(3) Indira Gandhi National Open University Shillong	26291	25583	8602	6115

Reference

Zhang, W., & Li, W. (2019). Transformation From RTVUs to Open Universities in China. The International Review of Research in Open and Distributed Learning, 20(4). https://doi.org/10.19173/irrodl.v20i4.4076

Media Plan for an Open University

Athabasca University's advertising and media buying Request for Proposals was released on-line, providing a rare insight into how universities and open universities in particular, see themselves and their students. Based on my experience as a recent AU graduate, the analysis seems accurate. The female skew was particularly pronounced for the MEd, and the students were a little older as this was a graduate program. Reading other student's profiles, I wondered if to fit in I had to acquire a husband, two children, a dog and an alpine sport. ;-)

"Athabasca University, Canada’s Open University has issued an advertising and media buying RFP. The school is dedicated to the removal of barriers that restrict access to and success in university-level studies and to increasing equality of educational opportunity for adult learners worldwide. They are committed to excellence in teaching, research and scholarship and to being of service to the general public.

Athabasca University (AU or University) has been a leader in distance and online learning since its inception in 1970. Today, the University serves 40,000 students throughout Alberta, across Canada and in 80 countries around the world. With a focus on liberal arts, science and professional education, the University offers more than 850 courses in nearly 80 bachelor’s, master’s, doctoral and undergraduate and graduate certificate and diploma programs.

The University’s online and distance approach to university learning makes it possible for people to take courses and earn degrees regardless of their location or their family, career or community commitments. Individualized study courses may incorporate both print materials, e-texts and a variety of multimedia tools, allowing students to learn when and where they choose and at their own pace.

Athabasca University is a full member of the Association of Universities and Colleges of Canada, the Association of Commonwealth Universities, the International Council of Open and Distance Education, the Canadian Association of Distance Education, and the Canadian Association for Graduate studies. Athabasca University was also the first and just one of two Canadian universities accredited with the Middle States Commission on Higher Education in the United States. In 2006, it became the first public post-secondary institution to be fully authorized to operate in both Alberta and British Columbia.

Media Advertising Target Audience

• National campaign with a primary market of Alberta, secondary markets of Ontario and British Columbia, and tertiary markets throughout the rest of Canada.
• Primary: Individuals currently in the workforce who are looking to expand their educational options; this segment of the population would benefit from being able to fit studies within their existing busy schedules. The goal: increase program enrolments.
• Secondary: Individuals currently enrolled in post-secondary studies elsewhere who are looking to take certain transferable courses offered by Athabasca University (i.e.: visiting students). The goal: maintain number of course enrolments.
• Prospective students, female skew; ages 25-34.
• Indigenous, rural and northern population (with the goal of increasing program enrolments).
• This does not limit the target audience, only provides a general guideline for existing targets within Canada."

From Athabasca University advertising and media buying Request for Proposals

Going Online: Perspectives on Digital Learning

In reviewing the book "Going online: perspectives on digital learning" by Robert Ubell (Routledge, 2017), Mike Sharples nominates four universities as pioneering global open education: Athabasca University, Open University, MIT, and University of Cape Town:

"The pioneers are universities committed to global open education, such as the Open University in Milton Keynes, UK; the Massachusetts Institute of Technology in Cambridge; Canada's Athabasca University; and the University of Cape Town in South Africa. The most traditional universities are finding this step the hardest."

From Digital education: Pedagogy online,  Sharples, Nature, 15 December 2016

Interestingly, only one of these universities is in the USA (MIT). I am a student of education at Athabasca University, and while it is mentioned frequently in e-learning research publications, it rarely gets a mention in the specialist education press and almost never in the popular media.

Sharples points out that "... the education system in transition from campus instruction to global enterprise ...". Some academics may fear this, seeing it as a move to the commercialization and commoditization of learning. However, what the open university have show is that it is possible to provide a quality education at a lower cost to more people. This is not about fancy software or replacing lectures with videos, it is about careful design of education. 

Writing in Inside Higher ED, Robert Ubell, lists reasons  "Why Faculty Still Don’t Want to Teach Online". However, I suggest one reason is that academics are mostly not trained in how to teach on-line and so are not surprisingly reluctant to do so.

The production line revolutionized the manufacture of cars. What is usually emphasized is the efficiency brought about by production line workers carrying out repetitive tasks. What is not highlighted is the large team of highly trained engineers who not only design cars for mass production, but also the production and quality control process. The result is not only cars which are much cheaper than those made by hand, but also vehicles which are more reliable, more efficient and of much higher quality. The same thinking is used by on-line and distance universities, who use teams of educational design specialists, working with subject matter experts to produce efficient, low cost courses. This is something which academics without training in course design will naturally find threatening.

This is not to suggest all education will be like a robotic factory. Modern car plants use a combination of robots and human workers. Even bespoke luxury cars from Rolls-Royce and Bentley are produced on production lines. In the same way education will be a combination of automated e-learning and hand on human tutoring, with the blend depending on need (and what the student can pay for).

Open Universities of the Commonwealth

Garrett's  The State of Open Universities in the Commonwealth is a detailed 56 page examination of pioneering institutions, starting with the Open University (UKOU), Indira Gandhi National Open University (IGNOU) and the University of South Africa (UNISA). The study then looks at Athabasca University (AU), National Open University of Nigeria (NOUN), Open Universities Australia (OUA), Open University Malaysia (OUM), Open University of Sri Lanka (OUSL), University of the South Pacific (USP) and University of the West Indies (UWI). Other institutions with open access are also examined in passing, including University of Southern Queensland (USQ), which I have been a student of (along with Athabasca).


As Garrett notes, these open institutions were intended to increase access and at lower cost, than conventional universities. An apparent trend is that the larger institutions (100,000 to 500,000 students) are growing, whereas smaller ones (less than 20,000) are declining. The report also notes that open university can be a difficult experience for students, especially for undergraduates. Another interesting point is that innovations, such as MOOCs, are not being lead by the open universities.

One area the report does not address is the experience for academic staff at open universities. Like students these institutions can be frustrating for the staff.

One point the report does not make is that open universities tend to be cooperative in nature. As an example, Open Universities Australia is not a university, but a group of mostly conventional campus based institutions which come together to offer on-line programs. Even OUA, which was created as a separate institution, found it had to call on the resources and staff of existing universities, particularly in the early years.

The report also does not address the vocational nature of open university, with students mostly enrolling to get a better job. It is perhaps this, which makes the character of open university different. Also many open universities teach courses which would be considered below university level, at least in Australia.

The major problem with this report is that it limits analysis to institution based in countries which are members of the "Commonwealth".  It is not clear that previous British colonies have enough in common to form a meaningful group. Also this excludes countries with interesting and important open universities. As an example, the Open University of Hong Kong is excluded, as while it was established in 1989 during British rule, Hong Kong left the Commonwealth in 1997.

My reading of this, and other reports, suggest that for a successful open university you need at least 100,000 students and a focus on vocationally relevant postgraduate programs. A good place to start are graduate courses for teachers.

Universities are reassessing their teaching techniques and what they teach. Employers are demanding graduates with more work relevant skills and students not from a conventional academic background require different teaching and support. Along with the move to on-line education, this is likely to result in conventional universities taking on the characteristics of open universities.

Small, high cost, campus based universities, focused on producing academics, will no doubt continue to have a role, but a very limited one. Just as paper mail and paper money still exist in a digital world, but are of limited use, "campus" universities will exist as a specialized service.

References

Garrett, R. (2016). The State of Open Universities in the Commonwealth: A perspective on performance, competition and innovation. Retrieved from: http://dspace.col.org/bitstream/handle/11599/2048/2016_Garrett_State-of-Open-Universities.pdf?sequence=1&isAllowed=y

Open University Enrollments

Bainbridge and Ally (2015) cataloged and categorized the world's open universities. They listed the universities by size, starting with the three having a million, or more students:

1. Indira Gandhi National Open University (founded 1985, 4 million students)
2. Open University of China (in Chinese 国家开放大学 literally "China Central Radio and TV University", 1979,  3.5 million students),
3. Allama Iqbal Open University (1974, 1 Million Students),

The university sizes drop rapidly after this, with Athabasca having 40,000 students:

There seem to be three classes of open universities,  large, medium and small, with millions, hundreds of thousands and tens of thousands of students:

Open University Enrollments
University	Enrollments (Millions)
Large
Indira Gandhi National Open University	4.00
Open University of China	3.50
Allama Iqbal Open University	1.00
Medium
Ramkhamhaeng University	0.60
Dr. Babasaheb Ambedkar Open University	0.45
Bangladesh Open University	0.40
University of South Africa	0.35
Small
Al-Quds Open University	0.06
Open University of Israel	0.04
Athabasca University	0.04

Bainbridge and Ally (2015) then list a number of distance, e-learning and virtual university. Interestingly, the authors do not list the Open University UK (founded 1969, 168,000 students) as an open university, although it is one of the oldest and best know of the institutions with "open" in its name.

Australia has no open universities, that is institutions which have  no entry requirements. There is Open Universities Australia (established 1993, 60,000 students), but this is a consortium of conventional universities, offering distance education.

References

Bainbridge, S., & Ally, M. (2015). Open and Virtual Universities Worldwide. International Handbook of E-Learning Volume 2: Implementation and Case Studies, 167.