AFRICAN COUNCIL FOR DISTANCE EDUCATION (ACDE) – SHANGHAI OPEN UNIVERSITY VISITING SCHOLAR PROGRAMME -2017
REPORT ON ACADEMIC EXCHANGE PROGRAMME: SHANGHAI OPEN UNIVERSITY/AFRICAN COUNCIL FOR DISTANCE EDUCATION
Name: Teenah Jutton Seeburrun
Institution: Open University of Mauritius
Title of the Project: A Comparative study of the alienation concept in ODL between Open University of Mauritius and the Shanghai Open University
Physical Address: Hospital Road, Central Flacq, Mauritius
Email:
Mobile phone no: +23057419190
Acknowledgements
I wish to express heartfelt thanks to the Shanghai Open University ( ‘SOU’) and the ACDE for having accepted my application and found value in my proposed research.
The programme was very enriching in various aspects: as an academic to gain and share knowledge, on cultural basis, it helped to explore and learn about the prevalent Chinese culture and traditions. Moreover, the exchange with scholars from various other countries brought a rich influx of cultural diversity.
I would like to thank everyone who has contributed directly or indirectly in making this programme a success.
Table of Contents
1. Introduction
· Introduction about yourself and your project
2. Objective of the Project
· Main Objective
· Specific Objectives
3. Methodology
· Design
· Sample size and Sampling Techniques
· Instruments for Data Collection
· Data Analysis Techniques
4. Findings
5. Learning Experience
5.1 Lessons Learnt
5.2 Challenges
6. Conclusions
7. Recommendations
8. References
1.0 Introduction
I am a Lecturer at The Open University of Mauritius. I wish to be able to make a difference in the lives of people by playing a pivotal role in the education sector, imparting, sharing knowledge and know-how and most importantly helping to sustain creativity, which is why I am also currently doing my doctoral studies (Phd). I hold an MBA with specialisation in Financial Risk Management from the University of Technology, a degree in BSc (Hons) Management with Finance from the University of Mauritius and ACCA Level1 and 2 papers cleared in Level 2.
2.0 Objective of the Project
The current focus of education specialists is how to widen access to higher education worldwide and promote inclusion using MOOCS, OERS across the various modes of learning and using latest technology and innovative practices. However, in open and distance learning, it is a fact that a high registration rate is very often followed by a large attrition rate. The reasons attributed to drop-outs are many but one of the prominent features is that of the alienation phenomenon. Hence, while ensuring greater access to higher education, retention and well-being of learners is also essential. It is therefore important to grasp the alienation phenomenon and assess any possible links between alienation and distance learning.
The aim of this project is to do a comparative study between the Open University of Mauritius (OU) and the Shanghai Open University (SOU) to explore the alienation phenomenon.
The specific objectives of this research were:
• To explore the extent to which the alienation exists at OU and SOU;
• To assess the causes of alienation in both universities;
• To evaluate student support measures by OU and SOU
3.0 Methodology
Non-probability sampling was used whereby judgement sampling was used to choose the participants.
• An initial list of 20 learners were drawn from discussions with programme managers at OU and the SOU team who knew their learners well and advised which learners to select.
• From the 20 learners who were contacted, 10 were from OU and 10 from SOU
• From each batch, 8 were retained out of which 4 were males and 4 females.
• Focus group discussions were of 2 hours’ duration.
• Moderator was myself
• At a second stage, in-depth interviews were conducted
4.0 Findings
The themes and sub-themes which emerged are as follows:
THEMES / SUB-THEMESIsolation / 1. Lack of integration with peers
2. Lack of integration with the University
Powerlessness / 1. Complexity of materials
2. Length of syllabus
3. Time Management
Meaninglessness / 1. Demotivation
2. Apathy
3. Disengagement
The findings indicate that the alienation experience can be due to various factors as per the themes and subthemes which were recurrent in both universities and can have several implications, from disinterest in studies to drop-outs.
5.0 Conclusion
From the findings, it is clear that learners in both universities can be easily prone to the alienation experience. Hence, it is important for stakeholders such as higher education specialists, student affairs professionals, faculty and institution administrators to take cognizance of this and try find to find effective ways to alleviate same.
6.0 Recommendations
Further to the study, a few recommendations are:
-To ensure a good communication system prevails between learners and university staff at all times;
-Provide training in ICT/Online tools and software used by the universities
-To provide an effective learner-support system which can operate 24/7
-To develop more interactive learner materials
-To make a paradigm shift in the way learning takes place
-Enhanced collaboration between open universities to address the challenges faces and combine research efforts
7.0 Learning Experience
7.1 Lessons Learnt
The Programme in itself was very enriching.
On a professional basis, I got to learn a lot from SOU and also attended various seminars on Instructional Design, Student Support, Quality Assurance and Seminar on Education for Disabled People.
The exchange of knowledge and information shared with SOU and the other scholars on research, ODL, challenges faced proved to be very lucrative.
On a personal basis, the Programme allowed me to appreciate Shanghai as a city and China as a country.
I learnt about the Chinese culture, their mode of living, their beliefs and values. I discovered the history of China, Chinese art and their amazing traditional Chinese medicine.
7.2 Challenges
I have to admit at first, it was difficult to navigate in Shanghai- suddenly not able to locate myself on Google map, not being able to communicate with the people and travel to places by myself. And with no access to my emails and social media, it became a bit difficult to communicate with my office and family.
Moreover, in the location I stayed, most of the locals did not speak English and even in restaurants, menus were in Chinese and its was very difficult to find food, especially that I do not eat meat.
8.0 REFERENCES
· Blauner, R. (1964). Alienation and Freedom. Chicago: University of Chicago Press.
· Bratton, J., Callinan, M., Forshaw, C., & Sawchuk, P. (2007). Work and Organizational Behavior: Understanding the Workplace. NY: Palgrave Macmillan.
· Finifter, A. W. (Ed.). (1972). Alienation and the Social System. London: John Wiley & Sons Inc.
· Johnson, F. (Ed.) (1973). Alienation: Concept, Term, and Meanings. New York: Seminar Press Inc.
· Kanungo, R. N. (1979). The concepts of alienation and involvement revisited. Psychological Bulletin, 86(1), 119-138.
· Kanungo, R. N. (1982). Work alienation: An integrative approach. New York: Praeger Publishers.
· Kelloway, E.K., & Barling, J. (2000). Knowledge work as organizational behavior. International Journal of Management Review, 2(3), 287-304.
· Mann, S. J. (2003a) A personal inquiry into an experience of adult learning on-line, Instructional
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· Mann, S. J. (2003b) Inquiring into a higher education classroom: insights into the different perspective of teacher and students, in: C. Rust (Ed.) Improving student learning theory and practice—10 years on (Oxford, Oxford Brookes University).
· Miller, J. (1975). Isolation in organizations: Alienation from authority, control and expressive relations. Administrative Science Quarterly, 20, 260-271.
· Mottaz, C. J. (1981). Some determinants of work alienation. The Sociological Quarterly, 22, 515-529.
· Overend, T. (1975). Alienation: A conceptual analysis. Philosophy and Phenomenological Research, 35(3), 301-322.
· Parker, S. (1983). Leisure and Work. Boston: Allen & Unwin.
· Podsakoff, P. M., Williams, L. J., & Todor, W. D. (1986). Effects of organizational formalization on alienation among professionals and nonprofessionals. Academy of Management Journal, 29(4), 820-831.
· Seeman, M. (1959). On the meaning of alienation. American Sociological Review, 24(6), 783-791.
· Seeman, M. (1967). On the personal consequences of alienation in work. American Sociological Review, 32(2), 273-285.
· Seeman, M. (1975). Alienation Studies. Annual Review of Sociology, 1, 91-123.
· Seybolt, J. W., & Gruenfeld, L. (1976). The discriminant validity of work alienation and work satisfaction measures. Journal of Occupational Psychology, 49, 193-202.
· Shepard, J. M. (1977). Technology, alienation and satisfaction. Annual Review of Sociology, 3, 1-21.
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