Education for export: The preparation and preferences of Master's degree students enrolled in distance learning programs in the Republic of Singapore

This study attempts to determine how increasing demand for graduate education could be fulfilled by American universities. Admissions requirements and delivery models of American, Australian and United Kingdom programs are compared and contrasted.A review of the literature found that:There is little difference in academic achievement between students in on-campus programs and students in external degree programs.Motivation for enrollment in distance learning programs includes career advancement, enhanced job performance, change of employer, and knowledge acquisition.Distance learning students report a high degree of satisfaction.This study analyzed 55 master's programs. While the Ministry of Education requires the term distance learning, none of the programs use technology. Some instructional differences were discovered. American programs use professors more than tutors or adjuncts and require more contact hours. Little difference was found in admissions practices. Programs from all three countries will admit applicants without a bachelor's degree, management experience, or the Graduate Management Admission Test. When a bachelor's equivalent was substituted, few programs offered any definitive guidance to applicants.One hundred thirty-five past and present students were surveyed. A significant number would not meet generally accepted American admissions standards defined as a bachelor's degree, management experience and the Graduate Management Admission Test. When preferences were analyzed, a majority did not think a bachelor's degree should be required and that management experience is an acceptable equivalent. A preference was indicated, however, for an American instructional model offering extensive contact hours with a university professor.The commercial, political, and financial implications of distance education are introduced. The author suggests that education for export be made a component of America's global economic policy. Cooperation between government agencies, accreditation associations, and the university community is recommended in order to position American universities to compete effectively against institutions from other countries.