Competency model for Chinese distance education in higher education

Abstract

This paper presents the responses to two research questions that formed the core of a distance education study undertaken by the authors: 1) according to Chinese experts what are the roles and competencies necessary to achieve success in high-level distance education; and 2) how do distance education experts rate the importance of these competencies. This Chinese study modified the traditional approach to developing competency models for tertiary distance education in that it employed a Delphi face-to-face group discussion and a questionnaire survey. 13 roles and 17 general and role-specific competencies were identified. Some comparisons to the study conducted at Texas A & M University were made and considerable differences were identified. Differences were largely limited to training and cultural matters. Dissemination of findings will be used to provide base line information to staff delivering distance education programs and as a key input into the design of training curricula for staff and graduate students.