The author comments on Howard R. Bowen's article, Financing the External Degree. (PG)

An overview of the Open Universitie's graduate courses and the potential for growth within the program. (HB)

Provides data on open university costs and indicates the elements of the open university (part-time students, deferred tuition, and innovative teaching methods) that might be introduced into the conventional higher education system. (Author/PG)

Discusses A Choice of Futures,'' a report released by the Alberta Commission on Educational Planning, which covers proposals for reorganizing education. (Author/PG)

Describes use of laboratory kits for home-based experimental studies for external science students. Contents of kits and extra equipment the student would need are listed, selection of suitable experiments and arrangements for loan of kits are discussed, and performance of external students using kits is compared to that of internal students. (EAO)

The use of audiotapes in an external degree program in psychology at Massey University, their effectiveness, and helpful study habits are examined. A model listening sequence using the tapes on different occasions for different learning tasks is outlined. (MSE)

Cites case studies involving professional people attempting to gain doctoral degrees through correspondence universities. Examines the history of these institutions and problems of accreditation. (CT)

Australia's external degree programs have managed to maintain high standards for graduate degrees through residential and weekend schools, teaming of visiting or part-time faculty with regular full-time faculty members, faculty-wide approval of grades, direct supervision, strict admission standards, and rigorous programs. (Author/WD)

A federation was established among several of France's Centers for University Teaching through Broadcasting to pool resources and activities to better serve external degree students. The administrative organization and activities of the group are outlined. (MSE)

A question of educational quality arises when adults, in growing numbers, indicate the need for nontraditional learning programs using off-campus delivery systems. (MM)

Article examined the reasons for students, administrators, and faculty to be interested in external degrees. (RK)

The presence or lack of the teaching function, the use of unconventional delivery systems, and the principle of student-directed learning are three sources of differentiation among nontraditional programs. (Editor)

Some predictions about credentialism, types and motives of students, technology, and the learner as producer in nontraditional education. (Editor/PG)

A 1987 evaluation of the Brisbane College of Advanced Education's external studies operations was conducted using a survey instrument sent to a sample of 397 external students, not including dropouts or those who have temporarily withdrawn. The survey was designed to collect information about the college's external students, their pattern of use…