ABSTRACT
A number of writers have proposed model organisational structures for distance education systems. Functionalism tends to determine the organisation of student administrative and support areas, particularly in large-scale institutions but also in smaller institutions. Functional structures dominate the general administrative and managerial areas of distance education systems and are to be found in the organisation of teaching in a number of systems. The provision of local services to students adds an area-based dimension to the organisation of distance education. The arguments in favour of contraction out as against hierarchic control of functions are by no means clear cut, but they do warrant serious consideration by those managing distance education institutions. Examination of the functional divisions common within such systems suggest that there are four main areas of activity: academic development, teaching, materials production and distribution, and administration. The organisation of distance education systems is typically based on functional divisions, although there are other elements including project-based, area-based and product-based divisions.
