ABSTRACT
The first thing that we can say about the use of the word ‘flexible’ in educational writing is that it is ubiquitous. It appears in educational writings in all developed capitalist countries and in all sectors of education. Latchem (1997) has provided a global perspective on flexible delivery while Lundin (1998), for example, has traced definitions of flexible delivery in European Union countries and in different education sectors in his analysis of the changing educational scene. Tim Luke (1997) has provided a powerful analysis of how ‘flexible specialisation goes to college’, outlining the political economy of the virtual university. Richard Edwards (1997) has analysed the words ‘flexibility’ and ‘ lifelong learning’ with a focus on the education and training of adults. In Australia, the recent West report saw ‘flexibility’ as a watchword:
Flexibility and responsiveness will be the watchwords for success over the next 20 years – for individuals, for organisations (including higher education institutions) and for nations. The demands made on the higher education system will grow, diversify, and rapidly change. Australians will demand flexibility over what, how, when and where they study, and it will be critical for our national well-being that those demands are met.
