The economics of the University of the Air of Japan revisited
In 1988 UAJ completed the first phase of its initial plan, thus enabling an assessment of the cost-effectiveness of UAJ and a forecast of its future based on available data. The cost per student at UAJ is 2/5, 1/2, and 3/4 of that at national, public, and day programs of private universities, and 1.1 times and 6.7 times of that at evening and correspondence programs of private universities repectively. The projected cost per graduate is slightly lower than that at national universities and 1.1, 1.9 and 2.3 times of that at public, correspondence and day, and evening programs of private universities respectively. The cost per credit is 1.3, 1.5, 2.2, 2.4 and 4.6 times of national and public universities, day, evening, and correspondence programs of private universities respectively.The simulations indicate that the cost per credit can be decreased by expanding the operation of UAJ to a nationwide scale, employing a surface circuit or satellite system; however, it is necessary that the number of students be doubled in order to make the cost per credit equivalent to that at public universities. However, even when the number of students is four times, the cost per credit is not equivalent to that at day programs of private universities regardless of what method is used. Although the current cost per credit is higher than that of conventional universities, changes in cummunication technology and student characteristics could alter the cost-effectiveness of UAJ.
The economics of the open university
This paper makes cost comparisons between the Open University and conventional universities in order to give some broad indication of the cost differences between the two types of institutions in teaching students and producing graduates. The paper begins by explaining the conceptual and statistical problems that arise in making comparisons of this nature and offers suggestions as to how these can be overcome. After a description of the Open University teaching system and the implications for its cost structure the paper makes four comparisons between the University and conventional universities. These are the average recurrent cost per equivalent undergraduate in which the Open University cost is little more than a quarter of conventional universities; the capital cost per student place where the Open University figure is about 6 percent of the conventional figure; the average recurrent cost per graduate which indicates that the cost at the two types of institutions would be equalised if the Open University had a drop-out rate of 85 percent; and the resource cost per equivalent undergraduate where the Open University costs are about a sixth of conventional universities.Even when allowances are made for different research proportions the Open University seems to have an advantage. The paper makes a tentative suggestion that it is not the part-time nature of the students which is important, but the method of teaching at the Open University which gives it the advantage. Because of the conceptual and statistical problems involved the paper does not provide any definite conclusions, but suggests that in a period of increasing pressure on the resources of higher education, the application of the Open University teaching methods to conventional universities should be studied.RésuméL'article procède à des comparaisons de coût entre l'Université “ouverte” et les universités traditionnelles, afin d'esquisser l'ordre de grandeur de la différence de coût entre ces deux types d'institutions en matière d'enseignement et de production des diplômés. On présente d'abord les difficultés conceptuelles et statistiques qui pèsent sur les comparaisons de ce genre et on propose quelques suggestions pour les surmenter. Après une description du système de l'Université “ouverte” ainsi que de ses conséquences financières, l'article passe en revue quatre comparaisons entre l'Université “ouverte” et les universités traditionnelles: le coût moyen par étudiant, où l'on voit que le coût est dans l'Université “ouverte” un peu moins d'un quart de ce qu'il est dans les universités traditionnelles; le coût en capital par place d'étudiant, qui fait apparaitre que le chiffre de l'Université “ouverte” représente environ 6% du chiffre habituel; le coût moyen par diplômé qui montre que le coût des deux types d'institutions seraient à égalité si l'Université “ouverte” avait un taux de déchet de 85%; enfin, le coût par étudiant undergraduate, où les coûts de l'Université “ouverte” représentent environ un sixième de ceux des universités traditionnelles.Même si l'on tient compte de la part différente de la recherche dans les deux cas, l'Université “ouverte” semble présenter des avantages. L'article suggère que ce n'est pas tant la caractéristique d'étudiant à temps partiel qui est déterminante que la méthode d'enseignement propre à l'Université “ouverte.” En raison des ambiguités conceptuelles et statistiques qui s'attachent à ce genre de comparaisons, l'article ne propose pas de conclusion catégorique mais suggère que, dans la période de difficultés financières où se trouve l'enseignement supérieur, l'introduction des méthodes d'enseignement de l'Université “ouverte” dans les universités traditionnelles devrait faire l'objet d'études.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.