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<P>In recent years, Australian universities have been driven by a diversity of external forces, including funding cuts, massification of higher education, and changing student demographics, to reform their relationship with students and improve teaching and learning, particularly for those studying off-campus or part-time. Many universities have responded to these forces either through formal strategic plans developed top-down by executive staff or through organic developments arising fromdoi:10.19173/irrodl.v6i1.224 fatcat:v3fzmgzup5denafzrr4hzzqs2e