Avondale College, previously known until 1963 as the Australasian Missionary College (AMC), stands out as unique among Australian tertiary institutions. It is one of only five remaining non-government tertiary organizations in this country that have endeavoured to operate in an independent way from government intervention and involvement. Even within this select group, Avondale College, for a variety of reasons, tends to stand on its own. This particularly concerns the very important role it plays within the educational and administrative programme of the SDA Church in Australia and the South Pacific Region.

As the only SDA tertiary institution in Australia the College has become central to the life and growth of the Church. Consequently, any inherent external factors that influence its training programmes and its standard of instruction in relation to its spiritual orientation, would be seen to have a 'multiplier' effect on the rest of the Church organizations under its sphere of influence.

Therefore, with the increasingly centralist role played by consecutive Commonwealth governments in directing higher education since World War II there has arisen a need for the SDA Church community to document and understand the impact of public policy at the federal Level on its education system. Hence, this study has been concerned with the Church's tertiary education programme with particular reference to Avondale College which is seen by many within the Church to be the 'jewel in the crown' of its education system in Australia.

Using a developmental framework, it has been the purpose of this thesis to examine the direction that the College has taken from 1947 to 1994 within the context of the changing nature of Australian society and the related changes in higher education as initiated at the federal level. It has involved the study of a number of influential reports from the Commonwealth that have had the capacity to initiate new directions for tertiary education over this 47 year period, and as such, begins with the 1957 Murray Report, but particularly concentrates on the Martin Report which was released in August 1964. This latter Report entitled Tertiary Education in Australia was to be responsible for restructuring and initiating new directions for higher education that was ultimately to lead to a greater centralization and systematization of its operation. This restructuring was to see the establishment of a College of Advanced Education (CAE) sector which created the new binary system of higher education. These new arrangements were to remain in place until the Dawkins White Paper proposals for a new Unified National System in 1988 which effectively abolished the binary system.

This thesis has examined the way the above reports were received by the College and the education authorities of the Church, their reactions and response to them. It has also attempted to analyze the effects they have had on the operation and development of Avondale College in relationship to its values, educational philosophy and the changing social factors both from within and without the Church.

The research involves interviews with Seventh-day Adventist (SDA) educational leadership at the Australasian Division (AD) headquarters of the Church, with SDA College principals and faculty of that period, senior administrators in other non-government and government tertiary institutions and with personnel associated with Commonwealth committee's established during that era. It also includes an analysis of related documents involving committee meeting minutes held in the Church and College archives, official church papers, government documents and a review of the relevant government reports themselves. The research attempts to summarize the essence of the problems and dilemmas that faced SDA tertiary education during this period. It has especially focused on the tensions surrounding Commonwealth funding and the difficulties associated in obtaining some form of course recognition by State and federal authorities while at the same time endeavouring to maintain its unique role and 'differentness' as a church-based institution.

It is possible that these research findings as presented in this thesis, may be used as a guide and a direction for further discussions by the Church and the College in relationship to future public policy decisions which, inevitably, will continue to impact upon its education programme.