The Learning University: Towards a New Paradigm? |
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The university and higher education Our subject is continuity and change in the
British universities as ( excepting the Open University ) these are identified in
1991 . A commonly accepted rough categorization of universities ( see below ) is
...
The university and higher education Our subject is continuity and change in the
British universities as ( excepting the Open University ) these are identified in
1991 . A commonly accepted rough categorization of universities ( see below ) is
...
˹éÒ 78
It is clearly dangerous to give too much weight to this kind of beauty contest [ a
Liberation survey of European HEIs ) but the high proportions of British
institutions mentioned in nearly all subject areas is a matter for some satisfaction
and should ...
It is clearly dangerous to give too much weight to this kind of beauty contest [ a
Liberation survey of European HEIs ) but the high proportions of British
institutions mentioned in nearly all subject areas is a matter for some satisfaction
and should ...
˹éÒ 95
It was a preoccupying British concern for much of the later nineteenth century (
Roderick and Stephens 1984 ) . Training and Enterprise Councils are the means
whereby the Government now seeks employers ' commitment to training the ...
It was a preoccupying British concern for much of the later nineteenth century (
Roderick and Stephens 1984 ) . Training and Enterprise Councils are the means
whereby the Government now seeks employers ' commitment to training the ...
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Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 39 |
Out of the Box Continuing Education Universitywide | 45 |
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academic academic staff activities adult aims appraisal areas arrangements association become bids British central centres Chapter claim colleges commitment competence concerned continuing education Council courses culture curriculum demand departments direction distinct especially examine formal full-time funding further Government groups HEIs higher education idea important increase individual industry initial institutions kinds less lifelong learning look major mature means measures ment mention mission modularization nature needs non-traditional numbers objectives offers older Open organization paradigm part-time partnership perhaps planning statements polytechnics practice present professional programmes questions refer regional require responsibility role sense separate shift social society staff development standards success teaching tion traditional undergraduate Unit universities widening wider young