The Learning University: Towards a New Paradigm? |
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It is at the root of the social divisiveness and educational inadequacy which much
preoccupy historians and other analysts of British society ( Roderick and
Stephens 1984 ; Stephens 1989 ; Cassels 1990 ; Moser 1991 ) . Newman ' s idea
of a ...
It is at the root of the social divisiveness and educational inadequacy which much
preoccupy historians and other analysts of British society ( Roderick and
Stephens 1984 ; Stephens 1989 ; Cassels 1990 ; Moser 1991 ) . Newman ' s idea
of a ...
˹éÒ 68
How far can it accommodate diversity of age , educational and social background
, ethnicity and even gender ? What benefits and possible losses are associated
with greater heterogeneity ? The third is the matter of resources and logistics .
How far can it accommodate diversity of age , educational and social background
, ethnicity and even gender ? What benefits and possible losses are associated
with greater heterogeneity ? The third is the matter of resources and logistics .
˹éÒ 83
... distinct from those quality considerations which serve as surrogates rather than
direct measures : staff development and appraisal , student support services ,
curriculum review and monitoring procedures . Such a shift means using social
as ...
... distinct from those quality considerations which serve as surrogates rather than
direct measures : staff development and appraisal , student support services ,
curriculum review and monitoring procedures . Such a shift means using social
as ...
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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