The Learning University: Towards a New Paradigm? |
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˹éÒ viii
But he provocatively and rightfully questions whether such developments can be
kept tightly reined at the margins of a front - end traditional image of the university
, never really touching the academic tribes ' and territories ' ( Becher 1989 ) ...
But he provocatively and rightfully questions whether such developments can be
kept tightly reined at the margins of a front - end traditional image of the university
, never really touching the academic tribes ' and territories ' ( Becher 1989 ) ...
˹éÒ 65
Not all institutions are explicit in claiming to combine academic excellence and
community service . They do all indicate some contribution to newer as well as
traditional forms of teaching . Some statements identify a natural link between ...
Not all institutions are explicit in claiming to combine academic excellence and
community service . They do all indicate some contribution to newer as well as
traditional forms of teaching . Some statements identify a natural link between ...
˹éÒ 74
At the same time is makes a cogent bid for expanding non - traditional entry ,
using its regional identity and strong FE Access links , and claims to be closely
monitoring GCSE and National Curriculum developments to be responsive to the
new ...
At the same time is makes a cogent bid for expanding non - traditional entry ,
using its regional identity and strong FE Access links , and claims to be closely
monitoring GCSE and National Curriculum developments to be responsive to the
new ...
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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