The Learning University: Towards a New Paradigm?Society for Research into Higher Education & Open University Press, 1992 - 136 ˹éÒ |
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˹éÒ 20
... ACRG is transbinary . Its influence is just as powerful in universities as in polytechnics , and in the FE colleges which are the main Access course providers . Incidentally , and cautiously , CNAA tries via the ACRG to foster ...
... ACRG is transbinary . Its influence is just as powerful in universities as in polytechnics , and in the FE colleges which are the main Access course providers . Incidentally , and cautiously , CNAA tries via the ACRG to foster ...
˹éÒ 80
... ACRG . A research project monitors its development , with formative evaluation back to ACRG ( Parry and Davies 1991 ) . ACRG is a microcosm for issues of quality and HE expansion . It was important to win the trust of the older ...
... ACRG . A research project monitors its development , with formative evaluation back to ACRG ( Parry and Davies 1991 ) . ACRG is a microcosm for issues of quality and HE expansion . It was important to win the trust of the older ...
˹éÒ 81
... ACRG avoids ? How does the ACRG , in legitimating Access courses , avoid devaluing other forms of return - to - learn which can prepare for higher education ? Does providing quality assurance , clearing and signposting the Access route ...
... ACRG avoids ? How does the ACRG , in legitimating Access courses , avoid devaluing other forms of return - to - learn which can prepare for higher education ? Does providing quality assurance , clearing and signposting the Access route ...
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Old Assumptions and New Practices | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
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Academic Audit Access courses ACRG adult education aims and objectives APEL appraisal areas arrangements bids British universities budget centres Chapter CIHE civic universities CNAA commitment continuing education culture curriculum CVCP development and training discourse distinct Enterprise FE colleges full-time Funding Council further education Government groups HEIs higher education increase industry initial institutions intake interdisciplinarity Knapper and Cropley level scores lifelong learning London managerial mature students ment mission modularization and CAT NCVQ needs non-traditional students numbers NVQs OECD older students Open University paradigm part-time degrees part-time students partnership perhaps planning statements plate glass universities polytechnics professional programmes qualifications quality assurance recurrent education redbrick redbrick universities refer residential role Salford Scottish universities sector sense separate shift social society staff development teaching TEED tion traditional UCACE UDACE undergraduate University's validation vocational widening access wider