The Learning University: Towards a New Paradigm? |
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... with a Government office , and in the Scottish case also in terms of relationship
with the school system : access ( at seventeen plus rather than eighteen plus ) is
more open and participation rates are much higher ( McPherson 1990 : 3 ) .
... with a Government office , and in the Scottish case also in terms of relationship
with the school system : access ( at seventeen plus rather than eighteen plus ) is
more open and participation rates are much higher ( McPherson 1990 : 3 ) .
˹éÒ 123
Milton Keynes , Open University Press . Argyris , C. and Schon , D.A. ( 1978 ) .
Organizational Learning . Reading , MA , AddisonWesley . Ball , C. ( 1989 ) . Aim
Higher : Widening Access to Higher Education . London , RSA . Ball , C. ( 1990 ) .
Milton Keynes , Open University Press . Argyris , C. and Schon , D.A. ( 1978 ) .
Organizational Learning . Reading , MA , AddisonWesley . Ball , C. ( 1989 ) . Aim
Higher : Widening Access to Higher Education . London , RSA . Ball , C. ( 1990 ) .
˹éÒ 125
Milton Keynes , Open University Press . Emery , F. ( ed . ) ( 1969 ) . Systems
Thinking . London , Penguin . Evans , N. ( 1988 ) . The Assessment of Prior
Experiential Learning . London , CNAA . Farnes , N. ( 1990 ) . " The place and
influence of ...
Milton Keynes , Open University Press . Emery , F. ( ed . ) ( 1969 ) . Systems
Thinking . London , Penguin . Evans , N. ( 1988 ) . The Assessment of Prior
Experiential Learning . London , CNAA . Farnes , N. ( 1990 ) . " The place and
influence of ...
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Old Assumptions and New Practices I | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
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academic academic staff activities adult aims appear 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