The Learning University: Towards a New Paradigm? |
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˹éÒ 39
It is similarly striking that LBS and MBS appear as polar opposites – suggesting
that we have not a linear continuum but something more like a loop , in which
Salford and MBS meet ' round the back ' with Bradford and Birkbeck , LBS and ...
It is similarly striking that LBS and MBS appear as polar opposites – suggesting
that we have not a linear continuum but something more like a loop , in which
Salford and MBS meet ' round the back ' with Bradford and Birkbeck , LBS and ...
˹éÒ 76
The chapter concludes by explaining how conscious and how salient new criteria
for access , quality and success appear to be . The access debate The Society for
Research into Higher Education made access its final annual conference ...
The chapter concludes by explaining how conscious and how salient new criteria
for access , quality and success appear to be . The access debate The Society for
Research into Higher Education made access its final annual conference ...
˹éÒ 88
... of universities should mostly appear to embrace change as well as continuity ?
A cynical response would be ' No , since more than half have been named as
being in financial trouble , and getting out of trouble means toeing the
government ...
... of universities should mostly appear to embrace change as well as continuity ?
A cynical response would be ' No , since more than half have been named as
being in financial trouble , and getting out of trouble means toeing the
government ...
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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