The Learning University: Towards a New Paradigm? |
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˹éÒ 9
For degree teaching , unlike CE , the Council issued guide prices for different
subject areas . That is to say , the Council indicated how much it considered it
proper to pay to teach a full - time student in the different subject areas , and
invited ...
For degree teaching , unlike CE , the Council issued guide prices for different
subject areas . That is to say , the Council indicated how much it considered it
proper to pay to teach a full - time student in the different subject areas , and
invited ...
˹éÒ 42
Later there are sections on its participation in other areas of society , its regional
and local role , and collaboration with other areas of higher education . This is
hardly the sketch of an archetypal ivory tower . But nor , like Oxford and for that ...
Later there are sections on its participation in other areas of society , its regional
and local role , and collaboration with other areas of higher education . This is
hardly the sketch of an archetypal ivory tower . But nor , like Oxford and for that ...
˹éÒ 51
I now take three areas of innovation in the wider sense of CE and examine the
universities ' stance on each . They are • modularization and CAT ( credit
accumulation and transfer ) • mature age students and part - time degrees •
relationships ...
I now take three areas of innovation in the wider sense of CE and examine the
universities ' stance on each . They are • modularization and CAT ( credit
accumulation and transfer ) • mature age students and part - time degrees •
relationships ...
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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