The Learning University: Towards a New Paradigm? |
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˹éÒ xii
The signals sent out by universities ' behaviour can be more important than their
direct demands and contributions . With them the creation of learning societies or
its frustration in important part rests . At the heart of this proposition are the ...
The signals sent out by universities ' behaviour can be more important than their
direct demands and contributions . With them the creation of learning societies or
its frustration in important part rests . At the heart of this proposition are the ...
˹éÒ 13
These are important questions for the university of the 1990s as pressure
increases to sharpen its identity , in the process of clarifying goals and making
choices over priorities . They are especially acute in the area of CE . Historically
this has ...
These are important questions for the university of the 1990s as pressure
increases to sharpen its identity , in the process of clarifying goals and making
choices over priorities . They are especially acute in the area of CE . Historically
this has ...
˹éÒ 41
It plays an important part in the life of Manchester and the North - West in many
other ways . For neighbouring Liverpool the nature of its academic portfolio and a
location at the heart of its city and region , have enabled the University over the ...
It plays an important part in the life of Manchester and the North - West in many
other ways . For neighbouring Liverpool the nature of its academic portfolio and a
location at the heart of its city and region , have enabled the University over the ...
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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