The Learning University: Towards a New Paradigm? |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 86
˹éÒ 20
Whether moving to a new paradigm or staying with the old one , institutional
leaders must be sure and quick of foot . ... via the ACRG to foster partnership
among FHE institutions - one of the keywords in education's ' new paradigm '
lexicon .
Whether moving to a new paradigm or staying with the old one , institutional
leaders must be sure and quick of foot . ... via the ACRG to foster partnership
among FHE institutions - one of the keywords in education's ' new paradigm '
lexicon .
˹éÒ 38
Most institutional managers recognize that , whatever its virtues , CE is not the
most sensible way to seek substantial new net ... Some obviously prestigious
institutions are missing from this list but it matters little for the immediate purpose .
Most institutional managers recognize that , whatever its virtues , CE is not the
most sensible way to seek substantial new net ... Some obviously prestigious
institutions are missing from this list but it matters little for the immediate purpose .
˹éÒ 59
Five out of seven English plateglass institutions are doing so , with a sixth
considering it . All but one technological university and all the new universities
express commitment to widening access to non - traditional mature students .
Five out of seven English plateglass institutions are doing so , with a sixth
considering it . All but one technological university and all the new universities
express commitment to widening access to non - traditional mature students .
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
Old Assumptions and New Practices I | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
ÅÔ¢ÊÔ·¸Ôì | |
6 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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