The Learning University: Towards a New Paradigm? |
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˹éÒ 35
It affects the kinds of resources institutions enjoy , or lack ; the kinds of structures
by which they organize themselves and do ... apprehensive that Scottish Highers
and the general degree may disappear beneath a kind of English imperialism .
It affects the kinds of resources institutions enjoy , or lack ; the kinds of structures
by which they organize themselves and do ... apprehensive that Scottish Highers
and the general degree may disappear beneath a kind of English imperialism .
˹éÒ 65
A few explain technical arrangements for widening access : a kind of bounty
payment to encourage departments to ... that HEIs expect new kinds of students
to fit themselves into existing arrangements , rather than seriously to adapt their ...
A few explain technical arrangements for widening access : a kind of bounty
payment to encourage departments to ... that HEIs expect new kinds of students
to fit themselves into existing arrangements , rather than seriously to adapt their ...
˹éÒ 80
Should HEIs adapt to new kinds of students , with different learning experiences
and needs ? Can and will they ? Does maintaining standards mean all
undergraduates going through the same ( kinds of ) courses by the same ( kinds
of ) ...
Should HEIs adapt to new kinds of students , with different learning experiences
and needs ? Can and will they ? Does maintaining standards mean all
undergraduates going through the same ( kinds of ) courses by the same ( kinds
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