The Learning University: Towards a New Paradigm? |
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Is the subject best addressed in terms of the essence of the university ' ; in terms
of the characteristics and needs of modern - and in the West economics - driven
and secular – societies ; or empirically , ' scientifically ' , by describing and ...
Is the subject best addressed in terms of the essence of the university ' ; in terms
of the characteristics and needs of modern - and in the West economics - driven
and secular – societies ; or empirically , ' scientifically ' , by describing and ...
˹éÒ 42
The University of Newcastle , however , also finds itself in a region of Britain that
has pressing social and economic needs .... [ In ] our own work and in our active
and intimate links with a concentric series of other institutions both public and ...
The University of Newcastle , however , also finds itself in a region of Britain that
has pressing social and economic needs .... [ In ] our own work and in our active
and intimate links with a concentric series of other institutions both public and ...
˹éÒ 67
Towards a New Paradigm? Christopher Duke. pragmatic short - term argument is
, however , outweighed by longer - term considerations . The case is that adult
students ' learning needs , and perhaps too the needs of different disadvantaged
...
Towards a New Paradigm? Christopher Duke. pragmatic short - term argument is
, however , outweighed by longer - term considerations . The case is that adult
students ' learning needs , and perhaps too the needs of different disadvantaged
...
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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