The Learning University: Towards a New Paradigm?Society for Research into Higher Education & Open University Press, 1992 - 136 หน้า |
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ผลการค้นหา 1 - 3 จาก 14
หน้า 6
... responsibility . This deeply ingrained ' finishing school ' assumption contrasts with the more typically American ' service station ' notion of a university . The service model is also commonly sought in the development context of the ...
... responsibility . This deeply ingrained ' finishing school ' assumption contrasts with the more typically American ' service station ' notion of a university . The service model is also commonly sought in the development context of the ...
หน้า 18
... responsibility , and account- ability , for policy ; the new Australian situation might actually be better . On this basis the UFC and PCFC would not be merely merged ( Clarke et al . 1991 ) but also absorbed into the DES , or into a ...
... responsibility , and account- ability , for policy ; the new Australian situation might actually be better . On this basis the UFC and PCFC would not be merely merged ( Clarke et al . 1991 ) but also absorbed into the DES , or into a ...
หน้า 25
... responsibility and accountability . While there is much in common with EHE there are also crucial differ- ences . With more holistic emphasis on the development of the person , including building up people's confidence and competence ...
... responsibility and accountability . While there is much in common with EHE there are also crucial differ- ences . With more holistic emphasis on the development of the person , including building up people's confidence and competence ...
เนื้อหา
Old Assumptions and New Practices | 1 |
Change and Higher Education the New Discourse | 15 |
Mission Aims and Objectives What May Be New? | 28 |
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Academic Audit Access courses ACRG adult education aims and objectives APEL appraisal areas arrangements bids British universities budget centres Chapter CIHE civic universities CNAA commitment continuing education culture curriculum CVCP development and training discourse distinct Enterprise FE colleges full-time Funding Council further education Government groups HEIs higher education increase industry initial institutions intake interdisciplinarity Knapper and Cropley level scores lifelong learning London managerial mature students ment mission modularization and CAT NCVQ needs non-traditional students numbers NVQs OECD older students Open University paradigm part-time degrees part-time students partnership perhaps planning statements plate glass universities polytechnics professional programmes qualifications quality assurance recurrent education redbrick redbrick universities refer residential role Salford Scottish universities sector sense separate shift social society staff development teaching TEED tion traditional UCACE UDACE undergraduate University's validation vocational widening access wider