The Learning University: Towards a New Paradigm? |
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˹éÒ 46
I leave for separate consideration in Chapter 6 the larger and more visible policy
development under the name of Access . ... Part - time degrees come into the
discussion as both a linked and a separate matter , and at graduate as well as ...
I leave for separate consideration in Chapter 6 the larger and more visible policy
development under the name of Access . ... Part - time degrees come into the
discussion as both a linked and a separate matter , and at graduate as well as ...
˹éÒ 67
The case is that adult students ' learning needs , and perhaps too the needs of
different disadvantaged minorities , are so different that they are better catered for
quite separately ; and that HEIs are too inflexible to change sufficiently to ...
The case is that adult students ' learning needs , and perhaps too the needs of
different disadvantaged minorities , are so different that they are better catered for
quite separately ; and that HEIs are too inflexible to change sufficiently to ...
˹éÒ 68
Britain decided in the late 1960s to provide part - time adult university degree -
giving education through a separate TV University or University of the Air ,
eventually called the Open University . This was resented by some university
extramural ...
Britain decided in the late 1960s to provide part - time adult university degree -
giving education through a separate TV University or University of the Air ,
eventually called the Open University . This was resented by some university
extramural ...
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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