The Learning University: Towards a New Paradigm? |
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˹éÒ 68
How far can it accommodate diversity of age , educational and social background
, ethnicity and even gender ? What benefits and possible losses are associated
with greater heterogeneity ? The third is the matter of resources and logistics .
How far can it accommodate diversity of age , educational and social background
, ethnicity and even gender ? What benefits and possible losses are associated
with greater heterogeneity ? The third is the matter of resources and logistics .
˹éÒ 70
For older students the student - scholar role has to be juggled into space cleared
between other , imperative , roles , especially family supporter in economic and
social senses . The common space shared by different kinds of students even on
...
For older students the student - scholar role has to be juggled into space cleared
between other , imperative , roles , especially family supporter in economic and
social senses . The common space shared by different kinds of students even on
...
˹éÒ 71
Departments familiar with mature age students , like applied social studies and
more broadly the social sciences and humanities , need no persuading . They
may have long enrolled a mature age majority of undergraduates year by year ,
as ...
Departments familiar with mature age students , like applied social studies and
more broadly the social sciences and humanities , need no persuading . They
may have long enrolled a mature age majority of undergraduates year by year ,
as ...
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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