The Learning University: Towards a New Paradigm?Society for Research into Higher Education & Open University Press, 1992 - 136 ˹éÒ |
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˹éÒ 100
... training and staff development are organised separately for academic staff , administrative staff , and assistant staff ' . Examples are given and the budget for staff development is referred to . ' The new appraisal scheme for assistant ...
... training and staff development are organised separately for academic staff , administrative staff , and assistant staff ' . Examples are given and the budget for staff development is referred to . ' The new appraisal scheme for assistant ...
˹éÒ 102
... staff , and of arrangements for clerical and technical staff . Its more positive stress was on generous study leave conditions and the £ 70,000 a year replacement teaching budget - ' a very effective investment in the development of staff ...
... staff , and of arrangements for clerical and technical staff . Its more positive stress was on generous study leave conditions and the £ 70,000 a year replacement teaching budget - ' a very effective investment in the development of staff ...
˹éÒ 103
... Staff Development Adviser ( currently half - funded by the EHE Initiative ) and the equivalent of approx . half of a Personnel post . It is intended to harness and develop the training ... Staff Development and Organizational Learning 103.
... Staff Development Adviser ( currently half - funded by the EHE Initiative ) and the equivalent of approx . half of a Personnel post . It is intended to harness and develop the training ... Staff Development and Organizational Learning 103.
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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