The Learning University: Towards a New Paradigm? |
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˹éÒ 53
I recognise that the accreditation of prior learning raises particular difficulties :
standards need to be maintained and there must be consistency of quality . ' (
Howarth 1991 : 4 ) The learning outcomes , APEL and related movements
gathering ...
I recognise that the accreditation of prior learning raises particular difficulties :
standards need to be maintained and there must be consistency of quality . ' (
Howarth 1991 : 4 ) The learning outcomes , APEL and related movements
gathering ...
˹éÒ 78
Quality assurance arrangements ( along with the older terms excellence and
standards ) naturally feature strongly in the planning statements . In January
1991 a conference in Birmingham , ' What Is Quality in Higher Education ? ' ,
attracted ...
Quality assurance arrangements ( along with the older terms excellence and
standards ) naturally feature strongly in the planning statements . In January
1991 a conference in Birmingham , ' What Is Quality in Higher Education ? ' ,
attracted ...
˹éÒ 80
It inevitably raises the question of whether the same standard can be attained as
with a tiny , highly selected minority . ... Does maintaining standards mean all
undergraduates going through the same ( kinds of ) courses by the same ( kinds
of ) ...
It inevitably raises the question of whether the same standard can be attained as
with a tiny , highly selected minority . ... Does maintaining standards mean all
undergraduates going through the same ( kinds of ) courses by the same ( kinds
of ) ...
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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