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61. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...practices they represent.   3.4.11.3.    Student = Client = King = Lower Academic Standards The UOC is a client centred organization.  It has the obvious obje...

62. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...etting up UOC’s research facilities in general and – because of his excellent contacts with the academic world - the institution of the scientific board in particular.   ...

63. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...review reports students “having the impression of being in the ‘third division’” of academic institutions; it states further that students are aware that their “degrees a...

64. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...ister companies. Once the course is produced, one of UOC’s teaching staff is made responsible for the academic supervision. He/she takes care of managing the course tutors, who are the ones who ...

65. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
...also institutionalized information services in the form of mail bulletins which share information about the academic congresses and other scientific opportunities. When it comes to internet based...

66. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...anaged like a business wherein the organisational functions were perceived to be of more importance than an academic need for special treatment. One indication of this condition was the long struggle ...

67. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...arted working (31,6% of students are between 25-29). Hence, even though this condition does not play out in academic decisions, the UOC’s students are on average much older than students at othe...

68. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...nary plan. The fact that UOC started to admit its first two hundred students already in the following academic year 1995-1996 indicates that Ferraté did effectively create the non-bureauc...

69. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...ew rector’s first strategic decisions to transform institutional culture and practices to become more academically aligned, a closer approximation to the traditional idea of a university. T...

70. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...to mature and entrepreneurial members of society. Whenever money is made, one has to ask “what is the academic value, for instance, of some of the ‘service’ activities when trying to...

71. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...d is coordinating various local multi-stakeholder clusters, bringing together private sector, political and academic specialists. I2CAT is a good example of how an institution dedicated specifica...

72. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
...tly began to develop the Raquo software for the School of Informatics (FIB), which has offered cutting edge academic administration functionalities (course management, scheduling, personalized grades ...

73. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...he university (a.k.a. Board of Management). Then there is the advisory board, a permanent forum for eminent academics and administrators as well as at least eight UPC external consultants, meant to gi...

74. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...re, they produced 68 CD or web based training materials (which are hosted by the library). The training for academic staff and other educators continues as a standard activity. Recently, the ICE has t...

75. 3.3.3. Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...f one third of the total entrants (ibid). On the staffing side, the UPC is rather neatly supplied with academics. In total, the UPC is employing 2,657 lecturers [viii] which results in a student ...

76. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
...e coherence. In 1987, the national University Law was reformed and UPC used the opportunity to overhaul its academic model. Another major environmental change was implemented in 1997, when the increas...

77. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...quo;state of the art’ efficiency in administration (structure) and thereby allows more space for real academic processes (FU chancellor 60). The clear separation of IT mandates – infr...

78. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
The culture of academic freedom and polycentricism makes the university a breeding ground for “unique strange attractors” (see Chapter 1 Annex A for definition). Therefore, unique instan

79. 3.2.8. FU Position (Institutional Results)
(3 Case-Studies/3.2. Case-Study FU Berlin)
...d” indicators for the simple differences that exist in the different disciplines. (E.g. in humanities academics are more likely to publish monographs.)   ...

80. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
...roughly embedded in an understanding of the CeDiS as service department (pricing all output) rather than an academic institution. The authoritative lead-entrepreneur business style of CeDiS does repel...

81. 3.2.6. Knowledge Entrepreneurship
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ss challenged by institutional comparisons and excellence.  Stressing instead the pursuit of their own academic interests and awareness of scientific developments. Regarding internet based&n...

82. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...vernance In Germany, public universities have a ‘normalized’ [i] governance structure with an Academic Senate and a Council as central bodies and departmental boards with sovereignty in ...

83. 3.2.3. Setting & Typology
(3 Case-Studies/3.2. Case-Study FU Berlin)
...next door.   In consequence there are both positive and negative attributes to this legacy of non-academic spaces being used by the FU.  Architecturally, a collegiate atmosphere and int...

84. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
...story of the FU can be divided in three epochs: (i) Its foundation and evolution towards one of the premier academic centres of post war Germany; (ii) the controversial years when the school became on...

85. 3.2.1. Overview
(3 Case-Studies/3.2. Case-Study FU Berlin)
The Freie Universitat Berlin is a sizeable institution hosting 34000 students in almost all academic disciplines. It paradoxically continues to have a highly decentralized academic structure, while th

86. 3.1.11. Analysis and conclusion
(3 Case-Studies/3.1. Case-Study LSE)
...f the top global players in the field of higher education. What are the forces that create this outstanding academic climate? From the interviews and observations made, it is concluded that the f...

87. 3.1.10. Unique Strange Attractors
(3 Case-Studies/3.1. Case-Study LSE)
... Back in 1992, the LSE’s director asked one of its alumni to look into additional fundraising through academic outreach (read: academics working outside the university). Consequently, the alumni...

88. 3.1.9. Rival Explanations
(3 Case-Studies/3.1. Case-Study LSE)
... most cosmopolitan global centres and therefore provides a highly stimulating but also possibly distracting academic stage. However, the abundant availability of learning opportunities surely contribu...

89. 3.1.8. LSE Position
(3 Case-Studies/3.1. Case-Study LSE)
...wful and one third brilliant and nothing in between” (Guardian, 2006). Also, it is perceived that the academic super-stars are too busy to deal with freshmen questions, and that the great amount...

90. 3.1.7. Internet Use
(3 Case-Studies/3.1. Case-Study LSE)
...s follow the LSE’s overall approach and is not explicitly promoting OA but leaves the decision to the academic community (LSE management 42). Currently, several projects are in use, like th...