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61. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...enerally more stable institutions. The potential of cyberspace is slowly but surely being realized by higher education institutions. ...

62. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...ing and e-research on a voluntary basis and even at the UOC, where ICT provides the sole environment for the educational process, no innovation is rolled out as obligation. Furthermore many ICT functi...

63. 4.1.2. Strategy and Practise in the case of Internet based innovation Appropriation
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
Several studies investigating the integration of ICT in higher education have been conducted (Bates, 2000; Collis & Wende, 2002; Pittinsky, 2003) and it is not the intention of this research to

64. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...c environment conditions, they are still rather different considering the differences caused by the distance education mandate.       Table 4.1 – Cr...

65. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...y that gives a second chance to many prospective students. It is a highly adequate instrument to elevate the educational level of society. Having said that, it is not the objective of this research to...

66. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...ife In general UOC’s students are adults; and most of them are professionals who have finished their education and have a fully established career.  These students generally decided to re...

67. 3.4.9. Rival Explanations
(3 Case-Studies/3.4. Case-Study UOC)
...lizing its strong industrialization, the Barcelonan region especially was eager to increase its influence on education, and subsidized local universities as much as it could. It was decided that by...

68. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...nition of its governance model. Overall, the UOC has been extensively celebrated on all levels as a modern education institution. Economic Autonomy As explained before, UOC is a semi-private ...

69. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...re tools that might be beneficial to the learning practice of the students has been institutionalized in the Educational Technology Department. Once a technological opportunity has been assessed posit...

70. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
...rocess for the initiation of a new project exists. Instead knowledge technology innovation has a home in the Educational Technology Department. Due to the pedagogic approach and the business model, an...

71. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...nditions. The historic condition has been aptly described buy the UOC’s former Director for Continuous Education: “Gabriel Ferraté is the leader with a view for the future, the one ...

72. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...; The appropriation of innovations meant to enhance UOC’s knowledge services is entrusted to the Educational Technology Department. Here, eight fulltime staff and 16 freelance specialists ...

73. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...perception of technology as a barrier. Even though young people also take UOC’s services in their educational development, the university’s official mandate is understood to be offeri...

74. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
Before the UOC, only one Catalonian distance education initiative had been noted. In the 1930’s the Mancomunitat de Catalunya, a vocational correspondence education programme, was setup by the

75. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...ware and start anew. Because of financial struggles resulting from entrepreneurial ventures into the private education business, UOC decided to form a political alliance with other regional universiti...

76. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...preneurially negotiating its governmental funding; in fact, it has co-determined the evolution of the higher education funding contract framework. Additionally, the UPC is assessed to share the same h...

77. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...ion of Mare Nostrum was an important and groundbreaking first step for Spain and Catalunya. The Times Higher Education Supplement commented: This “will help Spain make its mark in the elite fiel...

78. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC)
...nd jointly whilst collaborating with policy makers. The CRUE works as an efficient lobbying group for higher education interests. In general, the Spanish context is assessed to be rather positive...

79. 3.3.10. UPC Position (Institutional Results)
(3 Case-Studies/3.3._Case–Study_UPC)
...pace, as well as a good student orientation (el Mundo, 2006). The Gaceta Universitaria, a specialized higher education newspaper ranks the UPC more moderately in the middle field at 20 out of 47. ...

80. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
... developed inside the UPC and makes them available to the UPC faculty (and in most cases to the whole global educational community through online Open Access / Open Educational Resources). Furthe...

81. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...entral feature of the organisational structure, that should not be left out is the matrix arrangement of its educational structure. It is “common to Spanish universities” and it “is ...

82. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
Responsibilities for IT services are distributed among UPCnet, the Institute for the Science of Education (ICE), the library and the School of Informatics. The evolution and role of each of those enti

83. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...fostering realistic interdisciplinarity and various work placements institutionalized through more than 7000 Educational Cooperation Agreements [i]. On the one hand, the UPC delivers vocational traini...

84. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
...ely. It was during the later years of the Franco regime (1970s) that there was a general reform of the educational system.  A legislative ruling resulted in a push to group the small, techn...

85. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
The UPC is a modern university that has embraced the three missions: education, research and societal commitment [i]. The latter is especially carried out through contributions to policy making and

86. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...the lack of funds . It is a typical example of state regress (economically caused political liberalism) from educational responsibilities. The result is more effective and more context-aware stakehold...

87. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
... the FU are listed herein.   3.2.10.1.    Tutoring Communities A unique educational practice in Germany the Tutorial Model was initiated and successfully piloted a...

88. 3.2.9. Rival Explanations
(3 Case-Studies/3.2. Case-Study FU Berlin)
...iative is the first of its kind and can be seen as an act of political entrepreneurship from the ministry of education, which intends to play more decisive role in the allocation of funds [i]. O...

89. 3.2.8. FU Position (Institutional Results)
(3 Case-Studies/3.2. Case-Study FU Berlin)
Economic Autonomy Compared to other HEI in the German education system the FU has managed to acquire one of the highest external funding of €55 Mio, which is 15,8 % of the overall budget. Per

90. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
..., but has potential to increase with the growing utilization of e-learning. In the ‘normal’ educational practice some courses (especially in the new master programs) have up to 35% of...