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61. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...nation and creation of human and technological interface issues; so while development is moving forward the students and professors are not thought to be experiencing the new campus before the end of ...

62. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...ilisation of the web (Figure 1). The UOC (red line) receives by far the most page views per day because all students and teacher activity is conducted on the site. The FU (blue line) comes out next in...

63. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...et and staff which were calculated by author from 2007 data [3]  Figures from 2007 [4]  1504 students [5]  Half of the shared clinical professors at the Charite are counted [6]...

64. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...ng a university degree. UOC embodies a knowledge opportunity that gives a second chance to many prospective students. It is a highly adequate instrument to elevate the educational level of society. Ha...

65. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...he institution of the scientific board in particular.   3.4.10.4.    UOC Students  - Knowledge Entrepreneurs & their Second Life In general UOC’s st...

66. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...ty and other factors have been assessed more negatively. The website offers good information for interested students (marketing material) and news about UOC’s activities. Also, some more in dept...

67. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...e identification and exploration of software tools that might be beneficial to the learning practice of the students has been institutionalized in the Educational Technology Department. Once a technol...

68. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...ms with the professors and the e-learning consultants. She states also that it did not take long before the students got the image that the UOC “is a money making machine” (ibid).. Another...

69. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...ar.  Generally, the system grew rapidly to serve the exploding user base. UOC started in 1995 with 200 students and in 1996/97 it already had 1500 students connecting themselves to the interface ...

70. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...sp; Members UOC has shown an incredible student growth rate.  Today it boasts an enrolment of 40,707 students, taught by 1462 online mostly external tutors and about 160 UOC professors.  T...

71. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...started to implement his revolutionary 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 ...

72. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...’ of life (Lombardo, 2007).  The necessary question being posed is: Beyond technology, are these students being adequately prepared for cultural citizenship [iv] (Delanty, 2001)? &nbs...

73. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...mber of UPC’s School of Informatics in 2001 and has since then developed a special practice of having students develop their assignments (especially more serious works such as their final thesis...

74. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
...ed enrolment system in 1984. This system allowed the university to amend the arrangement of courses so that students had more liberty in choosing thematic combinations, as well as more flexible sequen...

75. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...e 1976 the UPC has employed a School of Informatics that steadily grew over the years and today hosts 3,039 students and 270 professors. The faculty has 75 servers and 475 workstations for research an...

76. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...he university income, while no more than 6 or 7 % come from the Spanish Government itself (UPC, 2005a). The students finance a respectable 25% of the budget through fees, while the rest is made throug...

77. 3.3.3. Setting
(3 Case-Studies/3.3._Case–Study_UPC)
3.3.3.1.    Students Similar to the FU, the UPC is a rather big university overall, serving 31,897 [i] (as of 2005-2006 (web)) students.  Given that there are many very special

78. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...r own two feet (e.g. through the Heinzelmaenchen), and generally offers a vast variety of opportunities for students to assess and realize their ambitions [ii]. As such, the observations of Levesque e...

79. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
... and successfully piloted at the FU [i] in 1951. Following the critical stance towards system politics, the students at the FU were eager to ensure autonomy from propaganda and the authoritarian &lsqu...

80. 3.2.8. FU Position (Institutional Results)
(3 Case-Studies/3.2. Case-Study FU Berlin)
.... The FU’s endeavours in regards to e-learning have been recognized with an overall approval by students, who rate the offering with 2,4 (on a 1 to 6 scale [i]). 3.2.8.2. &nbsp...

81. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
...et” (WGM) deserves special mention, because it provides an internet based knowledge opportunity to FU students. The WGM is an easy to use bulletin board, where students can post and search for p...

82. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...section, the FU was created as an explicitly autonomous (free) university and because of the important role students played in its creation, they also had a decisive role in its governance structure f...

83. 3.2.4. IT Setting
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ersity overseer. Given the lack of top-down organization, it comes as little surprise, that two chemistry students pioneered the FU’s connection to the internet, and in 1989 the domain fu-berl...

84. 3.2.3. Setting & Typology
(3 Case-Studies/3.2. Case-Study FU Berlin)
 3.2.3.1.    Members The FU is a full-service university hosting 35.500 students of which 60 % are women, and 15% foreign students (FU web). As previously elaborated, the unive

85. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
...he Russians moved the university’s administration into their sector. Not long after it reopened, some students opposed the explicitly communist influences  and began agitating for free spee...

86. 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

87. 3.1.11. Analysis and conclusion
(3 Case-Studies/3.1. Case-Study LSE)
...f the best researchers in a given field. The top notch intellectuals not only attract many (paying foreign) students, but also serve as role models for the younger researchers, who can learn from them...

88. 3.1.10. Unique Strange Attractors
(3 Case-Studies/3.1. Case-Study LSE)
... 3.1.10.4.    LSE Entrepreneurs student association In 2004 some entrepreneurial LSE students were inspired by their peers at Oxford (http://www.bouncewithit.com/) and started a...

89. 3.1.8. LSE Position
(3 Case-Studies/3.1. Case-Study LSE)
... of UK universities (Guardian, 2005). This is most likely due to the fact that mostly British undergraduate students would be motivated to fill out this survey. Amongst them, voices of disappointment ...

90. 3.1.7. Internet Use
(3 Case-Studies/3.1. Case-Study LSE)
...urses (50% of the total) take advantage of the e-learning system. The key functionality that professors and students value is the feature to make available course reading lists (LSE students 38, Darki...