Good bits from The Edgeless University:
- "a person's background and socio-economic status still play too great a role in determining access to higher education. " p.17
- "The forces now confronting higher education have been called ‘a perfect storm'... Universities must offer more varied provision to a growing number of students in an era when they can no longer depend on ever-increasing allocation of funds." p.22
- "Knowledge is no longer restricted within the boundaries of universities and higher education facilities... Universities are becoming partners in learning and research rather than sole providers." p.31
- "it is too easy to ignore the huge, informal, tacit knowledge that makes science work. Science is as much about conversations in corridors as it is about papers in journals." p.43
- "Government policy must help higher education institutions develop new ways of offering education seekers affiliation and accreditation." p.54
- "Technology should be in the service of anethic of open learning." p.54
- "Many academics find it hard to envisage the possibilities that technology affords, not least because often they lack thebasic skills to use the new tools." p.58
(BUT) - "There would be higher learning without universities, but there is always a danger that we overstate how ‘transformative' or ‘revolutionary'
technology will be. Technology does not rid us of the need for these institutions." p.63
Via Rose Heaney, who writes, "In these tight financial times we don't hear much about edgeless universities, institutions seem more insular."
- "a person's background and socio-economic status still play too great a role in determining access to higher education. " p.17
- "The forces now confronting higher education have been called ‘a perfect storm'... Universities must offer more varied provision to a growing number of students in an era when they can no longer depend on ever-increasing allocation of funds." p.22
- "Knowledge is no longer restricted within the boundaries of universities and higher education facilities... Universities are becoming partners in learning and research rather than sole providers." p.31
- "it is too easy to ignore the huge, informal, tacit knowledge that makes science work. Science is as much about conversations in corridors as it is about papers in journals." p.43
- "Government policy must help higher education institutions develop new ways of offering education seekers affiliation and accreditation." p.54
- "Technology should be in the service of anethic of open learning." p.54
- "Many academics find it hard to envisage the possibilities that technology affords, not least because often they lack thebasic skills to use the new tools." p.58
(BUT) - "There would be higher learning without universities, but there is always a danger that we overstate how ‘transformative' or ‘revolutionary'
technology will be. Technology does not rid us of the need for these institutions." p.63
Via Rose Heaney, who writes, "In these tight financial times we don't hear much about edgeless universities, institutions seem more insular."
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