Now showing items 4-11 of 11

  • Electronic theses : the turning point 

    Copeland, Susan; Penman, Andrew; Milne, Richard (Emerald Group Publishing Limited http://www.emeraldinsight.com/10.1108/00330330510610546, 2005)
    COPELAND, S., PENMAN, A. and MILNE, R., 2005. Electronic theses : the turning point, Program: electronic library and information systems, 39 (3), pp185-197
    In 2002, the Joint Information Systems Committee (JISC) made funding available for a number of universities in the UK to undertake work relating to the development of theses in electronic format. Working in collaboration ...
  • Enhancing post-disaster reconstruction capacity through lifelong learning in higher education. 

    Thayaparan, Menaha; Siriwardena, Mohan; Malalgoda, Chamindi Ishara; Amaratunga, Dilanthi; Lill, Irene; Kaklauskas, Arturas (Emerald Group Publishing., 2015)
    THAYAPARAN, M., SIRIWARDENA, M., MALALGODA, C. I., AMARATUNGA, D., LILL, I. and KAKLAUSKAS, A., 2015. Enhancing post-disaster reconstruction capacity through lifelong learning in higher education. Disaster Prevention and Management, 24 (3), pp. 338-354.
    Purpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute ...
  • The nature and processes of internationalisation at a French Grand Ecole de Management. 

    Bryant, Michael (Robert Gordon University Department of Management, 2013-03)
    Globalisation has changed the higher education landscape dramatically in the past 20 years, especially for business schools. Accordingly, universities have had to adopt different internationalisation strategies in order ...
  • Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes. 

    Turner, Yvonne (Oxford Brookes University http://dx.doi.org/10.3794/ijme.61.177, 2007)
    TURNER, Y., 2007. Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes. In: International Journal of Management Education, 6 (1), pp. 7-13.
    This paper discusses the relationship between admissions approaches which rely exclusively upon standard academic criteria to select students for Business and Management programmes and classroom diversity. It draws on ...
  • "So how was it for you?": evaluating the transnational education experience, five years on. 

    Turner, Yvonne (Common Ground http://ijl.cgpublisher.com/product/pub.30/prod.587, 2005)
    TURNER, Y., 2005. “So how was it for you?”: evaluating the transnational education experience, five years on. International Journal of Learning, 12 (3), pp. 249-258.
    This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives ...
  • Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. 

    Turner, Yvonne (Oxford Brookes University http://dx.doi.org/10.3794/ijme.51.131, 2006)
    TURNER, Y., 2006. Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. In: International Journal of Management Education, 5 (1), pp. 3-11.
    This paper explores the discourse of critical thinking within Higher Education (HE) practice and evaluates the experiences and achievements of mainland Chinese students within that context. It sets out to discuss teaching ...
  • Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. 

    Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13639080500522986, 2006)
    TURNER, Y., 2006. Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. Journal of Education and Work, 19 (1), pp. 47-65.
    This paper explores the link between international tertiary education and evolving attitudes about women and work in China. The paper reviews literature about gender and education in China, commenting on the late-twentieth-century ...
  • Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. 

    Robson, Sue; Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13562510601102115, 2007)
    ROBSON, S. and TURNER, Y., 2007. Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. Teaching in Higher Education, 12 (1), pp. 41-54.
    This paper reports on a study that took place in a faculty of humanities and social sciences at a UK university. The institution had recently undergone a radical restructure and the vision for the future presented by the ...