APL : developing more flexible colleges / / Michael Field

• Record Nr.: UNINA9910819886103321
• Autore: Field Michael <1940->
• Pubbl/distr/stampa: London ; ; New York, : Routledge, 1993
• ISBN: 1-134-87727-7; 1-134-87728-5; 1-280-32692-1; 0-203-13718-3; 0-203-30603-1
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (148 p.)
• Collana: Further education
• Disciplina: 370.15/23; 374.0130941
• Soggetti: Experiential learning - Great Britain; Universities and colleges - Great Britain - Administration; College credits - Great Britain
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Includes index.
• Nota di contenuto: Book Cover; Title; Contents; List of figures and tables; Series Editor's foreword; Foreword to the series; Introduction; The alternative focus of accreditation of prior learning; Introducing accreditation; The shaping of today's colleges; Developing pressures; External pressures for change; Teaching and learning frameworks; Teaching and learning: catering for changing needs; Accreditation and assessment services; Assessment on demand services; The shape of tomorrow's colleges; Developing a distinct mission for the college; Widening participation; Attracting potential students; Dealing effectively with enquiriesEnabling students to succeed; The framework of guidance and support; Organisational factors affecting flexibility; Organisational climate; Managing change: assessing the amount of change required; Managing the pressures to change; Managing change: change models; An individual model of change; A management initiated model of change; Managing the resistance to change; Index
• Sommario/riassunto: The keystones for provision in the new era of Further Education will be flexibility of response, open access, equality of opportunity, and valuing and accrediting alternative ways of learning - all linked together within the concepts of providing life-long learning opportunities. The provision of APL, along with the support services needed to ensure its success, can be used as the `acid test' of whether a college is truly open and accessible to a variety of learners. Written by an experienced manager, this book offers invaluable advice for other managers and senior staff engaged in transformin