Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way.
This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards ''Universities of Learning''. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other.
This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way.
This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards ''Universities of Learning''. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other.
This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way.
This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards ''Universities of Learning''. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other.
This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.