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VCSE Guidebook/Creating regional (e-)learning networks/Overview and classification of actor groups in networks: Difference between revisions
VCSE Guidebook/Creating regional (e-)learning networks/Overview and classification of actor groups in networks (view source)
Revision as of 21:40, 2 June 2009
, 21:40, 2 June 2009→6.3. Overview and classification of actor groups in networks
(Created page with '==6.3. Overview and classification of actor groups in networks== Establishing and enlarging regional networks means to respond to specific actor groups and to act according to t...') |
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1. Universities and research institutions | 1. Universities and research institutions | ||
Traditionally, universities have been associated with creation as well as transmission of knowledge through research, teaching, further education and international cooperation (Delors, 1996). With the emergence of the concept of lifelong learning, working and learning together plays an ever more important role for universities as their action field for transmitting knowledge has dramatically grown. Universities have a pivotal role in regional (e-)learning networks as they may serve as providers of learning material, technology and methodology. | Traditionally, universities have been associated with creation as well as transmission of knowledge through research, teaching, further education and international cooperation (Delors, 1996). With the emergence of the concept of lifelong learning, working and learning together plays an ever more important role for universities as their action field for transmitting knowledge has dramatically grown. Universities have a pivotal role in regional (e-)learning networks as they may serve as providers of learning material, technology and methodology. | ||
2. Schools | 2. Schools | ||
Schools’ first and foremost mission is to provide basic education. They have a long-term and widespread impact on society and form the basis of any further education. Therefore, this actor group, consisting of teachers and pupils/students, has a very high potential of regional diffusion. Any future-oriented network should therefore include this actor group in its cooperation. | Schools’ first and foremost mission is to provide basic education. They have a long-term and widespread impact on society and form the basis of any further education. Therefore, this actor group, consisting of teachers and pupils/students, has a very high potential of regional diffusion. Any future-oriented network should therefore include this actor group in its cooperation. | ||
3. Enterprises | 3. Enterprises | ||
According to the profit-maximising principle, enterprises are inherently goal-oriented. Therefore, participation should have advantages for their business or at least result in additional benefits, which can be reputation, public relations and growth in knowledge. As far as continuing education is concerned, bigger companies normally cooperate with professional education centres or universities. SMEs often have certain retentions to join a vertical learning network, which integrates various sectors. | According to the profit-maximising principle, enterprises are inherently goal-oriented. Therefore, participation should have advantages for their business or at least result in additional benefits, which can be reputation, public relations and growth in knowledge. As far as continuing education is concerned, bigger companies normally cooperate with professional education centres or universities. SMEs often have certain retentions to join a vertical learning network, which integrates various sectors. | ||