Sentence examples for qualifying academic from inspiring English sources

(Talis, which is behind the publication of UK government data online [ 55], offers free access to its platform to qualifying academic projects under the terms of the Talis Connected Commons program [ 56]).

If we do so, and extend academic freedom only to those "found worthy" by a political measure, we shall have lost our grip on academic freedom altogether, for "[p]olitically qualified academic freedom is not really academic freedom at all".

Vassar, which offers 25 varsity sports and joined the N.C.A.A. in 1981, said that it found it was losing qualified academic students because of the lack of competitive sports on campus.

Training all these students to required standards and ensuring that the programmes offered result into quality graduates in circumstances where the university has only three qualified academic staff in that field of study is very questionable.

These findings give a picture that PPPs in higher education have promoted an increase in the number of higher education institutions as well as students but have not been able to promote quality education provision through the recruitment of enough qualified academic staff.

Hence, universities and postgraduate teaching institutions need qualified academic personnel and appropriate laboratory facilities for training and research.

In contrast, the principal strength of non-clinically qualified academic staff to the PBL process would be the facilitation skills derived from (often extensive) teaching experience.

One major factor that prompted the university to launch graduate study programs was the need to provide qualified academic staff for higher education institutions in the country.

Thus, although non-clinically qualified academic staff may be seen as having expertise in the teaching/facilitation process and/or particular aspects of the curriculum, when it comes to subject matter knowledge, it is clinicians who are considered as experts).

In Canada as well as in Australia [ 12], the introduction of palliative care as a specialty or subspecialty – not only in medicine but also in other disciplines – has led to an increased availability of highly qualified academic teachers.

For newly qualified academics, one of the challenges will be making the switch over to the other side.