Sentence examples for structure of university from inspiring English sources

Saying goodbye to the familiar haven of education and the flexible but purposeful structure of university life can be a real shock to those who don't have a definite career plan.

It's the story that is retold within the structure of university courses, textbooks, palaeontologically-themed animated family films and, to a certain extent, areas of palaeontological research that get funded versus research that doesn't.

Ulrich Steger, a professor at the International Institute for Management Development in Lausanne, argues that the structure of university courses in northern Europe makes it easier for students to do such things: "The workload on students in the United States is higher, and they tend to be younger".

Startups like Coursera and Udacity similarly have developed lectures, often similar to the structure of university courses in terms of content taught.

Raising questions or objections about anything from basic matters of Christian belief — the existence of God, the coherence of the doctrine of the Trinity — to important contemporary controversies — the power of the papacy or secular princes, the ecclesiastical corruption — was not only permitted but encouraged as part of the structure of university life.

This is no surprise given the extremely complex structure of university policy in Germany--a policy that struggles to accommodate the antagonistic interests of the federal and Länder (state) governments, and a lobby of university professors that are famed to be aggressively conservative.

Significant institutional transformation has occurred, including changes to the legal structure of universities, partly in an effort to enhance technology transfer.

While many veteran professors roll their eyes at predictions that online learning will transform the structure of universities, to certain segments of the donor community — the Wall Street and Aspen Institute types — higher education looks like another hidebound industry awaiting creative destruction.

The book uses the "tool bag" of economics to analyze "the relationships between incentives and costs" and to penetrate the financial structure of university-based science.

Rather, using the "tool bag" economics provides for "analyzing the relationships between incentives and costs," she penetrates the financial structure of university-based science, explaining the motivation and behavior of everyone from august university presidents and professors to powerless and impecunious graduate students and postdocs.

By now, this has probably been improved thanks to the new vocational training act (BBG), the organization and structure of Universities of Applied Sciences (tertiary level A) and the continuing development of higher vocational education and training (tertiary level B).