Sentence examples for to academic knowledge from inspiring English sources

The trust has championed open access to academic knowledge, creating journals that are freely available to the public and forcing those they fund to publish their research openly.

This theoretical paper has contributed to academic knowledge as it explained the foundations for corporate sustainability and responsibility.

In addition to academic knowledge, students learn life skills–how to listen, how to be a good audience, how to meet deadlines, how to interact with adults, how to study, how to solve disputes.

Our paper seeks to argue that much of business school practice and pedagogy is still rooted in content rather than context, where priority is given to academic knowledge in favour of practice intelligence.

The centrality of deliberation, critique and contestation to academic knowledge production means that publication will always be an important part of academic work.

Consistent with the principles described in the NEL framework, they seem to understand that their role as educators is not simply to deliver academic knowledge but rather to develop children holistically, by providing them with opportunities to foster their socio-emotional, linguistic, and motor development (Khoo 2010; Tan 2007).

Another powerful tool to shape tomorrow's leaders is service learning, which teaches students to use academic knowledge and skills to address community needs.

I am writing this article, sneakily, late, at the back of the room, in the Royal College of Physicians, at a conference discussing how to free up access to medical academic knowledge for the public.

In Vietnam, teachers were traditionally acknowledged to have academic knowledge higher than students', advanced students' to have academic knowledge higher than their peers', and textbook writers' to have academic knowledge higher than the teachers'.

In contrast to the Ph.D., which generally aims to expand academic knowledge, "professional doctorates increase the knowledge about the practice of a profession," says Stuart Powell of the University of Hertfordshire.

How do we take the best of both educational models -- the power of digital learning technologies to deliver academic knowledge and the skill of professors to discuss and debate such academic knowledge -- and align them?