ABSTRACT
Alongside the management changes occasioned by incorporation, and sometimes resulting from them, there have been changes in curriculum thinking and learning paradigms. The previous experiences of students coming into colleges, their current expectations and future ambitions are also changing. Similarly, the expectations of employers, parents, funding agencies and contractors are changing. ‘Change’ therefore seems to be the operative word, but there are also indications that, when it comes to the point, change is in fact resisted.
