\u003cP\u003eIn 18 chapters researchers and practitioners from five continents discuss three central themes that concern learning-centred higher education:\u003c/P\u003e\n\u003cUL\u003e\n\u003cLI\u003eThe concept of learning \u003c/LI\u003e\n\u003cLI\u003eCurriculum\u003c/LI\u003e\n\u003cLI\u003eLearning, teaching and assessment (LTA) processes.\u003c/LI\u003e\u003c/UL\u003e\n\u003cP\u003eThe chapters integrate theoretical conceptualisations and empirical examples. The book thereby offers both new approaches to the understanding of learning-centred higher education, as well as normative implications and examples of best practices from people involved in everyday practices of quality enhancement within higher education.\u003c/P\u003e\n\u003cP\u003eThe book came out of an international symposium on Aegina Island, Greece, arranged by the international academic association Learning in Higher Education: \u003cA href=\"http://www.lihe.wordpress.com/\" data-mce-href=\"http://www.lihe.wordpress.com/\"\u003ewww.lihe.wordpress.com\u003c/A\u003e\u003c/P\u003e
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