This growing demand for higher education placed institutions in a new scenario
where they needed to respond creatively to the needs of the new student body,
within the constraints of limited funding, in order to be able to succeed.
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In the UK it has been estimated that in 1999 there were more than 70 dual mode higher education institutions (Weyers, 2000).
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Each course had been under quality assurance procedures and was part of the academic offer of a dual mode higher education institution in the UK.
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