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dc.contributor.authorFernández Fernández, Idoia Begoña ORCID
dc.contributor.authorMárquez, M. Dolors
dc.date.accessioned2017-09-08T18:01:44Z
dc.date.available2017-09-08T18:01:44Z
dc.date.issued2017-08-04
dc.identifier.citationInternational Journal for Academic Development : 1-17 (2017) // http://dx.doi.org/10.1080/1360144X.2017.1354864es_ES
dc.identifier.issn1360-144X
dc.identifier.urihttp://hdl.handle.net/10810/22429
dc.description.abstractRecent studies show that the character, function and goals of Educational Development Units (EDUs) in many countries are undergoing a shift, and they now tend to support universities and learning in a more comprehensive way. The status of Spanish EDUs, however, has not been studied in detail. The aim of this article is to describe the current status of 45 such units to explore the degree to which a similar shift can be observed. The data revealed clusters, from which four models were defined. The models illustrate the increasing diversity of functions and widening scope of practice within Spanish EDUs.es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjecteducational developmentes_ES
dc.subjectinstructional developmentes_ES
dc.subjectcorrespondence analysises_ES
dc.titleEducational Development Units in Spain: Current status and emerging trendses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© 2017, Taylor & Francis Groupes_ES
dc.relation.publisherversionhttp://www.tandfonline.com/doi/abs/10.1080/1360144X.2017.1354864es_ES
dc.identifier.doi10.1080/1360144X.2017.1354864
dc.departamentoesTeoría e historia de la educaciónes_ES
dc.departamentoeuHezkuntzaren teoria eta historiaes_ES


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