Amsterdam university acceptance rate

Ventajas y desventajas del modelo minero

Brookes, S., & Moseley, A. (2012). Authentic contextual games for learning. En N. Whitton & A. Moseley (Eds), Using Games to Enhance Learning and Teaching: A Beginner’s Guide (pp. 91-107). New York, NY: Routledge.

Comisión Europea. (2007). Competencias clave para el aprendizaje permanente. Un marco de referencia europeo. Recuperado de http://www.mecd.gob.es/dctm/ministerio/educacion/mecu/movilidad-europa/competenciasclave.pdf?documentId=0901e72b80685fb1

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). De los elementos de diseño del juego a la gamificación: definición de la gamificación. En A. Lugmayr (Ed.), Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). Tampere: Finlandia: ACM. Recuperado de https://dl.acm.org/citation.cfm?id=2181040

Fuster, H. (2017). Influencia de las Motivaciones y los Estilos de Juego en Jugadores de MMORPG (Tesis doctoral). Recuperado de https://www.tdx.cat/bitstream/handle/10803/403376/Tesi_Hector_Fuster.pdf

Clasificación de la universidad de Minerva

ARMISTEAD, S. G. 1979. “La poesía tradicional hispana en Luisiana”, en Sánchez Romeralo, A., Catalán, D. y Armistead, S. G. (eds.), El romancero hoy: nuevas fronteras. Madrid: Cátedra Seminario Menéndez Pidal, pp. 147-158.

DE VRIES, J. 1992. “Mantenimiento y desplazamiento de la lengua. Problems of measurement”, en Fase, W., Jaspaert, K. y Kroon, S. (eds.), Maintenance and loss of minority languages. Amsterdam/ Philadelphia: John Benjamins, pp. 211-222.

FASE, W., JASPAERT, K. y KROON, S. 1992. “Maintenance and loss of minority languages: introductory remarks”, en Fase, W., Jaspaert, K. y Kroon, S. (eds.), Maintenance and loss of minority languages. Amsterdam/ Filadelfia: John Benjamins, pp. 3-13.

FISHMAN, J. A. 1972. “Language maintenance and language shift as a field of inquiry: revisited”, en Dil A. S. (ed.), Language in sociocultural change: essays by J. A. Fishman. Stanford: Stanford University Press, pp. 76-132.

GUMPERZ, J. J. y WILSON, R. 1971. “Convergence and creolization: a case from the Indo-Aryan/Dravidian border in India”, en Hymes, D. (ed.), Pidginization and creolization of languages. Londres: Cambridge University Press, pp. 151-167.

Universidad de Minerva Argentina

Amolloh, O. P., Lilian, G. K., & Wanjiru, K. G. (2018). Aprendizaje experiencial, conocimiento condicional y desarrollo profesional en la Universidad de Nairobi, Kenia-Enfoque en la preparación para la práctica docente. International Education Studies, 11(7), 125-135. doi:10.5539/ies.v11n7p125

Chang, T. S., Lin, H. H., & Song, M. M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1), 49-60. doi:10.1080/14703297.2010.543770

Dreyfus, H. L., y Dreyfus, S. E. (2008). Más allá de la experiencia: Algunas reflexiones preliminares sobre la maestría. En K. Nielsen (Ed.), A Qualitative Stance; Essays in Honor of Steiner Kvale (pp. 113-124): Arhus University Press.

Elvira, Q., Imants, J., Dankbaar, B., & Segers, M. (2017). Diseñar la educación para el desarrollo de la experiencia profesional. Scandinavian Journal of Educational Research, 61(2), 187-204. doi:10.1080/00313831.2015.1119729

Endsley, M. R. (2018). Experiencia y conciencia de situación. En K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 633-651). Cambridge, Reino Unido: Cambridge University Press.

Minerva university scholarships 2022

The Bachelor’s Degree in Business Administration seeks on the one hand to offer a solid training close to the professional world, and on the other hand, to help students acquire the attitudes and skills that will allow them to work in a globalized and dynamic world and adapt to a highly competitive and constantly changing economic environment.

Compulsory internships in companies and a wide range of complementary activities organized by the Faculty (Economic and Business News Program, Professionals in the Classroom, Employment Forum, Professional Opportunities, visits to companies, participation in different university competitions promoted by companies, etc.) allow students to have close contact with the business world and also help them to orient their professional future while they study.

Students who so wish can also complement, in a comfortable way, their training by combining the Bachelor’s Degree in Business Administration and Management with those of: Marketing and Commercial Management, Economics, Business Intelligence, Law, Pharmacy or Information Systems Engineering.