Examples of comprehensive training
Founded jointly by the Nationalists and Communists in 1922, the original cause of Shanghai University was to train leaders for the Chinese revolution. It contributed a group of influential people to the cause of China’s liberation and development.[4] The university was suspended in 1927 as a result of the Shanghai Massacre, in which the Nationalists purged all communist-related organizations. In 1983, the Chinese government reopened Shanghai University. And then in 1994, by integrating three other universities, it became the largest institution of higher education administered by Shanghai Municipality.[4][5] As of 2018, SHU enrolls 19,934 undergraduate students and 16,954 graduate students, including 4,505 international students.[6]
Shanghai University’s annual research funding amounted to US$505.3 million in 2018, making it a research-intensive comprehensive university.[7] It has two undergraduate colleges and five broad academic divisions (Natural Sciences, Humanities and Social Sciences, Engineering, Economics and Management, and Fine Arts), containing 29 schools or departments.
Comprehensive training in values
Álvarez González, M., & Álvarez Justel, J. (2015). University tutoring: from the current model to an integral model. Revista Electrónica interuniversitaria interuniversitaria de Formación Del Profesorado, 18(2), 125-142.
Bartual, M.T., and Turmo, J. (2016). Higher education and employability skills. The employers’ point of view. Revista Complutense de Educación, 27(3), 1211-1228. doi: 10.5209/rev_RCED.2016.v27.n3.47645.
García, M., de la Calle, C., Valbuena, M.C., & de Dios, T. (2016). Social Responsibility training and its impact on various university careers. Journal of Educational Research, 34(2), 435-451.
Gil-Albarova, A., Martínez, A., Tunnicliffe, A., & Miguel, J. (2013). University students and quality of the tutorial action plan. Assessments and improvements. Revista de Docen cia Universitaria, 11(2), 63-87.
Martínez Clares, P., Martínez Juárez, M., & Pérez Cusó, J. (2014). University tutoring: emerging environment in the European University. A study at the Faculty of Education of the University of Murcia. Revista de Investigación Educativa, 32(1), 111-138.
Comprehensive training that is
The University System of Integral Risk Management (SUGIR) was created from the Rector’s Agreement issued on May 16, 2013, with attachment to the Secretariat of Institutional Development and with the purpose of establishing and developing the institutional capacity to respond and contribute permanently in the construction of a culture of self-care and collective care, from a philosophy of integral risk management congruent with sustainability.
As well as addressing disaster risk reduction in university spaces and having policies and programs that address the welfare and safety of the university community and institutional facilities and work environments, among others.
What is integral formation of the person?
– Campos, V. and Moya, R., (2011), Vocational training from a personalized conception of the learning process, Cuadernos de educación y desarrollo Vol. 3 No. 28 (June 2011), ISSN: 1989-4155 Edit. eumed.net. Available at: http://
of the learning styles of the students of a bachelor’s degree in Chemistry. In electronic memory of the 1st International Congress of Educational Research. RIE-UANL. Universidad Autónoma de Nuevo León. Available at: http://eprints.uanl.mx/8034/1/a4_1.pdf (Accessed 7/04/2016). Mexico.
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