págs. 251-253
Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education?
págs. 257-276
Credit hour system and student workload at Alexandria University: a possible paradigm shift
págs. 277-309
Ethical competencies and the organizational competency ‘responsible university social innovation’: looking at new ways of understanding universities and the competency-based education model in the context of significant social changes in Latin America
págs. 311-332
Specific competences in the Tuning Latin America Project: their degree of importance and achievement among a sample of psychology students
págs. 333-351
Students applying their knowledge of material science in problem-solving: implications for competence based-learning at the University of Zimbabwe
págs. 353-387
Developing generic competences in life sciences: the untold story of the Makerere University College of Health Sciences in Uganda
págs. 389-406
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