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Enfoque a priori y enfoque empírico en la clasificación de las instituciones de educación superior: el caso de Estado Unidos
| Content Provider | Semantic Scholar |
|---|---|
| Author | Brint, Steven Charles T. |
| Copyright Year | 2013 |
| Abstract | Higher education classification arose in the United States as a result of the dramatic growth in institutions and students in the 1950s and 1960s, as well as the growing federal role as sponsor of research. This paper discusses two epistemological approaches to classification: a priori and empirical and the strengths and weaknesses of both. The paper also discusses recent developments that suggest the era of higher education classification may be ending in the developed world. The paper concludes with an application of lessons from the U.S. case to current debates over higher education classification in Chile. Abstract |
| Starting Page | 96 |
| Ending Page | 114 |
| Page Count | 19 |
| File Format | PDF HTM / HTML |
| DOI | 10.7764/pel.50.1.2013.8 |
| Volume Number | 50 |
| Alternate Webpage(s) | http://higher-ed2000.ucr.edu/documents/AprioriandEmpiricalApproachestoClassification.pdf |
| Alternate Webpage(s) | http://pensamientoeducativo.uc.cl/files/journals/2/articles/568/public/568-1517-1-PB.pdf |
| Alternate Webpage(s) | https://doi.org/10.7764/pel.50.1.2013.8 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
