000084722 001__ 84722
000084722 005__ 20200716101537.0
000084722 0247_ $$2doi$$a10.4438/1988-592X-RE-2019-385-419
000084722 0248_ $$2sideral$$a114037
000084722 037__ $$aART-2019-114037
000084722 041__ $$amul
000084722 100__ $$0(orcid)0000-0001-9304-3517$$aUtrero González, Natalia
000084722 245__ $$aLiderazgo en el nuevo sistema de educación del Ejército de Tierra de España = Leadership in the new Spanish Army Education System
000084722 260__ $$c2019
000084722 5060_ $$aAccess copy available to the general public$$fUnrestricted
000084722 5203_ $$aThe Spanish army has recently implemented a new integrated educational curriculum to train officers by bringing together excellent and up-to-date technical knowledge, with a special emphasis on leadership, careful physical preparation and a solid moral foundation. The new curriculum is part of a carefully renovated human resources policy to develop a new type of leadership capable of adapting and performing successfully in the flexible and uncertain environments where national armies operate. The objective of the paper is to carry out an analysis of the implementation of the new educational system following the framework of Wright and Nishii (2006) that allows evaluating the implementation of new initiatives aimed at changing human resources policy. The main axes of the new system are critically analyzed and, based on this analysis; its implementation is evaluated by means of a survey carried out on its users. The survey is made to the first promotion that has been formed in the new curriculum once completed their training at the University Center of Defense and before going to the special academies. Information is required regarding three fundamental areas: training at the center, internal practices and external practices. The results of the survey allow affirming that the design, communication and implementation of the curriculum is positively evaluated by the cadets. However, non-curricular training actions, such as external and internal practices and the development of leadership activities in real situations, which are considered complementary to formal education, receive a low evaluation, considering them not related to leadership. This evidence suggests aspects to be reviewed in the new education system with the aim of improving its effectiveness.
000084722 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S24-17R$$9info:eu-repo/grantAgreement/ES/DGA/S52-17R$$9info:eu-repo/grantAgreement/ES/MINECO/ECO2016-76255-P$$9info:eu-repo/grantAgreement/ES/MINECO/ECO2017-86305-C4-2-R$$9info:eu-repo/grantAgreement/ES/UZ/UZCUD2018-SOC-01$$9info:eu-repo/grantAgreement/ES/UZ/UZCUD2018-SOC-04
000084722 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000084722 590__ $$a0.761$$b2019
000084722 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b224 / 263 = 0.852$$c2019$$dQ4$$eT3
000084722 592__ $$a0.562$$b2019
000084722 593__ $$aEducation$$c2019$$dQ2
000084722 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000084722 700__ $$0(orcid)0000-0003-1399-5484$$aCallado Muñoz, Francisco José
000084722 700__ $$0(orcid)0000-0002-8953-0600$$aAiger Valles, Montserrat$$uUniversidad de Zaragoza
000084722 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000084722 773__ $$g2019, 385 (2019), 119-144$$pRev. educ. (Madr.)$$tRevista de educación$$x0034-8082
000084722 8564_ $$s4414466$$uhttps://zaguan.unizar.es/record/84722/files/texto_completo.pdf$$yVersión publicada
000084722 8564_ $$s36413$$uhttps://zaguan.unizar.es/record/84722/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000084722 909CO $$ooai:zaguan.unizar.es:84722$$particulos$$pdriver
000084722 951__ $$a2020-07-16-09:38:03
000084722 980__ $$aARTICLE