UNIVERSIDAD ANAHUAC UNIVERSITY AUTHORIZED NAME

Transcription

1 UNIVERSIDAD ANAHUAC UNIVERSITY AUTHORIZED NAME DOCTORATE OF LEADERSHIP AND MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS LEVEL AND NAME OF THE CURRICULAR PLAN VALIDITY Master s degree in related sciences or Undergraduate degree with professional experience in educational institutions performing academic, managerial or administrative activities considered suited to admission by the Admissions Committee. ACADEMIC BACKGROUND FOR ADMISSION MODALITY IN-CLASS COURSE LENGTH 15 WEEKS CODE 2006 GENERAL OBJECTIVES OF THE CURRICULAR PLAN The doctorate program, in alignment to the University Mission, aims to encourage the development of upright people who have a solid background in leadership and management of higher education The academic program aims to develop in students the attitudes, skills and competencies usually associated with the management of complex organizations whose mission is the educate and train people. In addition to developing in students, knowledge of the main theoretical and methodological approaches associated with higher education, with a critical and analytical approach, in order to put all this into practice properly, towards the goals of public and private educational In general, it is expected that graduates acquire competencies to: 1. Identify, within a philosophical and values framework, the characteristics of the social, demographic, technological, local and global environment, in order to picture reflexively future scenarios for students, professors and other actors involved in the University community. 2. Plan, organize, communicate and assess actions conducive to the goals, determined according to the mission, vision and the analysis of the environment of higher education 3. Make decisions and define operational procedures of higher education institutions, financially healthy, academically stimulating and socially collaborating with graduates committed to the country and its development. 4. Organize and coordinate material, financial, technological and human resources of the higher education 5. Manage the organizational changes required through evaluation systems for the improvement of the quality of education. 6. Identify, develop or support the innovation and development of research projects, relevant and consequential, for the development of knowledge. 7. Exercise an efficient (cost-benefit) and effective (enforcement of programs) leadership, always based on ethical principles. 8. Develop, maintain, and motivate human talent, facilitating the work of interdisciplinary teams within and out of the organization.

2 The graduate will be able to: GRADUATE PROFILE Academic Area. Philosophy and Humanism 1. Identify the stages in the historical development of universities and the main influence on higher education models. 2. Identify problems and advantages of the different models of universities in the Western world. 3. Assess the elements of pedagogical anthropology, emphasizing characteristics that underlie the educability of human beings. 4. Direct the key elements of an education focused on the human person, based on a straight concept of man. 5. Critically analyze scientific knowledge, fostering its development and dissemination. 6. On the basis of a philosophical and values framework, identify the characteristics of the social, demographic, technological, local and global environment, in order to picture reflexively future scenarios for students, professors and other actors involved in the University community. Academic Area. Education 7. Analyze the economic context of Mexico, its role within the international scope and characteristics of the main productive sectors of the country and their relation to education. 8. Analyze the aspects of the social, demographic, technological and legal environment and its relation to the challenges of the higher education 9. Analyze the international systems of higher education. 10. Analyze the challenges posed by globalization for the higher education 11. Critically analyze the major theories of learning and education; the classical and the contemporary, and their impact on the educational models used in the higher education 12. Analyze the characteristics of curriculum, its rationale, and evaluation in the higher education context. 13. Identify relations between curriculum and academic and financial viability. 14. Analyze the relations between curriculum, teaching and implementation of instructional design in higher education. 15. Assess the continuous development of teaching in higher education and its impact on the generation of a knowledge community. 16. Implement strategies and processes of systematic evaluation in higher education. 17. Analyze results of educational evaluation and its impact on the quality of the institution. 18. Identify the quality indicators in higher education institutions and the strategies to achieve them. 19. Assess processes that lead to the certification and accreditation of a higher education institution before national and international agencies. 20. Identify, develop or support the innovation and development of research projects, relevant and consequential, for the development of knowledge. Academic Area. Leadership and Management 21. Distinguish the essential elements that give origin and foundation to management and leadership in organizations. 22. Plan, organize, communicate and assess actions conducive to the goals, in accordance with the mission, vision and the analysis of the environment in higher education 23. Analyze characteristics of the comparative and competitive advantages of higher education 24. Design strategies to motivate creative action, as well as sustainable development in higher education institutions and personnel development. 25. Analyze specific cases of higher education institutions, based on statistical data and relevant information, in order to propose solutions to problems and situations. 26. Assess the planning, organization, management and control processes of services organizations, in general, and of higher education institutions, in particular. 27. Show objectivity in decision-making and interpersonal communication techniques applied to negotiations. 28. Develop skills applicable to higher education institutions in the local and global context, with the human factor as a key element for the development of educational organizations of the 21st century.

3 29. Apply the theory and practice of marketing research, focused on higher education markets. 30. Analyze the characteristics of national and international students. 31. Develop strategies and creative solutions for the communication of educational good in diverse environments and with a positive social impact. 32. Promote strategies for the generation of higher education resources. 33. Assess features related to leadership, innovation, productive improvement, creativity and competitiveness. 34. Assess the fundamentals of strategic thinking and their impact on decision-making and outcomes of higher education institutions in an international context. 35. Analyze scenarios, characters, audience, systems and processes to develop strategies based on estimates and projections. 36. Identify the applicability of information technology to distance education to develop its competitive potential. 37. Analyze concepts and the international dimension of the ICT in the distribution and promotion of educational services. 38. Develop strategies to plan and complement, with external resources, investments (in short, medium and long term) for funding of recurring, competitive and successful activities. 39. Identify own capital requirements and, in detail, prepare a project including supporting services, markets and financing to make viable the growth and expansion of educational projects in global and competitive markets. 40. Analyze balance sheets and budgets, expenditures and their control, to sustain operations and facilities of the higher education 41. Analyze financial statements and their relation to educational services. 42. An efficient (cost-benefit) and effective (compliance program) leadership, based on ethical principles, facilitating the work of interdisciplinary teams within the organization. 43. Integrate managerial knowledge into the higher education context, for the analysis and solution of specific problems. Academic Area. Research 44. Apply statistical concepts to the analysis of data in higher education 45. Interpret the relation between economic, educational and management variables properly. 46. Use the principles of statistical analysis in time series, to forecast trends in educational services. 47. Efficiently use the notions of descriptive, probability, sampling, counting, and estimation statistics, hypothesis testing, simple and multiple regression analysis, contingency tables, and analysis of variance. 48. Apply research techniques and methods to pose a knowledge problem regarding higher education 49. Manage databases and indexes of online publications on findings and results of research, in higher education 50. Assess different methods for qualitative and quantitative data collection and analysis. 51. Design and carry out a research proposal, implementing criteria and standards for publishing.

4 UNIVERSIDAD ANÁHUAC DOCTORATE OF LEADERSHIP AND MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS LIST OF COMPULSORY SUBJECTS Educational quality and assessment Curriculum and teaching in higher education Knowledge, truth and reason Education, ethics and person CODE SERIAL NUMBER THEORETICAL HOURS CREDITS FACILITIES PRÁCTICAL/ RESEARCH EDU A EDU A FIL A FIL A Statistics for managers MAT A Financial management and resource administration ADM A History, tradition and future of higher education HIS A institutions Research as process: From idea to research study INV A Research process: Instruments and data analysis INV 5316 INV A Higher education institutions SOC 5301 as complex organizations A Leadership and management ADM A Leadership and human resources ADM A Strategic marketing for MER 5313 higher education institutions A Thesis seminar INV 5317 INV 5315/ INV A HIS 5301/ Selected topics in higher EDU 5316 SOC 5301/ education Seminar EDU A FIL 5303/ Managerial skills Seminar ADM 5320 SOC 5301/ A ADM 5318 Case analysis Seminar EDU 5314/ EDU 5317 ADM 5318/ A ADM 5319 Education and learning theories EDU A TOTAL CREDITS 152 Credits in this curriculum can be susceptible for accreditation in national or foreign institutions as long as they respect the terms established by the Student Exchange Regulations and / or General Regulations provided by the SEP. The subjects in this curriculum can be susceptible for accreditation without any equivalency, as long as they have been passed by the student and are common to other curriculums of the National Education System in terms of the Agreement 286, guideline no. 21. (Published in the Official Gazette of the Federation on October 30 th, 2000)

5 PROPOSAL FOR ASSESSMENT AND PERIODICAL UPDATE OF THE CURRICULAR PLAN The curricular plan shall be updated every four years. Yearly progressive evaluations of the curricular plan will be performed in order to gather sufficient and reliable information to ensure it is kept up to date, guaranteeing its continuous improvement. Assess the curricular plan as the product of a design or planning phase by the academic personnel of the School or Faculty and institutionally by the Academic Vice-Rectory. Assess the curriculum systematically in order to obtain objective information to identify its efficiency, relevance and effectiveness levels, which are essential for feedback purposes and modification of the educational process. Identify precisely and objectively any changes in the students knowledge, skills, abilities and attitudes, from admission to graduation to be able to assess the level of compliance with the learning outcomes in the curriculum and the corresponding competencies in accordance with the curricular plan. This is the assessment of student learning. Identify the effectiveness of the teaching methodologies, according to the achievement of the learning outcomes, and if weaknesses are identified, the assessment will guide the modifications to be made to this methodology, in order to improve it. This is the assessment of faculty activity and administration regarding the teaching activity. For the internal evaluation of the curricular plan, the technique used is on the basis of judgment by institutional experts and the Consultative Council, whom assess the congruency of the plan s elements, validity, sequence and content structure. To measure the achievement of students competencies, all kinds of instruments will be used (tests, checklists, measurement scales, etc.), provided that they accurately assess the learning acquisition in terms of content and content usage. The assessment of student learning during the courses is the professors responsibility. To measure the efficiency of teaching, the integrated system for professor evaluation, which has been established by the University, will be used. To measure the efficiency of the teacher support services and the educational administration, the institution will design instruments to measure precisely the different ways in which the University supports and encourages university teaching. At the end of every academic cycle and at graduation of every student generation, the institution will apply instruments to obtain information about the professional profile achieved; instruments such as examinations of general knowledge, questionnaires for graduate follow-up and opinion surveys regarding organizations that graduates join for work. The information derived from this assessment process will be used as feedback and as a framework for the modification or renewal of the curricular plan. Gloria Santos Mateos HEAD OF CURRICULAR EVALUATION DEPARTMENT, SEP