Educational Research Methodology

Acquire the skills required to conduct research in education with this high-intensity Postgraduate Diploma”

The main objectives of this Postgraduate Diploma in Educational Research Methodology are to promote and strengthen the competencies and capabilities of university professors by incorporating the most current teaching tools in higher education. Professors will complete the program being able to provide their students with the necessary motivation to continue their studies and develop an appeal for scientific research.  

This Postgraduate Diploma provides university professors with an overview of fundamental knowledge in teaching and education, and the best way to guide and orient students in their daily course load.  

This training stands out for its order and distribution of theoretical material, guided practical examples in all its modules, and motivational and explanatory videos. This will allow our students to easily and clearly study teaching in higher education, with special emphasis on motivating further research.  

In this way, the main methodologies in the field of educational research will be explained to the student, since it is understood that university students are the most interested in continuing and directing their specialization towards scientific research, regardless of their field of action.  

All of this without neglecting the importance of the skills professors must acquire to offer a suitable education to their students, as well as to adequately supervise theses and scientific research, putting into practice the most relevant innovation tools in each case.    

Expand your knowledge with this Postgraduate Diploma in Educational Research Methodology and take a leap towards excellence in your professional practice”

This Postgraduate Diploma in Educational Research Methodology contains the most complete and up-to-date educational program on the market. The most important features include: 

• Case studies presented by experts in educational research methodologies
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in educational research methodologies
• Practical exercises where the process of self-assessment can be used to improve learning
• Special emphasis on research educational research methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an internet connection 

This Postgraduate Diploma is the best investment you can make in selecting a refresher program to update your knowledge of educational research Methodologies” 

The teaching staff includes professionals in the area of research methodologies, who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations. 

This academic program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise during the course. To that end, they will be assisted by an innovative, interactive video system developed by recognized experts in educational research methodologies who have extensive teaching experience.  

If you want to study with the best teaching methodology and multimedia, this is your best option"

This Postgraduate Diploma is 100% online, which will allow you to conveniently balance your professional life with your private life"

The structure of the contents has been designed by the best professionals in the University Teaching sector, with an extensive experience and recognized prestige in the profession, backed by the volume of programs and theses directed, and with a wide mastery of new technologies applied to teaching.

Our teaching program is the most complete and up to date on the market. We offer you the best, at the best price" 

Module 1. Higher Education

1.1. Historical Summary of the Development of Universities

1.1.1. The First Universities
1.1.2. University of Salamanca 
1.1.3. Universities in Mexico and Latin America
1.1.4. European Universities
1.1.5. North American Universities
1.1.6. Cardenal Newman
1.1.7. The Cultural and Educational Contribution of the Middle Ages
1.1.8. Knowledge of the Cloisters: Cathedral and Monastic Schools
1.1.9. Universities in the 20th Century
1.1.10. Adoption of the Notion of Networking in the Academic Field

1.2. The Concept of University

1.2.1. What Is Done at University? 
1.2.2. Knowledge
1.2.3. What Is Taught and How Is It Taught?
1.2.4. Research and Support Services
1.2.5. The Critical Role Played by Universities
1.2.6. The Intellectual Role Played by Universities
1.2.7. Autonomous Universities
1.2.8. Academic Freedom
1.2.9. University Communities
1.2.10. Assessment Processes 

1.3. Higher Education Spaces Worldwide

1.3.1. Globalization: Towards a Change in Higher Education
1.3.2. Social Changes and Higher Education Spaces
1.3.3. GUNI Networks
1.3.4. Higher Education in Europe
1.3.5. Higher Education in Latin America
1.3.6. Higher Education in Africa 
1.3.7. Higher Education in Asia and the Pacific 
1.3.8. Tempus Project

1.4. The Bologna Process: European Higher Education Area (EHEA)

1.4.1. The Origin of the EHEA
1.4.2. The Soborna Declaration
1.4.3. The Salamanca Convention and the Bologna Process
1.4.4. Materialization of the Tuning Project Proposal in Europe
1.4.5. Redefining the Syllabus
1.4.6. New Credit Transfer and Accumulation System
1.4.7. The Concept of Competence
1.4.8. Student Exchange and Mobility
1.4.9. ESHE within the Process of Globalization of Higher Education
1.4.10. Experiences and Research in EHEA

1.5. Ibero-American Knowledge Area

1.5.1. Ibero-American University Cooperation in the Field of Higher Education
1.5.2. Launching of the Ibero-American Higher Education Area
1.5.3. Opportunities, Initiatives and Detected Obstacles
1.5.4. Institutions and Entities Involved
1.5.5. Materialization of the Tuning Project Proposal in Ibero-America
1.5.6. Ibero-American Initiative for Social Communication and Scientific Culture
1.5.7. Science and Technology for Development (CYTED) Program
1.5.8. Pablo Neruda Mobility Program
1.5.9. Ibero-American Program for Industrial Property and Promotion of Development (IBEPI)
1.5.10. Euro-American Cooperation in Higher Education

1.6. Education Models in Higher Education

1.6.1. The Concept of Education Models
1.6.2. Influence of Education Models on University Academic Models
1.6.3. Coherence of Education Models with the Vision and Mission of Universities
1.6.4. The Pedagogical Foundation of Education Models
1.6.5. Educational Psychology Theories that Support Education Models
1.6.6. Ken Robinson Education Model
1.6.7. John Taylor Gatto Education Model
1.6.8. Towards a New Integral Model
1.6.9. The Education Model Based on Skills
1.6.10. The Internet in the Pedagogical Paradigm of Higher Education

1.7. University Organization

1.7.1. The Structure of a University as an Organization
1.7.2. Coordination of Work in an Organization
1.7.3. Constituent Parts of an Organization
1.7.4. Core Members of a University
1.7.5. Fields of Action in the University Organization
1.7.6. The Role Played by University Professors
1.7.7. Competence Building: The Object of University Teaching
1.7.8. The Transmission of Knowledge
1.7.9. University Organization, Governance and Leadership
1.7.10. University Management

1.8. The Virtual Campus in Higher Education

1.8.1. e-Learning Scenarios and Elements
1.8.2. e-Learning Platforms
1.8.3. b-Learning
1.8.4. Mentoring
1.8.5. Blended Learning
1.8.6. Flipped Classroom 
1.8.7. Mastery Learning
1.8.8. TPACK Model
1.8.9. MOOCs
1.8.10. Mobile Learning

1.9. Scientific Dissemination and Popularization on the Internet

1.9.1. How to Diffuse Scientific Information on the Internet
1.9.2. Scientific Dissemination in Academic Environments
1.9.3. Dissemination VS Disclosure
1.9.4. Visibility and Accessibility of Scientific Papers
1.9.5. Tools to Increase Visibility
1.9.6. Open Access
1.9.7. Public Profile of Research Personnel
1.9.8. General Social Networks and Application in Scientific Dissemination
1.9.9. Scientific Social Networks
1.9.10. Blog Dissemination

1.10. Self-Managing Academic Writing

1.10.1. Epistemic and Pedagogical Function of Writing
1.10.2. Academic and Communicative Function of Writing
1.10.3. Cognitive Focus of Learning
1.10.4. The Technique of Writing a Text
1.10.5. Organizing an Argument
1.10.6. Coherence and Cohesion Mechanisms in Texts
1.10.7. Academic Papers
1.10.8. Research Articles

Module 2. Quality Models and Quality Assessment in Education

2.1. Nature and Evolution of the Concept of Quality

2.1.1. Conceptual Introduction
2.1.2. Dimensions of the Concept of Quality
2.1.3. Evolution of the Concept of Quality

2.1.3.1. Initial Stages
2.1.3.2. Industrial Revolution
2.1.3.3. Movement for Quality

2.1.4. Basic Principles of Quality
2.1.5. Total Quality and Excellence
2.1.6. Concept of Quality Management
2.1.7. Focus of Quality Management: Classification and Basic Characteristics

2.2. Quality in Education: Dimensions and Components

2.2.1. Analysis of the Term Quality in Education
2.2.2. Quality Assessment
2.2.3. Dimensions and Components of a Quality Plan in Education

2.2.3.1. Context
2.2.3.2. Educational Concept
2.2.3.3. Methods
2.2.3.4. Results

2.2.4. Quality Models Used to Appraise Organizations

2.2.4.1. The Malcolm Baldridge Model
2.2.4.2. The Excellence Model of the European Foundation for Quality Management
2.2.4.3. The Ibero-American Model for Excellence Management
2.2.4.4. Comparison between Excellence Models and ISO 9000 Standards

2.2.5. Systemic Nature of the Principles and Practices of Total Quality Management (TQM)
2.2.6. TQM Process: Adoption Grade

2.3. Design and Development of Educational Processes

2.3.1. Educational Nature of the Objectives
2.3.2. Validation and Process Changes
2.3.3. Processes Where Stakeholders Are Involved
2.3.4. Management Responsibility
2.3.5. Promoting Participation
2.3.6. Systemic Assessment as a Base for Continued Improvement

2.4. Measurement, Analysis and Improvement

2.4.1. General Guidelines
2.4.2. Monitoring and Measurement
2.4.3. Data Analysis
2.4.4. Continuing Improvement
2.4.5. Classic Management and Quality Control Tools

2.4.5.1. Data Collection Sheets
2.4.5.2. Histogram
2.4.5.3. Pareto Chart
2.4.5.4. Fishbone / Ishikawa Diagram
2.4.5.6. Correlation Diagram
2.4.5.7. Control Charts

2.4.6. New Management and Quality Control Tools

2.4.6.1. Affinity Diagram
2.4.6.2. Entity Relationship Diagram
2.4.6.3. Tree Diagram

2.4.7. Other Tools

2.4.7.1. Modal and Failure Analysis
2.4.7.2. Experiment Design
2.4.7.3. Flow Chart

2.5. Quality Management Systems: ISO 9000 Standards

2.5.1. Normative Standards in Quality Management
2.5.2. The Familiar ISO 9000 Standards
2.5.3. Structure of Quality Management Systems according to ISO 9001 Standards
2.5.4. The Process of Implementation and Certification of Quality Management Systems

2.5.4.1. The Management's Decision and Commitment
2.5.4.2. Planning and Organizing Projects
2.5.4.3. Preliminary Self-Diagnosis
2.5.4.4. Information, Awareness and Training
2.5.4.5. Preparing Documentation
2.5.4.6. Implementation
2.5.4.7. Monitoring and Improving Systems
2.5.4.8. Key Factors in the Process

2.5.5. Work Organization to Achieve Certification
2.5.6. Certificate Retention and Periodic Audits 

2.6. EFQM Excellence Model - European Model of Excellence and Quality

2.6.1. The Model and the European Quality Award
2.6.2. Fundamental Concepts
2.6.3. Structure and Criteria
2.6.4. Assessing Processes: RADAR Logic
2.6.5. Framework and Benefits

2.7. Ibero-American Foundation for Quality Management (FUNDIBEQ) Model of Excellence

2.7.1. The Model and the Ibero-American Award for Quality
2.7.2. Fundamental Concepts
2.7.3. Structure and Criteria
2.7.4. Assessment Processes 
2.7.5. Framework and Benefits 

2.8. Application of Quality Management Models to University Tutoring 

2.8.1. Contextualization of Quality Management Models in University Tutoring
2.8.2. Added Value for Recipients
2.8.3. Sustainable Guidance
2.8.4. Organizational Skills 
2.8.5. Management Agility
2.8.6. Creativity and Innovation 
2.8.7. Leadership with Vision and Integrity
2.8.8. Achieve Success Through Human Talent
2.8.9. Maintain Outstanding Results
2.8.10. Process Based Focus

2.9. Assessing Teaching Staff in University Quality Improvement Plans

2.9.1. Contextualization of the Evaluation of University Teaching Staff
2.9.2. Student Assessment of Teaching Staff
2.9.3. Integrating Teaching Staff Assessment into Improvement Plans
2.9.4. Questionnaires for the Evaluation of University Teaching Staff
2.9.5. Enquiries and Disseminating Results

2.10. Self-Assessment Plans and Improvement

2.10.1. Contextualization and Previous Considerations
2.10.2. Designing and Developing Improvement Plans

2.10.2.1. Building Improvement Teams
2.10.2.2. Choosing Areas for Improvement
2.10.2.3. Outlining Objectives
2.10.2.4. Analyzing Areas for Improvement
2.10.2.5. Executing and Monitoring of Plans 
2.10.2.6. Conclusions and Suggestions
2.10.2.7. Monitoring and Accountability

2.10.3. Development and Analysis of the Areas
2.10.4. Elaborating Improvement Plan
2.10.5. Drafting Reports

Module 3. Educational Research Methodology

3.1. Basic Notions of Investigation: Science and the Scientific Method

3.1.1. Definition of the Scientific Method
3.1.2. Analytical Method
3.1.3. Synthetic Method
3.1.4. Inductive Method 
3.1.5. Cartesian Thought
3.1.6. Rules of the Cartesian Method
3.1.7. Methodical Doubt
3.1.8. The First Cartesian Principle
3.1.9. Induction Procedures According to J. Mill Stuart 

3.2. The General Process of Research: Quantitative and Qualitative Focus

3.2.1. Epistemological Assumptions
3.2.2. Approach to Reality and the Object of Study
3.2.3. Subject-Object Relationship
3.2.4. Objectivity
3.2.5. Methodological Processes
3.2.6. Integration of Methods 

3.3. Research Paradigms and Methods Derived from These

3.3.1. How do Research Ideas Arise? 
3.3.2. What is there to Research in Education? 
3.3.3. Research Problem Statement
3.3.4. Background, Justification and Research Objectives
3.3.5. Theoretical Foundation
3.3.6. Hypotheses, Variables and Definition of Operational Concepts
3.3.7. Choosing a Research Design
3.3.8. Sampling in Quantitative and Qualitative Studies

3.4. Phases and Stages of Qualitative Research

3.4.1. Phase 1 Conceptual Phase
3.4.2. Phase 2 Planning and Design Phase
3.4.3. Phase 3 Empirical Phase
3.4.4. Phase 4 Analytical Phase 
3.4.5. Phase 5 Diffusion Phase 

3.5. Types of Quantitative Research

3.5.1. Historical Research
3.5.2. Correlation Research 
3.5.3. Case Studies
3.5.4. "Ex Post Facto" Research of Completed Events
3.5.5. Quasi-Experimental Research 
3.5.6. Experimental Research 

3.6. Phases and Stages of Qualitative Research 

3.6.1. Phase 1 Preparation Phase 
3.6.2. Phase 2 Field Phase 
3.6.3. Phase 3 Analytical Phase 
3.6.4. Phase 4 Informative Phase 

3.7. Types of Qualitative Research 

3.7.1. Ethnography 
3.7.2. Grounded Theory 
3.7.3. Phenomenology 
3.7.4. The Biographical Method and Life History 
3.7.5. The Case Study 
3.7.6. Content Analysis 
3.7.7. Examining the Discourse 
3.7.8. Participatory Action Research 

3.8. Techniques and Instruments for Collecting Quantitative Data 

3.8.1. The Structured Interview 
3.8.2. The Structured Questionnaire 
3.8.3. Systematic Observation 
3.8.4. Attitude Scales 
3.8.5. Statistics
3.8.6. Secondary Sources of Information 

3.9. Techniques and Instruments for Collecting Qualitative Data

3.9.1. Unstructured Interviews
3.9.2. In-Depth Interviews
3.9.3. Focus Groups
3.9.4. Simple, Unregulated and Participant Observation
3.9.5. Vidal Stories
3.9.6. Diaries
3.9.7. Content Analysis
3.9.8. The Ethnographic Method 

3.10 Data Quality Control

3.10.1. Requirements for a Measuring Instrument
3.10.2. Processing and Analysis of Quantitative Data

3.10.2.1. Validation of Quantitative Data
3.10.2.2. Statistics for Data Analysis
3.10.2.3. Descriptive Statistics
3.10.2.4. Inferential Statistics

3.10.3. Processing and Analysis of Qualitative Data

3.10.3.1. Reduction and Characterization
3.10.3.2. Clarify, Refine and Compare
3.10.3.3. Programs for Qualitative Analysis of Textual 

This program will be key to advance your career”