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. Cardenal Newman
1.1.3. The Cultural and Educational Contribution of the Middle Ages
1.1.4. Knowledge of the Cloisters: Cathedral and Monastic Schools
1.1.5. The University of the 20th Century
1.1.6. Adoption of the Notion of Networking in the Academic Field

1.2. The Concept of University

1.2.1. What do you do 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 of University
1.2.6. The Intellectual Role of University
1.2.7. Autonomous Universities
1.2.8. Academic Freedom
1.2.9. The University Community
1.2.10. Evaluation 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. European Space for Higher Education
1.3.5. Higher Education in Latin America
1.3.6. Higher Education Space in Africa 
1.3.7. Higher Education Space in Asia and the Pacifics 
1.3.8. Tempus Project

1.4. The Bologna Process: European Space for Higher Education (ESHE)

1.4.1. Origin of ESHE
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 ESHE

1.5. Ibero-American Knowledge Space

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

1.7. The 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. Role of a University Professor
1.7.7. Skills Training: 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 the Academic Environment
1.9.3. Dissemination VS Disclosure
1.9.4. Visibility and Accessibility in Scientific Work
1.9.5. Tools for Increasing Visibility
1.9.6. Open Access
1.9.7. Public Profile of Research Personnel
1.9.8. General Social Networks and their Application in Scientific Dissemination
1.9.9. Scientific Social Networks
1.9.10    Dissemination Through Blogs

1.10. Self-management of 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. Organization of an Argument
1.10.6. Coherence and Cohesion Mechanisms of a Text
1.10.7. Academic Work
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. Craft Stage
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 Applied to the Evaluation of 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 of 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 the Educational Process

2.3.1. Educational Nature of the Objectives
2.3.2. Validation and Process Changes
2.3.3. Processes Related to Stakeholders
2.3.4. Management Responsibility
2.3.5. Promotion of Participation
2.3.6. Systemic Evaluation as a Base for Continuing 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 Sheet
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. Design of Experiments
2.4.7.3. Flow Chart

2.5. Quality Management Systems: ISO 9000 Standards

2.5.1. Normative Models of Quality Management
2.5.2. The Familiar ISO 9000 Standards
2.5.3. Structure of the Quality Management Systems According to the ISO 9001 Standards
2.5.4. The Process of Implementation and Certification of the Quality Management System

2.5.4.1. Management’s Decision and Commitment
2.5.4.2. Planning and Organization of the Project
2.5.4.3. Preliminary Self-Diagnosis
2.5.4.4. Information, Awareness and Training
2.5.4.5. Preparation of Documentation
2.5.4.6. Implementation
2.5.4.7. Monitoring and Improvement of the System
2.5.4.8. Key Factors in the Process

2.5.5. Organization of Work 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. Evaluation Processes: Results Based Logic
2.6.5. Framework and Benefits of its Application

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. Evaluation Processes 
2.7.5. Framework and Benefits of its Application 

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. Evaluation of Teaching Staff in the Plans for Quality Improvement in Universities

2.9.1. Contextualization of the Evaluation of University Teaching Staff
2.9.2. Student Evaluation of Teaching Staff
2.9.3. Integration of Teaching Staff Evaluations in Improvement Plans
2.9.4. Questionnaires for the Evaluation of University Teaching Staff
2.9.5. Enquiries and Dissemination of Results

2.10. Self-Evaluation Plans and Improvement

2.10.1. Contextualization and Previous Considerations.
2.10.2. Designing and Development of an Improvement Plan

2.10.2.1. Constitution of an Improvement team
2.10.2.2. Choosing Areas for Improvement
2.10.2.3. Creating Objectives
2.10.2.4. Analysis of Areas for Improvement
2.10.2.5. Execution and Monitoring of the Plan 
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. Elaboration of Improvement Plan
2.10.5. Creating a Report

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 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. Examination of Speech 
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 Interview
3.9.2. In Depth Interview
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 Data

This program will be key to advance your career”