Adquiere las competencias necesarias para realizar una investigación en el ámbito de la docencia con esta Postgraduate diploma de alta intensidad”

Los principales objetivos de la Postgraduate diploma en Educational Research Methodology son fomentar y fortalecer las competencias y capacidades de los profesores en el ámbito universitario, teniendo en cuenta las herramientas más actuales para la enseñanza en este ámbito. De tal manera que el profesor sea capaz de transmitir a sus alumnos la motivación necesaria para que continúen con sus estudios y se sientan atraídos por la investigación científica.  

Esta Postgraduate diploma permitirá al docente hacer un repaso de los conocimientos fundamentales en el ámbito de la enseñanza y conocer la mejor manera de guiar y orientar a los alumnos en su día a día.  

Esta capacitación se distingue por su orden y distribución con materia teórica, ejemplos prácticos guiados en todos sus módulos, y vídeos motivacionales y aclaratorios. Permitiendo un estudio sencillo y clarificador sobre la educación en los centros educativos universitarios, poniendo especial énfasis en la motivación hacia la investigación.  

De esta manera, se explicará al alumno las principales metodologías en el campo de la investigación educativa, puesto que se entiende que el alumnado universitario es el más interesado en continuar su capacitación hacia la investigación científica, independientemente de su ámbito de actuación.  

Todo esto sin dejar de lado el conocimiento de las competencias que deben adquirir los profesores para ofrecer una correcta capacitación a sus alumnos, así como dirigir de manera adecuada las tesis y trabajos de investigación científica, poniendo en práctica las herramientas de innovación más precisas en cada caso.   

Amplía tus conocimientos a través de esta Postgraduate diploma en Educational Research Methodology y da un salto hacia la excelencia en tu intervención”

Esta Postgraduate diploma en Educational Research Methodology contiene el programa educativo más completo y actualizado del mercado. Las características más destacadas son: 

• El desarrollo de casos prácticos presentados por expertos Metodología de la Investigación Educativa
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las novedades sobre Metodología de la Investigación Educativa
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en Metodología de la Investigación Educativa
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma es la mejor inversión que puedes hacer en la selección de un programa de actualización para poner al día tus conocimientos en Educational Research Methodology” 

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Metodología de la Investigación, que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio. 

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales. 

El diseño de este programa educativo se centra en el Aprendizaje Basado en Problemas, mediante el cual el docente deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del programa educativo. Para ello, el profesor contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Educational Research Methodology y con gran experiencia docente.  

Si quieres realizar una capacitación con la mejor metodología docente y multimedia, esta es tu mejor opción"

Esta Postgraduate diploma es 100% online, lo que te permitirá compaginar tu labor profesional con tu vida privada de manera fluida y cómoda"

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”