University for Scientific Research.
The University for Scientific Research is defined in the following aspects:
General Objetive to contribute to the development of the scientific research and the raising of the quality of Education, according to the demands, needs and interests of graduate students in the national and international contexts in which they can be inserted and the characteristics that in the economic, political, social and cultural order they have to face in their professional activity.
This general objective is sustained and directs its attention to the training of professionals, who in their disciplines and sciences, solve problems of their local contexts of professional performance, where training based on the deepening of their academic, procedural and research knowledge is necessary, together with the concretion from the application of scientific research methods that support them. To fulfill the general objective, the institution has the necessary and appropriate human and material resources to provide its students (Master in Science and PhD) with a service of excellence and reliability, made up of a team of teaching-research professionals, all with the scientific degree of doctors in specific sciences, who are responsible for carrying out the theoretical-practical work of its students from the teaching-methodological and research positions, that each program has set out, and thus, be able to carry out the mission, which trace the university.
Mission.
The training of graduates students based on their contribution to the development of the scientific research and its impact on raising the quality of education in the institutions and social context where they work.
Vision.
The need to train national and international graduate students capable of solving problems in their local contexts of professional action, where training is based on deepening their knowledge and methodological procedures from their specialty and their specificity from the application of the scientific research that supports them.
Available courses
I. Program Objective:
Upon completion of all subjects of the program, the PhD in Pedagogical Sciences will be able to generate scientific
knowledge with a developing character based on the detection, evaluation and solution of problems in pedagogical
theory and practice at different levels of teaching in public and private institutions in light of the problems of the
XXI century.
II. Program Description:
1. Graduate Profile.
The theoretical-practical and methodological training that encompasses the academic and research activity of the PhD in Pedagogical Sciences, is based on knowledge, skills and attitudes for tackling the phenomena that characterize the Pedagogical Sciences and the Education Sciences, which are determined below:
Knowledge of:
1. The research methodology in the Pedagogical Sciences and the Education. 2. The design, application, and evaluation of innovative research projects, related to social, cultural, and political problems. 3. The use of the results of technological scientific development in elevation of the quality of the teaching-learning process. 4. The processes of diagnosis, analysis, implementation, and evaluation of pedagogical and educational practices in the national and international contexts. 5. The different psycho-pedagogical approaches in the teaching-learning process and its application to the different levels of education. 6. The characterization of the different pedagogical and educational models that regulate the teaching-learning process in public and private institutions, according to the characteristics of the students and levels of education. 7. The psychological foundations of competency training. 8. Training competencies through teaching. 9. The teacher's competences. 10. The application of development-oriented teaching-learning strategies competencies. 11. The design, development, and curricular evaluation. 12. The relevance, criteria, and role of values formation in the students’ educational process that takes place in schools at any level of education. 13. Teacher’s values. 14. Pedagogical paradigms and trends that influence contemporary pedagogical practice. 15. The socioeconomic, political, and cultural factors, that in their context of action, drive changes in pedagogical practices. 16. Educational quality, regarding indicators and predictors of educational quality and educational quality systems.
Skills for:
1. The organization and management of research groups.
2. The training of professionals capable of generating knowledge in the pedagogical and educational fields.
3. Interaction with national and foreign peers.
4. Sharing the findings and results of research activity in national and international scientific scenarios.
5. Publishing research results in national and international scientific journals of recognized prestige.
6. The confrontation of the complexity of the research action through a critical-evaluative, multi-referential and
innovative thinking that affects the development and transformation of society.
7. Obtaining information based on the development of research and the search for scientific knowledge to respond to
the needs, interests and problems related to sciences.
8. Contributing to the transformation, development, and consolidation of the scientific-technical work of the country
with its insertion in the research action that carried out by public and private research centers.
9. Reflective criticism around educational and pedagogical processes from a multidisciplinary, interdisciplinary, and
transdisciplinary perspective.
10. The achievement of positive impacts from the conceptual, procedural, and attitudinal in the teaching-learning
process in students of any level of teaching, through a teaching activity of excellence.
Attitudes of:
1. Ethical, flexible, empathetic, inclusive, and consistent professional performance both in teaching as well as in scientific research processes. 2. Responsibility with their academic and investigative preparation. 3. Respect for social and cultural diversity in the scientific research process. 4. Teamwork, collective and collaborative participation. 5. Commitment to learning subjects, their environment, and their time. 6. Constant motivation for the professional improvement. 7. Willingness to contribute to a theoretical-practical educational development.
III. Proposal for the evaluation of the subjects of the program.
The professor of each subject will prepare and present to the Institutional Doctoral Committee a proposal for the
systematic evaluation of the students, which will be approved by this Doctoral Committee.
The grades that a student can obtain in this study program can be in the range of 2 to 5 points, where 2 points is a
non-passing grade, 3 points is a minimum passing grade Good, 4 points is a passing grade Very Good, and 5 points
is the maximum passing grade Excellent. This rating system applies to any type of evaluation. In the event that a
doctoral student obtains a non-approving final evaluation, this doctoral student may request in writing that the
Institutional Doctoral Committee meet to make a comprehensive evaluation of the doctoral student and it may
propose possible actions to follow depending on whether the student can meet the objectives proposed in a short
term, and thus, continue in the program, or if they finally reach the decision of the doctoral student is removed from
the program.
IV. Requirements to successfully complete the program.
The requirements established to successfully complete the PhD in Pedagogical Sciences program are:
1. To pass all the subjects established in the study program.
2. To present in writing and orally defend, with a passing grade, before the corresponding Board of Evaluation
(Synod), a final research report (PhD thesis of Pedagogical Sciences).
3. To publish a scientific article in an indexed journal of the area of knowledge related to the scientific research
carried out by the doctoral student. The corresponding Institutional Doctoral Committee is responsible for
endorsing the proposal for publication of the scientific article as well as the journal where it is intended to be
published.
I. Program Objective:
Upon completion of all subjects of the program, the PhD in Political Sciences will be able to generate scientific
knowledge based on the interpretation of political theory and practice problems in the different national, regional or
international contexts, as well as at the federal, state and local levels within the country that allow the preparation of
project proposals based on scientific research, for the improvement of political management in light of the problems
of the XXI century.
II. Program Description:
1. Graduate profile.
The theoretical-practical and methodological training that encompasses the academic and research activity of the PhD in Political Sciences, is based on knowledge, skills, and attitudes for tackling the phenomena that characterize the Political Sciences, which are determined below:
Knowledge of:
1. The methodology of research in Social Sciences in general, and in the Political Sciences. 2. The design, application, and evaluation of innovative research projects related to the country's social, cultural, and political problems. 3. The characteristics of political activity in different countries and regions. 4. The application of results related to the scientific-technological development in the political activity, the political socialization, and the development of political processes. 5. The processes of diagnosis, analysis, implementation, and evaluation of the political activity in national and international contexts as well as at federal, states and local levels. 6. The evaluation of the different approaches and trends that characterize the Political Theory and its use for understanding political events, both systematic as conjunctural. 7. The characterization of the different models and studies for the interpretation of the international relations. 8. The foundations of political culture and the constitution of political subcultures in different contexts. 9. The peculiarities of public management and the changes that are imposed to lead carrying out a new public management in Latin America, South America, and the Caribbean. 10. The powers for public management. 11. The design and application of strategies to improve public management. 12. The nature of political conflict as a phenomenon inherent to social life. 13. The importance of the application of alternative routes for solving political conflicts and the construction of a society without violence. 14. The stages of the negotiation and mediation processes in politics. 15. The political thought in the regions of Latin America, South America, and the Caribbean in contrast to North America. 16. The place of Political Science in the Social Sciences system, as well as the different approaches and working areas of Political Science. 17. The parts and nature of a doctoral thesis.
Skills for:
1. The organization and management of research groups. 2. The oral preparation and defense of a doctoral thesis. 3. The political socialization to population groups at local level. 4. The interaction with domestic and foreign peers. 5. Sharing the findings and results of research activity in national and international scientist settings. 6. Publishing research results in national and international scientific journals. 7. The confrontation of the complexity of the research action through critical-evaluative, multi-referential and innovative thinking that affects the development and transformation of society. 8. Obtaining information based on the development of scientific research and the search for scientific knowledge to respond to needs, interests and problems related to topics in which the researcher is being formed. 9. The contribution to the transformation, development, and consolidation of the scientific-technical work of the country with his/her insertion in the research action that is carried out by public and private research centers. 10. The critical reflection around political and social processes from a multidisciplinary, interdisciplinary, and transdisciplinary perspective. 11.The interpretation of social needs at the local level for the designing of public management projects.
Attitudes of:
1. Ethical, flexible, empathetic, inclusive, and consistent professional performance both in political behavior as well as in scientific research processes. 2. Responsibility with the academic and investigative preparation. 3. Respect for social and cultural diversity in the political and research processes. 4. Teamwork, collective and collaborative participation. 5. Commitment to the socio-political problems of his/her country, its environment, and its epoch. 6. Constant motivation for personal and professional improvement. 7. Willingness to contribute to the socio-political and cultural development of countries of the region and specially, the United States of America. 8. Elaboration of his/her own opinion about the political processes carried out in the country and worldwide.
III. Proposal for the evaluation of the subjects of the program.
The professor of each subject will prepare and present to the Institutional Doctoral Committee a proposal for the
systematic evaluation of the students, which will be approved by this Doctoral Committee.
The grades that a student can obtain in this study program can be in the range of 2 to 5 points, where 2 points is a
non-passing grade, 3 points is a minimum passing grade Good, 4 points is a passing grade Very Good, and 5 points
is the maximum passing grade Excellent. This rating system applies to any type of evaluation. In the event that a
doctoral student obtains a non-approving final evaluation, this doctoral student may request in writing that the
Institutional Doctoral Committee meet to make a comprehensive evaluation of the doctoral student and it may
propose possible actions to follow depending on whether the student can meet the objectives proposed in a short
term, and thus, continue in the program, or if they finally reach to the decision of the doctoral student is removed
from the program.
IV. Requirements to successfully complete the program.
The requirements established to successfully complete the PhD in Political Sciences program are: 1. To pass all the subjects established in the study program. 2. To present in writing and orally defend, with a passing grade, before the corresponding Board of Evaluation (Synod), a final research report (PhD thesis of Political Sciences). 3. To publish a scientific article in an indexed journal of the area of knowledge related to the scientific research carried out by the doctoral student. The corresponding Institutional Doctoral Committee is responsible for endorsing the proposal for publication of the scientific article as well as the journal where it is intended to be published.
I. Program Objectives.
Upon completion of all subjects of the program, the Master in Education Sciences,
a. will apply scientific knowledge of the relationship between education and human development, and the influence of changes in adolescents in the teaching-learning process about the importance of school management in education, the need for tutoring, advice and school guidance in the educational process, as well as theories of learning and the role of basic psychological processes in it and in the formation of personality of students to the interpretation and evaluation of the problems of the teaching-educational process in the different school contexts.
b. will design strategies for conducting the teaching-learning process and evaluative activities, as well as research protocols to impact in the solution of academic and research problems in their work contexts.
II. Program Description:
1. Graduate Profile.
The theoretical-practical and methodological training that encompasses the academic and research activity of the Master in Education Education, is based on knowledge, skills, and attitudes for tackling the phenomena that characterize the Education Sciences, which are determined below:
Knowledge of:
1. The nature and principles of the Philosophy of Education. 2. Man as a philosophical problem and his educability. 3. Education and Complex Thought. 4. The relevance and role of values education in the teaching-educational process that takes place at schools in different levels and contexts. 5. Epistemology and Axiology in the process of searching for knowledge in Education. 6. Epistemological conceptions and their impact on the study of educational phenomena. 7. The educational government programs and system in different world regions. 8. Criticism of learning theories from Education Psychology. 9. Basic psychological processes and their influence on learning and personality development. 10. Teaching and learning strategies, didactic functions and learning environments. 11. The use of the results of scientific-technological development in raising the quality of the teaching-learning process. 12. Education as a sociological problem and the sociological theories of Education. 13. Counseling, tutoring and school orientation in the educational system. 14. The characteristics of adolescence and its influence on the teacher-student relationship and on learning, as well as strategies for treating adolescents. 15. Interdisciplinarity, multidisciplinarity and transdisciplinarity as characteristics of scientific knowledge and mainly, on Education Sciences. 16. Strategies for learning assessment. 17. The evaluation of the pedagogical work, its relevance, and ways to carry it out. 18. The categories of the research methodology. 19. The requirements for the elaboration and oral presentation of a research protocol.
Skills for:
1. The organization and direction of the teaching-learning process. 2. The designing of educational strategies according to the age and level of students. 3. The designing of tutoring, counseling, and school orientation activities. 4. The implementation of educational procedures based on basic psychological processes. 5. The management of educational institutions and the exercise of leadership. 6. The presentation of research results in different subjects. 7. The searching of problems solutions in the education environment. 8. Obtaining information based on the development of research work and the search for scientific knowledge to respond to needs, interests and problems related to Education Sciences. 9. The debate of philosophical, sociological, pedagogical, and didactic problems that impact education processes. 10. Reflective criticism about the pedagogical and educational processes from a multidisciplinary, interdisciplinary, and transdisciplinary perspective. 11. The achievement of positive impacts from the conceptual, procedural, and attitudinal aspects of the teaching-learning process in students of any level of education.
Attitudes of:
1. Ethical, flexible, empathetic, and inclusive professional performance. 2. Responsibility with their systematic academic preparation. 3. Respect for social and cultural diversity in the teaching performance. 4. Teamwork and collective participation. 5. Commitment to learning subjects, the environment, and the living epoch. 6. Constant motivation for personal and professional improvement. 7. Willingness to search for updated scientific information. 8. Scientific, academic and research exchange.
III. Proposal for the evaluation of the subjects of the program.
The professor of each subject will prepare and present to the Institutional Master Committee a proposal for the
systematic evaluation of the students, which will be approved by this Master Committee.
The grades that a student can obtain in this study program can be in the range of 2 to 5 points, where 2 points
is a non-passing grade, 3 points is a minimum passing grade Good, 4 points is a passing grade Very Good, and
5 points is the maximum passing grade Excellent. This rating system applies to any type of evaluation. In the
event that the master student obtains a non-approving final evaluation, this master student may request in
writing that the Institutional Master Committee meet to make a comprehensive evaluation of the master
student and it may propose possible actions to follow depending on whether the student can meet the
objectives proposed in a short term, and thus, continue in the program, or if they finally reach to the decision
of the master student is removed from the program.
IV. Requirements to successfully complete the program.
There are two requirements (numbers 1 and 2 below) that students must meet to successfully complete the Master in Education Sciences program, which are:
1. To pass all the subjects established in the program.
2. To present in writing and orally defend, with a passing grade, before the corresponding Board of Evaluation (Synod), a final research report (Dissertation), which will have as structure: Dissertation: a. Research protocol. b. Theoretical support. c. Analysis of the methodological approaches that can be applied to address the research problem. d. Show alternative solutions and scientifically support them. e. Conclusions. f. Recommendations.
3. As an alternative to requirement no.2, it is established that the student publishes a scientific article in an indexed journal of the area of knowledge related to the scientific research that the student performs. The Institutional Master Committee is responsible for endorsing the proposal for publication of the scientific article as well as the journal where it is intended to be published.
I. Program Objective:
Upon completion of all subjects of the program, the Master in Science School Management and Administration will
be able to apply knowledge about management and administration for the identification, treatment and solution of
problems related to education institutions at all level either private and public and also to the processes related to
organization and management of the teaching-educational process, as well as for decision-making in light of
challenges and problems of the XXI century in educational contexts.
II. Program Description:
1. Graduate Profile.
The theoretical-practical and methodological training that encompasses the academic and research activity of the Master in Science School Management and Administration, is based on knowledge, skills and attitudes for tackling the phenomena that characterize the Education and Administration sciences, which are determined below:
Knowledge of:
1. Theories and models that outline the guidelines and regulate general administration and its application to the educational sphere. 2. Methods for management and administration of educational institutions. 3. Methods for management and their application to school management. 4. The relevance and role of management in the teaching-educational process that takes place at schools in different levels and contexts. 5. The planning, organization, direction, and control of educational institutions. 6. The application of computer tools and statistics to the management of educational institutions. 7. Leadership, its importance, and the ways to achieve it in educational institutions. 8. The competences for the performance of educational management and administration. 9. The research methodology for educational processes. 10. The development of educational and research projects in the management of school institutions. 11. The management of school problems and conflicts. 12. The way of developing and favoring values in the school context.
Skills for:
1. The identification of problems in the application of the functions of the administration to the area of education. 2. The search for solutions to problems and situations related to the processes carried out in educational institutions. 3. The use of computer tools and statistics in the management and administration of educational institutions. 4. The development of tools for the diagnosis in the sphere of educational management. 5. The search and presentation of findings and results of the professional research activity in different settings. 6. Publication of research results in national and international scientific journals. 7. The promotion of the participation of subordinates in the management of educational institutions.
Attitudes of:
1. Ethical, flexible, empathetic, inclusive, and consistent professional performance in the professional activity with colleagues, students and any other person involved in the teaching-educational process. 2. The constant elevation of the professional theoretical-practical and methodological preparation. 3. Respect for social and cultural diversity in the process of management and administration of the professional activity. 4. The provision of time, effort, and knowledge for the performance of management tasks in the educational sphere. 5. The contribution to the training of other education professionals and managers for educational institutions.
III. Proposal for the evaluation of the subjects of the program.
The professor of each subject will prepare and present to the Institutional Master Committee a proposal for the systematic evaluation of the students, which will be approved by this Master Committee. The grades that a student can obtain in this study program can be in the range of 2 to 5 points, where 2 points is a non-passing grade, 3 points is a minimum passing grade Good, 4 points is a passing grade Very Good, and 5 points is the maximum passing grade Excellent. This rating system applies to any type of evaluation. In the event that a master student obtains a non-approving final evaluation, this master student may request in writing that the Institutional Master Committee meet to make a comprehensive evaluation of the master student and it may propose possible actions to follow depending on whether the student can meet the objectives proposed in a short term, and thus, continue in the program, or if they finally reach the decision of the master student is removed from the program.
IV. Requirements to successfully complete the program.
There are two requirements (numbers 1 and 2 below) that students must meet to successfully complete the Master in School Management and Administration program, which are:
1. To pass all the subjects established in the program.
2. To present in writing and orally defend, with a passing grade, before the corresponding Board of Evaluation (Synod), a final research report (Dissertation), which will have as structure: Dissertation: a. Research protocol. b. Theoretical support. c. Analysis of the methodological approaches that can be applied to address the research problem. d. Show alternative solutions and scientifically support them. e. Conclusions. f. Recommendations.
3. As an alternative to requirement no.2, it is established that the student publishes a scientific article in an indexed journal of the area of knowledge related to the scientific research that the student performs. The Institutional Master Committee is responsible for endorsing the proposal for publication of the scientific article as well as the journal where it is intended to be published.