Program Presentation
The Doctorate program allows to take subjects and perform the Doctorate research within one of the lines of research that are offered, in accordance with an on-line education model. In this way, the Doctorate student takes part of an advanced postgraduate study that can adapt to one’s learning pace and working style.
During the program, the Doctorate student will have the support and advice of teaching staff, tutors and thesis directors who will ease the learning and academic performance in the subjects, research papers, and in the thesis thanks to the new technologies.
The Doctorate’s Committee will assign and supervise the study plan that will be appropriate to the training and thesis topic chosen by the Doctorate student. In addition, this committee will appoint a thesis director that will support and facilitate the studies and the thesis work of the Doctorate student.
Structure
| LENGTH | PURPOSE | STUDY PLAN |
|---|---|---|
| Phase I, Teaching | ||
| 1 year | Acquiring the knowledge and skills needed to provide solutions that contribute to human development, scientific and technological development in the line of research of the Doctorate student. | Taking on-line subjects defined in accordance with previous studies and with the thesis’ topic. In this phase, the Doctorate candidate must take the subjects that are appropriate to the chosen thesis’ topic. |
| Phase II, Tutoring | ||
| 3 months | Defining the thesis’ topic, objectives, hypothesis and methodology. | With the support of a tutor, developing a proposal for the Doctorate thesis. |
| Phase III, Research | ||
| 1 year | Developing the thesis. | With the support of the Thesis Director, conduct research leading to the completion of the project. |
| Phase IV, Development of the Thesis | ||
| 1 - 2 years | Drafting the Doctorate thesis. | Under the supervision of the Thesis Director, the research will be developed: analysis and results achieved. |
Educational Methodology
The educational model promotes collaboration and cooperation to enhance people’s education. This ensures a process that provides effective results with regard to the educational investment assumed versus the return in knowledge, personal and organizational learning. Nowadays, the educational model consists of many educational and pedagogical innovations that facilitate, strengthen and drive a formative process in a quality learning environment. This includes:
- Making it easy for students, professors and both groups to be in contact.
- Fostering cooperation and reciprocity: learning as a collective effort.
- Considering the student as the center of the learning process in which the student actively participates.
- Encouraging and promoting the continuous communication and interaction between professors and students.
- Instilling that the training process implies and requires temporary dedication and continuous effort.
- Using motivation as a constant stimulus so the student perceives that the expected learning results are achievable.
- Personalizing the learning, taking into account the differences between students and their different ways of learning.
Diploma
The Doctorate student who meets the academic requirements and passes the Doctorate thesis’ defense in accordance with the rules of the universities which offer the Doctorate program, will get the following diploma:
- Doctorate in Education by the International Iberoamerican University of Mexico.
- Doctorate in Education with a Specialty in Research by the International Iberoamerican University of Puerto Rico (United States).
Study Plan
Doctorate in Education > Teaching
The teaching phase of the Doctorate in Education is based on a collaborative training model.
All the subjects include group tasks and discussion forums from a reflexive perspective and research-oriented.
These pedagogical actions have as one of its main objectives to take advantage of the possibilities that the virtual education offers to Doctorate students from different educational and researching traditions to enrich their learning process and help them to deepen cooperatively in their line of investigation.
Subjects
| Teaching | |
|---|---|
| # | SUBJECTS |
| 1 | Scientific Research Methodology |
| 2 | Research Seminar |
| 3 | Learning Theory and Methodological Approaches of Education |
| 4 | Curricular Design and Programming |
| 5 | Learning Factors |
| 6 | Creation, Adaptation and Evaluation of Materials |
| 7 | Development of Competences/td> |
| 8 | Special Education Foundations: Processes for Attention to Diversity |
| 9 | Educational Guidance and Tutoring |
| 10 | Applied Didactics |
| 11 | Physical Activity Applied to Education, Health and Performance |
| 12 | ICT in Education and Learning Theories |
| 13 | Organization and Management of Educational Centers |
Lines of Research
| DOCTORATE IN EDUCATION | |
|---|---|
| # | LINES OF RESEARCH |
| 1 | Guidance and tutoring in the education system. |
| 2 | Didactics of Physical Education. Health and Performance. |
| 3 | Didactics of language. |
| 4 | Didactics of history of music and Music education. |
| 5 | Applied musicology and culture management. |
| 6 | Attention to diversity and inclusive education in the education system. |
| 7 | Educational technology, Educational Innovation with ICT. |
| 8 | Learning and Education. Associated factors and strategies. |
| 9 | Organization and Management of Educational Centers. Curricular design and advice. Assessment of centers. |
| 10 | Teachers training. |
| 11 | Assessment of centers and teachers for the quality of the teaching-learning process. |
| 12 | Educational research methodology. |
| 13 | Health Projects. |
| 14 | Education and emotional intelligence. |
| 15 | Management of cultural diversity. |
| 16 | Multiculturalism and interculturalism. |
| 17 | Professional competence, education and employment. |
| 18 | Culture of peace, conflict resolution and classroom coexistence. |
| 19 | Educational Neuroscience, Learning, and Pedagogical Innovation. |
| 20 | Artificial Intelligence, Learning, and Educational Transformation. |
Direction
- Dr. Jesús Arzamendi Sáez de Ibarra. PhD in Philosophy and Literature, University of Deusto (Spain) Coordinator of PhD programs at the International Iberoamerican University.
- Dr. Silvia Pueyo Villa. PhD in Education Sciences from the Universidad de Barcelona (Spain). International Coordinator of the area of Education and Teacher Training at the Iberoamerican University Foundation (Spain) and co-coordinator of the Doctorate in Education at the Universidad Internacional Iberoamericana of Mexico and Puerto Rico.
- Dr. Carlos Manuel Osorio García. PhD in Psychological Sciences from the Universidad de la Habana (Cuba). Co-coordinator of the Doctorate in Education at the Universidad Internacional Iberoamericana of Mexico.
Scholarships
The Doctorate scholarship program for the Doctorate in Education sponsored by the Iberoamerican University Foundation (FUNIBER) is aimed at those who have an excellent academic record. The objective is to train Doctorate students that can contribute relevantly to human development, the scientific and technological development of society and also in the own Doctorate student’s line of research.
This Doctorate scholarship program, with the participation of other foundations, institutions and universities, is aimed at university teaching staff, with the objective of contributing to an increase in the percentage of doctors in universities, as well as it is aimed at professionals from the business and public administration world, in order to contribute to the R+D departments and to generate innovation.