Acquire the most complete and up-to-date vision of the MBA in Education Policy Management and the necessary working tools to intervene in the new scenarios with the expertise of an expert"

Education is the basis for the growth and development of any society. Its dynamic structure, in constant change and renewal, is nourished by methodological innovation coming from educational research and technological advances that create new ways and models of work. This panorama is diverse and is in line with the policies applied, which also depend on institutional organizational decisions. This program will allow the student to acquire the broadest vision of the current educational reality and its local application, incorporating specific knowledge of the most interesting areas of the panorama, so that the professional can update their personal and professional tools in this field.

Intervening as a professional in the educational area entails the need to have a broad and deep knowledge of all the aspects that determine the legality in which all the actions that are developed must be inscribed. This legal field is essential to ensure that all acts are in line with the purposes designed in educational institutions, in order to homogenize the objectives and ways of acting.

In this sense, legislation is a tool for the defense of the interests of all the groups that participate in the educational process, including professionals, students and families. This protection is multifactorial. That is to say, it applies to vulnerable groups in the student body, to teachers who intervene in the classroom, to professionals of complementary branches, among others.

In this context, inclusion is one of the areas in which laws become a necessary weapon to achieve the specific support that groups of students with diversity need. Knowledge of these laws can be a definitive step towards access to the support resources to which the centers, and by extension the students, are entitled.
Another aspect that this MBA develops and that is also a necessary quality step for professionals in this field, is the one related to quality policies applicable to educational organizations. You will learn to design and assess the fulfillment of a good quality program that ensures that the teaching/learning and organizational processes meet the necessary criteria.

All these processes must adjust to the reality and possibilities of the needs of each student, in a totally individualized way. For this purpose, an intensive and comprehensive study will show how to elaborate educational adaptations using the most innovative tools and material resources, in order to create a process that will really help students in their learning, taking into account their optimal ways of facing each area of study.

A complete learning process in which you will be able to know in depth the legal regime and legislation currently applicable in educational organizations"

This Professional master’s degree in MBA in Education Policy Management contains the most complete and up-to-date program on the market. The most important features include:

• Practical case studies presented by experts
• 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
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative 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

Get up to date in the MBA in Education Policy Management currently applicable with an Professional master’s degree of utmost importance for the professional in this field"

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational 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 prepare for real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

With a flexible learning system, but with maximum impact, thisProfessional master’s degree is an optimal way to advance your career"

A complete study that will allow you to move confidently in the educational field"

The contents have been developed by the most competent professionals in this sector, with a high quality criterion in each of its moments. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates.

All the contents have been selected in order to provide a complete and up to date tour that will allow you to end up with the best knowledge in this field”

Module 1. Educational Sociology

1.1. Introduction to Sociology

1.1.1. What Is Sociology?

1.1.1.1. Basic Concepts
1.1.1.2. Field of Sociology

1.1.2. Beginnings of Sociology

1.1.2.1. Auguste Comte
1.1.2.2. Emile Durkheim
1.1.2.3. Karl Marx
1.1.2.4. Max Weber

1.1.3. Contemporary Authors

1.1.3.1. Michel Foucault
1.1.3.2. Jürgen Habermas
1.1.3.3. The Role of Sociology in Society

1.2. Fundamentals of Educational Sociology

1.2.1. Objective of Educational Sociology
1.2.2. Relationship between Education and Sociology
1.2.3. Social Functions of Education

1.3. Education as a Social Institution

1.3.1. Concept of Social Institution
1.3.2. Functions of Education as a Social Institution
1.3.3. Training for Citizens
1.3.4. The Transforming Role of Education

1.4. Main Social Institutions

1.4.1. The Family
1.4.2. The School
1.4.3. Society
1.4.4. Relationship between Families, School, and Society

1.5. Theories on Schooling I

1.5.1. Bernstein's Linguistic Codes
1.5.2. Colleges and Industrial Capitalism Bowles and Gintis
1.5.3. Ivan Illich and the Hidden Curriculum
1.5.4. Cultural Reproduction

1.6. Theories on Schooling II

1.6.1. Education and Inequality
1.6.2. James Coleman
1.6.3. Jeannie Oakes

1.7. Gender and Ethnicity in the Sociology of Education

1.7.1. Introduction and Concepts
1.7.2. Gender and the Educational System
1.7.3. Revision of the Model
1.7.4. Education and Ethnicity

1.8. Attention to Differences

1.8.1. Attention to Diversity
1.8.2. Inclusion and School Integration
1.8.3. Individualized Teaching
1.8.4. Procedures for Individualized Instruction

1.9. New Challenges of Educational Sociology

1.9.1. Society in Constant Change
1.9.2. Globalization and Education
1.9.3. Education and New Communication Technologies
1.9.4. Educational Technologies

1.10. Sociological Research Methods

1.10.1. Basic Concepts
1.10.2. The Research Process
1.10.3. Research Methods
1.10.4. The Influence of Sociology

Module 2. Social and Cultural Anthropology

2.1. Objective and Method of Educational Anthropology

2.1.1. Definition of Anthropology
2.1.2. Adaptation, Variation and Change
2.1.3. General Anthropology
2.1.4. Subdisciplines of Anthropology
2.1.5. Applied Anthropology

2.2. Field Work

2.2.1. Ethnography
2.2.2. Ethnographic Techniques
2.2.3. Research Design
2.2.4. Ethical Codes
2.2.5. The Survey

2.3. Culture

2.3.1. Conceptual Delimitation

2.3.1.1. Culture and Nature
2.3.1.2. Levels of Culture

2.3.2. Ethnocentrism, Cultural Relativism and Human Rights
2.3.3. Universality, Generality and Particularity
2.3.4. Mechanisms of Cultural Change
2.3.5. Globalization

2.4. Ethnicity

2.4.1. Ethnic Groups and Ethnicity
2.4.2. Ethnic Groups, Nations and Nationalities
2.4.3. Peaceful Coexistence
2.4.4. Roots of Ethnic Conflict

2.5. Forms of Life

2.5.1. Adaptation Strategies
2.5.2. Foraging
2.5.3. Cultivation
2.5.4. Grazing
2.5.5. Production Modes
2.5.6. Distribution and Exchange

2.6. Families, Kinship and Affiliation

2.6.1. Families
2.6.2. Affiliation
2.6.3. Calculation of Kinship
2.6.4. Terminology of Kinship

2.7. Marriage

2.7.1. Same-Sex Marriage
2.7.2. Incest and Exogamy
2.7.3. Explanations of the Incest Taboo
2.7.4. Endogamy
2.7.5. Marriage as an Alliance between Groups
2.7.6. Divorce
2.7.7. Multiple Marriages

2.8. Political Systems

2.8.1. Gangs and Tribes
2.8.2. Chiefs
2.8.3. Status
2.8.4. The Origin of Status

2.9. Gender

2.9.1. Definition of Gender
2.9.2. Gender among Foragers
2.9.3. Sexualities and Gender
2.9.4. Gender among Farmers
2.9.5. Patriarchy and Violence
2.9.6. Feminization of Poverty

2.10. Applied Anthropology

2.10.1. Usefulness of Anthropology
2.10.2. Academic Anthropology
2.10.3. Anthropology and Education
2.10.4. Urban Anthropology
2.10.5. Medical Anthropology

Module 3. Education Policy and Comparative Education

3.1. Education and Education Policy

3.1.1. Nature and Objectives of Education Policy
3.1.2. Ideologies and Education
3.1.3. Educational Systems and the Problem of Their Reform

3.2. Fundamentals of Comparative Education

3.2.1. Definition of Comparative Education
3.2.2. Evolution of Comparative Education
3.2.3. Current Perspectives of Comparative Education
3.2.4. Aims and Sources of Comparative Education

3.3. Comparative Research Methodology

3.3.1. Definition of the Methodological Design
3.3.2. Phases of a Comparative Education Research
3.3.3. Research Design
3.3.4. Development of the Research

3.4. Sources and Resources of Comparative Education

3.4.1. Organization of Information in Education
3.4.2. Useful Resources and Tools for Comparative Education
3.4.3. Example of Comparative Study Designs

3.5. Educational Systems in Europe

3.5.1. Regulation Models
3.5.2. The French School Model
3.5.3. The Educational System in England

3.6. Supranational Education Policy

3.6.1. Definition and Purpose of the Study
3.6.2. Contemporary Supranational Educational Policies
3.6.3. Types and Approaches to Supranational Policies

3.7. International Organizations and Education

3.7.1. Relevance of International Organizations in Education
3.7.2. United Nations Agencies
3.7.3. The World Bank

3.8. The Educational Policy of the European Union

3.8.1. Stages of European Education Policy
3.8.2. Aims of the European Education Policy
3.8.3. The Future of Community Education Policy

3.9. International Overview of Education

3.9.1. Context of Worldwide Education
3.9.2. The 21st Century and Education
3.9.3. Education, Sustainable Development and Peace

3.10. Links between Comparative Research and Educational Policy Management

3.10.1. Current Context between Comparative Research and Educational Policies
3.10.2. Phases between Two Disciplines
3.10.3. Methodology for the Comparative Study of Educational Policies

Module 4. Education Economics

4.1. Introduction to Economics

4.1.1. Concept of Economics
4.1.2. Elements That Define the Economy
4.1.3. Functioning of the Economy
4.1.4. Economic Systems

4.2. Education Economics

4.2.1. Education and Economy
4.2.2. History of Education Economics
4.2.3. Economic Aspects of Education

4.3. Sources and Models of Education Financing

4.3.1. Financial Mechanisms in Education
4.3.2. The Financing of Compulsory Education
4.3.3. The Financing of Post-Compulsory Education
4.3.4. Funding Models

4.4. Public Goods and Externalities of Educational Activity

4.4.1. Externalities in Education
4.4.2. Forms of Public Intervention in Education
4.4.3. The Benefits of Education
4.4.4.  Education as a Public or Private Good?
4.4.5. Reasons that Justify Public Intervention in Education

4.5. Economic and Educational Development

4.5.1. Education and Production
4.5.2. Education and Economic Convergence
4.5.3. Problems in Economic Definition and Estimation
4.5.4. Contribution of Education to Economic Growth 

4.6. Analysis of the Determinants of Economic Welfare

4.6.1. Theoretical Background
4.6.2. Descriptive Analysis of World Economic and Social Development
4.6.3. Human Development and Its Conditioning Factors

4.7. Educational Production and Performance

4.7.1. Contextualization of Educational Production
4.7.2. Educational Production Function
4.7.3. Inputs in the Production Process
4.7.4. Models for Measuring Educational Production and Output
4.7.5. Design and Interpretation of Data in Educational Production
4.7.6. Economic Value of Education

4.8. Labor Market and Education

4.8.1. Basic Concepts
4.8.2. Technological Functionalism and the Theory of Human Capital
4.8.3. Credentialism and Correspondence Theory
4.8.4. Filter Theory
4.8.5. Globalized Economy and Employment

4.9. Labor Market and Teachers

4.9.1. Labor Market in the 21st Century
4.9.2. Differences between the Labor Market and the Educational Labor Market
4.9.3. The Teaching Professional

4.10. Investment and Expenditure in Education

4.10.1. OECD Education Systems
4.10.2. Education Spending
4.10.3. Education as an Investment
4.10.4. Justification of Public Intervention

Module 5. Information and Communication Technologies for Education

5.1. ICT, Literacy, and Digital Skills

5.1.1. Introduction and Objectives
5.1.2. The School in the Knowledge Society
5.1.3. ICT in the Teaching and Learning Process
5.1.4. Digital Literacy and Competencies
5.1.5. The Role of the Teacher in the Classroom
5.1.6. The Digital Competencies of the Teacher
5.1.7. Bibliographical References
5.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
5.1.9. Internet as an Educational Resource: Web 2.0 and  M-Learning
5.1.10. The Teacher as Part of Web 2.0: How to Build their Digital Identity?
5.1.11. Guidelines for the Creation of Teacher Profiles
5.1.12. Creating a Teacher Profile on Twitter
5.1.13. Bibliographical References

5.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

5.2.1. Introduction and Objectives
5.2.2. Conditions for Participatory Learning
5.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
5.2.4. Content Creation in Web 2.0: Digital Tools
5.2.5. The Blog as a Classroom Pedagogical Resource
5.2.6. Guidelines for the Creation of an Educational Blog
5.2.7. Elements of the Blog to Make it an Educational Resource
5.2.8. Bibliographical References

5.3. Personal Learning Environments for Teachers

5.3.1. Introduction and Objectives
5.3.2. Teacher Training for the Integration of ICTs
5.3.3. Learning Communities
5.3.4. Definition of Personal Learning Environments
5.3.5. Educational Use of PLE and NLP
5.3.6. Design and Creation of our Classroom PLE
5.3.7. Bibliographical References

5.4. Collaborative Learning and Content Curation

5.4.1. Introduction and Objectives
5.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
5.4.3. Digital Tools for Collaborative Work
5.4.4. Content Curation
5.4.5. Content Curation as an Educational Practice in the Promotion of Students' Digital Competences
5.4.6. The Content Curator Teacher. Scoop it
5.4.7. Bibliographical References

5.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

5.5.1. Introduction and Objectives
5.5.2. Principle of Connected Learning
5.5.3. Social Networks: Tools for the Creation of Learning Communities
5.5.4. Communication On Social networks: Management of the New Communicative Codes
5.5.5. Types of Social Networks
5.5.6.  How to use Social Networks in the Classroom: Content Creation
5.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
5.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
5.5.9. Digital Identity
5.5.10. Risks for Minors on the Internet
5.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
5.5.12. Platforms for Promoting Safety on the Internet
5.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
5.5.14. Bibliographical References

5.6. Creation of Audiovisual Content with ICT Tools. PBL and ICT

5.6.1. Introduction and Objectives
5.6.2. Bloom's Taxonomy and ICT
5.6.3. The Educational Podcast as an Educational Element
5.6.4. Audio Creation
5.6.5. The Image as an Educational Element
5.6.6. ICT Tools with Educational Use of Images
5.6.7. The Editing of Images with ICT: Tools for Editing
5.6.8.  What Is PBL?
5.6.9. Process of Working with PBL and ICT
5.6.10. Designing PBL with ICT
5.6.11. Educational Possibilities in Web 3.0
5.6.12. Youtubers and Instagrammers: Informal Learning in Digital Media
5.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
5.6.14. Platforms for the Dissemination of Audiovisual Materials
5.6.15. Guidelines for the Creation of an Educational Video
5.6.16. Bibliographical References

5.7. Introduction and Objectives

5.7.1. Data Protection Laws
5.7.2. Guide of Recommendations for the Privacy of Minors on the Internet
5.7.3. The Author's Rights: Copyright and Creative Commons
5.7.4. Use of Copyrighted Material
5.7.5. Bibliographical References

5.8. Gamification: Motivation and ICT in the Classroom

5.8.1. Introduction and Objectives
5.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
5.8.3. Game-Based Learning (GBL)
5.8.4. Augmented Reality (AR) in the Classroom
5.8.5. Types of Augmented Reality and Classroom Experiences
5.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
5.8.7. Classroom Experiences
5.8.8. Bibliographical References

5.9. Media Competency in the Classroom with ICT

5.9.1. Introduction and Objectives
5.9.2. Promoting the Media Competence of Teachers
5.9.3. Mastering Communication for Motivating Teaching
5.9.4. Communicating Pedagogical Content with ICT
5.9.5. Importance of the Image as a Pedagogical Resource
5.9.6. Digital Presentations as an Educational Resource in the Classroom
5.9.7. Working in the Classroom with Images
5.9.8. Sharing Images on Web 2.0
5.9.9. Bibliographical References

5.10. Assessment for Learning Through ICT

5.10.1. Introduction and Objectives Assessment for Learning Through ICT
5.10.2. Evaluation Tools: Digital Portfolio and Rubrics
5.10.3. Building an e-Portfolio with Google Sites
5.10.4. Generating Evaluation Rubrics
5.10.5. Design Evaluations and Self-Evaluations with Google Forms
5.10.6. Bibliographical References

Module 6. Social Exclusion and Policies for Inclusion

6.1. Basic Concepts of Equality and Diversity

6.1.1. Diversity and Equal Opportunities
6.1.2. Social Cohesion, Exclusion, Inequality and Education
6.1.3. Exclusion Processes in the Field of Formal and Non-Formal Education: Differential Aspects and Images of Diversity

6.2. Nature and Origin of the Main Causes of Social Exclusion and Inequalities in Modern and Contemporary Societies

6.2.1. Current Context of Social Exclusion
6.2.2. New Sociodemographic Reality
6.2.3. New Labor Reality
6.2.4. Crisis of the Welfare State
6.2.5. New Relational Forms and New Social Ties

6.3. Exclusion in Schools

6.3.1. Epistemological Preamble
6.3.2. Sociological References
6.3.3. Social Context that Generates Inequalities
6.3.4. Social Exclusion and Integration
6.3.5. Schooling and Educational Exclusion
6.3.6. Meritocracy and Democratization of Secondary Education
6.3.7. Neoliberal Discourse and the Effects of Power

6.4. Main Factors of School Failure

6.4.1. Definition of School failure
6.4.2. Causes of School failure
6.4.3. Difficulties Associated with Failure
6.4.4. Methods of Diagnosing School Failure

6.5. Inclusive School and Interculturality

6.5.1. Pluricultural Society and Intercultural Education
6.5.2. Inclusive Education as a Response
6.5.3. Democratic Coexistence in the Classroom
6.5.4. Methodological Proposals for Inclusive Education

6.6. Practical Approaches in Attention to Diversity

6.6.1. Inclusive Education in France
6.6.2. Inclusive Education in Latin America

6.7. Digital Exclusion in the Digital Information Society

6.7.1. ICTs and the Digital Divide
6.7.2. The Possibilities of ICTs for Labor Market Insertion
6.7.3. How to Improve the Contribution of ICTs to Social Inclusion

6.8. The Inclusion of ICT in the Diverse School

6.8.1. ICT as an Inclusive Resource
6.8.2. Teacher Training, ICT and Attention to Diversity
6.8.3. Adaptation of ICT to the Students' Needs

6.9. Social Exclusion and Pedagogical Innovation

6.9.1. Inclusion, a New Paradigm
6.9.2. The Denaturalization of School Failure
6.9.3. The Defence of Diversity
6.9.4. Questioning Homogeneity
6.9.5. Resignification of the Teacher's Role

6.10. Needs and Practices in Social Policies for Inclusion

6.10.1. Inclusion Policies as a Guarantee of the Affirmation of Rights
6.10.2. Anticipating Social Problems
6.10.3. Social Participation
6.10.4. Multilevel Articulation

Module 7. Legislation and Legal Regime of Educational Organizations

7.1. School Organization

7.1.1. Complexity of School Organization
7.1.2. School Organization and Its Elements

7.2. Educational Legislation in Spain and the Normative Pyramid

7.2.1. The Educational Legislation in Spain and the Different Types of Legal Standards
7.2.2. The Levels of Curricular Concreteness in the Spanish educational system

7.3. The General Education Law and the Period of Democratic Transition

7.3.1. The Organic Law Regulating the Right to Education (LODE)
7.3.2. The Organic Law on the General Organization of the Educational System (LOGSE)
7.3.3. The Organic Law on the Participation, Evaluation and Governance of Educational Centers (LOPEG)
7.3.4. The Organic Law on the Quality of Education (LOCE)
7.3.5. The Organic Law on Education (LOE)
7.3.6. The Organic Law for the Improvement of the Quality of Education (LOMCE)

7.4. Education in the Framework of the European Union

7.4.1. General Concepts of the European Union and Education
7.4.2. European Higher Education and Its Elements
7.4.3. Other Educational Systems of the European Union

7.5. The Organization Chart of the Current Educational System: the LOE, the LOMCE and the LOMLOE

7.5.1. The Essential Elements of the Educational System in Spain
7.5.2. The Basic Characteristics of Early Childhood Education and Primary Education

7.6. The Rights and Freedoms of the Sphere in the Spanish Constitution

7.6.1. The Right to Education
7.6.2. Freedom of Education

7.7. School Structures

7.7.1. School Organization
7.7.2. Pedagogical-Normative Documents: The PEC, the PGA and the RRI

7.8. Fundamental Aspects of Schools

7.8.1. The School Calendar and Timetable
7.8.2. The School Building and Classrooms

7.9. Other Essential Ideas about Organization in Schools

7.9.1. Student Organization
7.9.2. School Promotion
7.9.3. Attention to Diversity
7.9.4. Tutoring
7.9.5. School Assessments
7.9.6. Educational Environment

Module 8. Assessment of Educational Programs

8.1. Concept and Program Components Pedagogical Evaluation

8.1.1. Evaluation
8.1.2. The Assessment and Education
8.1.3. Components of the Educational Assessment

8.2. Models and Methodologies for the Assessment

8.2.1. Standards for Educational Assessment
8.2.2. Models of Educational Assessment
8.2.3. Assessment as a Process

8.3. Standards for Evaluative Research

8.3.1. General Concept of Standards
8.3.2. Organization and Content of Standards
8.3.3. Reflections on Standards

8.4. Principle of Complementarity Methods and Techniques

8.4.1. Definition of the Principle of Complementarity
8.4.2. Methodology for Applying the Principle of Complementarity
8.4.3. Complementarity Techniques

8.5. Techniques and Instruments of Educational Assessment

8.5.1. Educational Assessment Strategies
8.5.2. Techniques and Instruments of Educational Assessment
8.5.3. Examples of Educational Assessment Techniques

8.6. Available Data, Statistics, Files, Indicators. Content Analysis

8.6.1. Conceptualization of Content Analysis
8.6.2. Early Methodological Proposals in Content Analysis
8.6.3. Components of Data Analysis
8.6.4. Data Analysis Techniques

8.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

8.7.1. Concept of Educational Assessment Instrument
8.7.2. Criteria for Selection of Assessment Instruments
8.7.3. Types of Assessment Techniques and Instruments

8.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

8.8.1. Initial Assessment Introduction
8.8.2. Needs Analysis
8.8.3. Program Design

8.9. Program Development Formative Assessment of the Program

8.9.1. Introduction
8.9.2. Formative Assessment Development
8.9.3. Conclusions

8.10. Program Conclusions Final Summative Assessment

8.10.1. Introduction
8.10.2. Final Summative Assessment
8.10.3. Conclusions

Module 9. Quality Policies in Education Organizations

9.1. The Quality of Education: Discourses, Policies and Practices

9.1.1. Introduction: Quality and Education
9.1.2. Educational Quality and Neoliberalism
9.1.3. Educational Policy Discourses
9.1.4. Right to Quality Education

9.2. Debates on the Quality of Education

9.2.1. Introduction
9.2.2. Quality and Public Schools
9.2.3. Dispute on Education Quality
9.2.4. Conclusions

9.3. Contemporary Political Discourses on the Quality of Education at the International Level

9.3.1. Introduction
9.3.2. Discursive Changes in Education
9.3.3. Quality and Economic Development
9.3.4. Concept of Human Development
9.3.5. International Discourses on Educational Quality

9.4. Policies, Plans and Programs for the Improvement of the Quality of Education

9.4.1. Concept and Background of the School Quality Improvement Movement
9.4.2. Historical Evolution of School Quality
9.4.3. Contributions of School Quality Improvement Policies
9.4.4. Stages of the School Quality Improvement process

9.5. Quality and Education Assessment Systems

9.5.1. Introduction: Quality and Assessment

9.5.1.1. Functions of Quality Assessment
9.5.1.2. Objects of Quality Assessment
9.5.1.3. Characteristics of Quality Assessment
9.5.1.4. Inappropriate Use of Quality Assessment

9.5.2. Quality Indicators
9.5.3. Assessments at Educational Centers
9.5.4. Conclusions

9.6. Perspectives on the Assessment of Educational Quality

9.6.1. Assessment as an Agent of Improvement
9.6.2. Global, Integral Assessment Approach
9.6.3. Potential Risks of Assessment
9.6.4. Conclusions

9.7. Contemporary Educational Quality Improvement Practices

9.7.1. Education Quality Policies in Ibero-America
9.7.2. Education Quality Policies in France

9.8. Gender Approach and Education Quality

9.8.1. Gender and Education Quality
9.8.2. Gender as an Element of Quality
9.8.3. Conclusions

9.9. Citizen Focus and Education Quality

9.9.1. Citizen Participation and Improvement of Education Quality
9.9.2. Democracy and Quality
9.9.3. Conclusions

9.10. University and Education Quality

9.10.1. University Quality: Concept and Dimensions
9.10.2. The Mass University
9.10.3. Educational Stakeholders in Quality
9.10.4. Research, Quality and University
9.10.5. Conclusions

Module 10. Equality and Diversity in the Classroom

10.1. Basic Concepts of Equality and Diversity

10.1.1. Equality, Diversity, Difference, Justice and Fairness
10.1.2. Diversity as Something Positive and Essential to Life
10.1.3. Relativism and Ethnocentrism
10.1.4. Human Dignity and Human Rights
10.1.5. Theoretical Perspectives on Diversity in the Classroom
10.1.6. Bibliographical References

10.2. Evolution from Special Education to Inclusive Education in Early Childhood Education

10.2.1.  Key Concepts from Special Education to Inclusive Education
10.2.2. Inclusive School Conditions
10.2.3. Promoting Inclusive Education in Early Childhood Education

10.3. Characteristics and Needs in Early Childhood

10.3.1. Acquisition of Motor Skills
10.3.2. Acquisition of Psychological Development
10.3.3. Development of Subjectivation

10.4. Exclusion in Schools

10.4.1. The Hidden Syllabus
10.4.2. Intolerance and Xenophobia
10.4.3.  How to Detect Bullying in the Classroom?
10.4.4. Bibliographical References

10.5. Main Factors of School Failure

10.5.1. Stereotypes and Prejudices
10.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
10.5.3. Other Factors Influencing School Failure
10.5.4. Bibliographical References

10.6. Inclusive and Intercultural School

10.6.1. The School as an Open Entity
10.6.2. Dialogue
10.6.3. Intercultural Education and Attention to Diversity
10.6.4.  What is Intercultural Schooling?
10.6.5. Problems in the School Environment
10.6.6. Performance
10.6.7. Proposals on Interculturality to Work in the Classroom
10.6.8. Bibliographical References

10.7. Digital Exclusion in the Digital Information Society

10.7.1. Transformations in the Digital Information Society
10.7.2. Access to Information
10.7.3. Web 2.0: from Consumers to Creators
10.7.4. Risks Associated with the Use of ICTs
10.7.5. The Digital Divide: A New Type of Exclusion
10.7.6. Education in the Face of Digital Exclusion
10.7.7. Bibliographical References

10.8. The Inclusion of ICT in the Diverse School

10.8.1. School Inclusion and Digital Inclusion
10.8.2. Digital Inclusion at School, Advantages and Requirements
10.8.3. Changes in the Conception of the Educational Process
10.8.4. Transformations in Teacher and Student Roles
10.8.5. ICT as an Element of Attention to Diversity
10.8.6. The Use of ICTs for Students with Educational Developmental Support Needs
10.8.7. Bibliographical References

10.9. Active Learning Methodologies with ICTs

10.9.1. Introduction and Objectives
10.9.2. ICT and the New Educational Paradigm: Personalization of Learning
10.9.3. Active Methodologies for Effective ICT Learning
10.9.4. Learning by Research
10.9.5. Collaborative and Cooperative Learning
10.9.6. Problem- and Project-Based Learning
10.9.7. Flipped Classroom
10.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
10.9.9. Bibliographical References

10.10. Collaborative Learning and Flipped Classroom

10.10.1. Introduction and Objectives
10.10.2. Definition of Collaborative Learning
10.10.3. Differences with Cooperative Learning
10.10.4. Tools for Cooperative and Collaborative Learning: Padlet
10.10.5. Definition of Flipped Classroom
10.10.6. Didactic Actions for Programming Flipped
10.10.7. Digital Tools to Create your Flipped Classroom
10.10.8. Reversed Classroom Experiences
10.10.9. Bibliographical References

Module 11. Leadership, Ethics and Social Responsibility in Companies

11.1. Globalization and Governance

11.1.1. Governance and Corporate Governance
11.1.2. The Fundamentals of Corporate Governance in Companies
11.1.3. The Role of the Board of Directors in the Corporate Governance Framework

11.2. Leadership

11.2.1. Leadership. A Conceptual Approach
11.2.2. Leadership in Companies
11.2.3. The Importance of Leaders in Business Management

11.3. Cross-Cultural Management

11.3.1. Concept of Cross-Cultural Management
11.3.2. Contributions to the Knowledge of National Cultures 
11.3.3. Diversity Management

11.4. Management and Leadership Development

11.4.1. Concept of Management Development
11.4.2. Concept of Leadership
11.4.3. Leadership Theories
11.4.4. Leadership Styles
11.4.5. Intelligence in Leadership
11.4.6. The Challenges of Today's Leader

11.5. Business Ethics

11.5.1. Ethics and Morality
11.5.2. Business Ethics
11.5.3. Leadership and Ethics in Companies

11.6. Sustainability

11.6.1. Sustainability and Sustainable Development
11.6.2. The 2030 Agenda
11.6.3. Sustainable Companies

11.7. Corporate Social Responsibility

11.7.1. International Dimensions of Corporate Social Responsibility
11.7.2. Implementing Corporate Social Responsibility
11.7.3. The Impact and Measurement of Corporate Social Responsibility

11.8. Responsible Management Systems and Tools

11.8.1. CSR: Corporate Social Responsibility
11.8.2. Essential Aspects for Implementing a Responsible Management Strategy
11.8.3. Steps for the Implementation of a Corporate Social Responsibility Management System
11.8.4. Tools and Standards of CSR

11.9. Multinationals and Human Rights

11.9.1. Globalization, Multinational Corporations and Human Rights
11.9.2. Multinational Corporations and International Law
11.9.3. Legal Instruments for Multinationals in the Field of Human Rights

11.10. Legal Environment and Corporate Governance

11.10.1. International Rules on Importation and Exportation
11.10.2. Intellectual and Industrial Property
11.10.3. International Labor Law

Module 12. People and Talent Management

12.1. Strategic People Management

12.1.1. Strategic Human Resources Management
12.1.2. Strategic People Management

12.2. Human Resources Management by Competencies

12.2.1. Analysis of the Potential
12.2.2. Remuneration Policy
12.2.3. Career/Succession Planning

12.3. Performance Evaluation and Performance Management

12.3.1. Performance Management
12.3.2. Performance Management: Objectives and Process

12.4. Innovation in Talent and People Management

12.4.1. Strategic Talent Management Models
12.4.2. Talent Identification, Training and Development
12.4.3. Loyalty and Retention 
12.4.4. Proactivity and Innovation

12.5. Motivation

12.5.1. The Nature of Motivation 
12.5.2. Expectations Theory
12.5.3. Needs Theory
12.5.4. Motivation and Financial Compensation

12.6. Developing High Performance Teams

12.6.1. High-Performance Teams: Self-Managing Teams
12.6.2. Methodologies for Managing High Performance Self-Managed Teams

12.7. Change Management

12.7.1. Change Management
12.7.2. Types of Change Management Processes
12.7.3. Stages or Phases in Change Management

12.8. Negotiation and Conflict Management

12.8.1. Negotiation
12.8.2. Conflict Management
12.8.3. Crisis Management

12.9. Executive Communication

12.9.1. Internal and External Communication in the Business Environment
12.9.2. Communication Departments
12.9.3. The Head of Communication of the Company. The Profile of the Dircom

12.10. Productivity, Attraction, Retention and Activation of Talent

12.10.1. Productivity
12.10.2. Talent Attraction and Retention Levers

Module 13. Economic and Financial Management

13.1. Economic Environment

13.1.1. Macroeconomic Environment and the National Financial System
13.1.2. Financial Institutions
13.1.3. Financial Markets
13.1.4. Financial Assets
13.1.5. Other Financial Sector Entities

13.2. Executive Accounting

13.2.1. Basic Concepts
13.2.2. The Company's Assets 
13.2.3. The Company's Liabilities 
13.2.4. The Company's Net Worth 
13.2.5. The Income Statement 

13.3. Information Systems and Business Intelligence

13.3.1. Fundamentals and Classification
13.3.2. Cost Allocation Phases and Methods
13.3.3. Choice of Cost Center and Impact

13.4. Budget and Management Control

13.4.1. The Budgetary Model
13.4.2. The Capital Budget
13.4.3. The Operating Budget 
13.4.5. The Cash Budget 
13.4.6. Budget Monitoring 

13.5. Financial Management

13.5.1. The Company's Financial Decisions 
13.5.2. The Financial Department 
13.5.3. Cash Surpluses 
13.5.4. Risks Associated with Financial Management 
13.5.5. Risk Management of the Financial Management 

13.6. Financial Planning

13.6.1. Definition of Financial Planning
13.6.2. Actions to Be Taken in Financial Planning
13.6.3. Creation and Establishment of the Business Strategy 
13.6.4. The Cash Flow Chart
13.6.5. The Working Capital Chart

13.7. Corporate Financial Strategy

13.7.1. Corporate Strategy and Sources of Financing 
13.7.2. Corporate Financing Financial Products 

13.8. Strategic Financing

13.8.1. Self-financing 
13.8.2. Increase in Shareholder's Equity 
13.8.3. Hybrid Resources 
13.8.4. Financing through Intermediaries

13.9. Financial Analysis and Planning 

13.9.1. Analysis of the Balance Sheet
13.9.2. Analysis of the Income Statement
13.9.3. Profitability Analysis

13.10. Analyzing and Solving Cases/Problems

13.10.1. Financial Information on Industria de Diseño y Textil, S.A. (INDITEX)

Module 14. Commercial Management and Strategic Marketing

14.1. Commercial Management

14.1.1. Conceptual Framework of Commercial Management
14.1.2. Commercial Strategy and Planning
14.1.3. The Role of Sales Managers

14.2. Marketing 

14.2.1. The Concept of Marketing
14.2.2. The Basic Elements of Marketing
14.2.3. Marketing Activities in Companies

14.3. Strategic Marketing Management

14.3.1. The Concept of Strategic Marketing
14.3.2. Concept of Strategic Marketing Planning
14.3.3. Stages in the Process of Strategic Marketing Planning

14.4. Digital Marketing and e-Commerce

14.4.1. Objectives of Digital Marketing and e-Commerce
14.4.2. Digital Marketing and the Media It Uses 
14.4.3. E-Commerce. General Context 
14.4.4. Categories of e-Commerce 
14.4.5. Advantages and Disadvantages of e-Commerce Compared to Traditional Commerce

14.5. Digital Marketing to Reinforce a Brand

14.5.1. Online Strategies to Improve Brand Reputation
14.5.2. Branded Content and Storytelling

14.6. Digital Marketing to Attract and Retain Customers 

14.6.1. Loyalty and Engagement Strategies Using the Internet
14.6.2. Visitor Relationship Management
14.6.3. Hypersegmentation

14.7. Digital Campaign Management

14.7.1. What Is a Digital Advertising Campaign?
14.7.2. Steps to Launch an Online Marketing Campaign
14.7.3. Mistakes in Digital Advertising Campaigns

14.8. Sales Strategy 

14.8.1. Sales Strategy
14.8.2. Sales Methods

14.9. Corporate Communication 

14.9.1. Concept
14.9.2. The Importance of Communication in the Organization
14.9.3. Type of Communication in the Organization
14.9.4. Functions of Communication in the Organization
14.9.5. Elements of Communication
14.9.6. Problems of Communication
14.9.7. Communication Scenarios

14.10. Digital Communication and Reputation

14.10.1. Online Reputation
14.10.2. How to Measure Digital Reputation?
14.10.3. Online Reputation Tools
14.10.4. Online Reputation Report
14.10.5. Online Branding

Module 15. Executive Management

15.1. General Management 

15.1.1. The Concept of General Management 
15.1.2. The Role of the CEO
15.1.3. The CEO and their Responsibilities
15.1.4. Transforming the Work of Management

15.2. Manager Functions: Organizational Culture and Approaches

15.2.1. Manager Functions: Organizational Culture and Approaches

15.3. Operations Management 

15.3.1. The Importance of Management
15.3.2. Value Chain
15.3.3. Quality Management

15.4. Public Speaking and Spokesperson Education

15.4.1. Interpersonal Communication
15.4.2. Communication Skills and Influence
15.4.3. Communication Barriers

15.5. Personal and Organizational Communication Tools 

15.5.1. Interpersonal Communication
15.5.2. Interpersonal Communication Tools
15.5.3. Communication in the Organization
15.5.4. Tools in the Organization

15.6. Communication in Crisis Situations

15.6.1. Crisis
15.6.2. Phases of the Crisis
15.6.3. Messages: Contents and Moments

15.7. Preparation of a Crisis Plan

15.7.1. Analysis of Possible Problems
15.7.2. Planning
15.7.3. Adequacy of Personnel

15.8. Emotional Intelligence 

15.8.1. Emotional Intelligence and Communication
15.8.2. Assertiveness, Empathy, and Active Listening
15.8.3. Self- Esteem and Emotional Communication

15.9. Personal Branding

15.9.1. Strategies for Personal Brand Development
15.9.2. Personal Branding Laws
15.9.3. Tools for Creating Personal Brands

15.10. Leadership and Team Management

15.10.1. Leadership and Leadership Styles
15.10.2. Leadership Skills and Challenges
15.10.3. Managing Change Processes
15.10.4. Managing Multicultural Teams

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