An in-depth review of the legal regime and legislation currently applicable to educational organizations" 

Why Study at TECH?

TECH is the world's largest 100% online business school. It is an elite business school, with a model based on the highest academic standards. A world-class centre for intensive managerial skills training.   

TECH is a university at the forefront of technology, and puts all its resources at the student's disposal to help them achieve entrepreneurial success"

At TECH Global University

Innovation

The university offers an online learning model that combines the latest educational technology with the most rigorous teaching methods. A unique method with the highest international recognition that will provide students with the keys to develop in a rapidly-evolving world, where innovation must be every entrepreneur’s focus.

"Microsoft Europe Success Story", for integrating the innovative, interactive multi-video system.  

The Highest Standards

Admissions criteria at TECH are not economic. Students don't need to make a large investment to study at this university. However, in order to obtain a qualification from TECH, the student's intelligence and ability will be tested to their limits. The institution's academic standards are exceptionally high...  

95% of TECH students successfully complete their studies.

Networking

Professionals from countries all over the world attend TECH, allowing students to establish a large network of contacts that may prove useful to them in the future.  

100,000+ executives trained each year, 200+ different nationalities.

Empowerment

Students will grow hand in hand with the best companies and highly regarded and influential professionals. TECH has developed strategic partnerships and a valuable network of contacts with major economic players in 7 continents.  

500+ collaborative agreements with leading companies.

Talent

This program is a unique initiative to allow students to showcase their talent in the business world. An opportunity that will allow them to voice their concerns and share their business vision. 

After completing this program, TECH helps students show the world their talent. 

Multicultural Context

While studying at TECH, students will enjoy a unique experience. Study in a multicultural context. In a program with a global vision, through which students can learn about the operating methods in different parts of the world, and gather the latest information that best adapts to their business idea. 

TECH students represent more than 200 different nationalities.   

Learn with the best

In the classroom, TECH teaching staff discuss how they have achieved success in their companies, working in a real, lively, and dynamic context. Teachers who are fully committed to offering a quality specialization that will allow students to advance in their career and stand out in the business world. 

Teachers representing 20 different nationalities. 

TECH strives for excellence and, to this end, boasts a series of characteristics that make this university unique:   

Analysis

TECH explores the student’s critical side, their ability to question things, their problem-solving skills, as well as their interpersonal skills.  

Academic Excellence

TECH offers students the best online learning methodology. The university combines the Relearning method (a postgraduate learning methodology with the highest international rating) with the Case Study. A complex balance between tradition and state-of-the-art, within the context of the most demanding academic itinerary.  

TECH is the world’s largest online university. It currently boasts a portfolio of more than 10,000 university postgraduate programs. And in today's new economy, volume + technology = a ground-breaking price. This way, TECH ensures that studying is not as expensive for students as it would be at another university.  

At TECH, you will have access to the most rigorous and up-to-date case studies in the academic community”

Developed by professionals with demonstrated expertise in this field, the contents of the Professional master’s degree have been created based on a high quality criterion in each of the stages of learning. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates For this reason, more and more professionals wish to specialize in this field, through high-quality programs such as the one offered by TECH, specifically about Education Policy Management, which provides the latest information in this field.  

All the aspects that the education professional involved in the managerial field needs to master, compiled and structured in a high-quality program"  

Syllabus

The Professional master’s degree in MBA in Education Policy Management at TECH Global University is an intensive program that prepares students to face challenges and business decisions in the field of environmental management. Its content is designed to promote the development of managerial skills that enable more rigorous decision-making in uncertain environments. 

Throughout 2,700 hours of study, students will examine a multitude of practical cases through individual work, which will allow them to acquire the necessary skills to successfully carry out their daily practice. It is, therefore, an authentic immersion in real business situations.  

This program deals in depth with different areas of the company and is designed for managers to understand environmental management from a strategic, international and innovative perspective. 

A plan designed especially for students, focused on their professional improvement that prepares them to achieve excellence in the field of academic and educational management. A program that understands your needs and those of your company through innovative content based on the latest trends, and supported by the best educational methodology and an exceptional faculty, which will provide you with the skills to solve critical situations in a creative and efficient way.  

It is a 12-month program divided into 15 modules:  

Module 1. Educational Sociology
Module 2. Social and Cultural Anthropology
Module 3. Education Policy and Comparative Education
Module 4. Education Economics
Module 5. Information and Communication Technologies for Education
Module 6. Social Exclusion and Policies for Inclusion
Module 7. Legislation and Legal Regime of Educational Organizations
Module 8. Assessment of Educational Programs
Module 9. Quality Policies in Educational Organizations
Module 10. Equality and Diversity in the Classroom
Module 11. Leadership, Ethics and Social Responsibility in Companies
Module 12. People and Talent Management
Module 13. Economic and Financial Management
Module 14. Commercial Management and Strategic Marketing
Module 15. Executive Management

Where, When and How is it Taught?

TECH offers its students the possibility of studying this Professional master’s degree in MBA in Education Policy Management completely online. During the 12 months of training, will be able to access all the contents of this program at any time, which will allow the student to self-manage study time. 

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 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 
 1.1.3.4. 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 Education 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.  Ways 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.  Education Systems in Europe 

3.5.1. Regulation Models 
3.5.2. The French School Model 
3.5.3. The English Education System 
3.5.4. Educational Reform in Spain 

3.6. Supranational Education Policy 

3.6.1. Definition and Purpose of the Study
3.6.2. Contemporary Supranational Education 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 Education 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 

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 Funding 

4.3.1. Financial Mechanisms in Education 
4.3.2. Funding for Compulsory Education 
4.3.3. Funding for 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. Teachers as Part of the 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 an Educational Classroom 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 
5.2.5. 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 PLN 
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 a Didactic Practice in the Promotion of Students' Digital Competences 
5.4.6. The Content Curator Teacher. Scoop.it 
5.4.7. Bibliographical References 

5.5. Educational Use of Social Media: 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 Media: Tools for the Creation of Learning Communities 
5.5.4. Communication On Social Media: Management of the New Communicative Codes
5.5.5. Types of Social Media 
5.5.6. How to Use Social Media 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 a Teaching Element 
5.6.4. Audio Creation 
5.6.5. The Image as a Teaching Element 
5.6.6. ICT Tools with Educational Use of Images 
5.6.7. Editing Images with ICT: Editing Tools 
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 an EducationalResource 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. Gamification: Motivation and ICT in the Classroom 

5.7. 1. Introduction and Objectives 
5.7. 2. Gamification Enters the Classroom Through Virtual Learning Environments
5.7. 3. Game-Based Learning (GBL) 
5.7. 4. Augmented Reality (AR) in the Classroom 
5.7. 5. Types of Augmented Reality and Classroom Experiences 
5.7. 6. QR Codes in the Classroom: Generation of Codes and Educational Application 
5.7. 7. Classroom Experiences 
5.7. 8. Bibliographical References 

5.8. Media Competency in the Classroom with ICT 

5.8.1. Introduction and Objectives 
5.8.2. Promoting the Media Competence of Teachers 
5.8.3. Mastering Communication for Motivating Teaching 
5.8.4. Communicating Educational Content with ICT 
5.8.5. Importance of the Image as an Educational Resource 
5.8.6. Digital Presentations as an EducationalResource in the Classroom 
5.8.7. Working in the Classroom with Images 
5.8.8. Sharing Images on Web 2.0 
5.8.9. Bibliographical References 

5.9. Assessment for Learning Through ICT

5.9.1. Introduction and Objectives Assessment for Learning Through ICT 
5.9.2. Evaluation Tools: Digital Portfolio and Rubrics 
5.9.3. Building an e-Portfolio with Google Sites 
5.9.4. Generating Evaluation Rubrics 
5.9.5. Design Evaluations and Self-Evaluations with Google Forms 
5.9.6. Bibliographical Reference

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 Spain 
6.6.2. Inclusive Education in France 
6.6.3. Inclusive Education in Latin America 

6.7. Digital Exclusion in the Knowledge 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. Inclusion of ICT in Diverse Schools 

6.8.1. ICTs 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 
7.1.3. School Organization and Educational Legislation 

7.2. Policy and Educational Administration in Spain 

7.2.1. Educational Policy in Spain 
7.2.2. The Educational Administration in Spain: Its Levels and Distribution of Competences 
7.2.3. The Administrative Coordination Bodies of the Spanish Educational System 

7.3. Educational Legislation and the Levels of Curricular Specification 

7.3.1. Educational Legislation in Spain and the Normative Pyramid
7.3.2. The Educational Legislation in Spain and the Different Types of Legal Standards 
7.3.3. The Levels of Curricular Concreteness in the Spanish educational system 

7.4. Recent Legislative Background 

7.4.1. The General Education Law and the Period of Democratic Transition 
7.4.2. The Organic Law Regulating the Right to Education (LODE)
7.4.3. The Organic Law on the General Organization of the Educational System (LOGSE)
7.4.4. The Organic Law on the Participation, Evaluation and Governance of Educational Centers (LOPEG)
7.4.5. The Organic Law on the Quality of Education (LOCE)
7.4.6. The Organic Law on Education (LOE)
7.4.7. The Organic Law for the Improvement of the Quality of Education (LOMCE)

7.5. Education in the Framework of the European Union 

7.5.1. General Concepts of the European Union and Education 
7.5.2. European Higher Education and Its Elements 
7.5.3. Other Educational Systems of the European Union 

7.6.  The Configuration of the Spanish Educational System 

7.6.1. The Organization Chart of the Current Educational System: the LOE, the LOMCE and the LOMLOE 
7.6.2. The Essential Elements of the Educational System in Spain 
7.6.3. The Basic Characteristics of Early Childhood Education and Primary Education

7.7.  Rights and Freedoms of the Educational Field 

7.7.1. The Rights and Freedoms of the Sphere in the Spanish Constitution 
7.7.2. The Right to Education 
7.7.3. Freedom of Education 

7.8. Structure and Organization of Educational Centers: The PEC, the PGA and the RRI 

7.8.1. School Structures 
7.8.2. School Organization  
7.8.3. Pedagogical-Normative Documents: The PEC, the PGA and the RRI 

7.9. Fundamental Aspects of Schools 

7.9.1. The School Calendar and Timetable 
7.9.1. The School Building and Classrooms 

7.10. Other Essential Ideas about Organization in Schools 

7.10.1. Student Organization 
7.10.2. School Promotion 
7.10.3. Attention to Diversity 
7.10.4. Tutoring 
7.10.5. School Assessments 
7.10.6. Educational Environment 

Module 8. Assessment of Educational Programs

8.1. Concept and Program Components Educational Evaluation

8.1.1. Assessment 
8.1.2. 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 Educational 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. Education 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 Educational 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. Educational Quality Policies in Spain 
9.7.2. Educational Quality Policies in Ibero-America 
9.7.3. Educational Quality Policies in FranceEducational Quality Policies in Ibero-American 

9.8.  Gender Approach and Quality of Education 

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

9.9.  Citizen Focus and Educational Quality 

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

9.10. University and Educational 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 Consubstantial to Life  
10.1.3. Relativism and Ethnocentrism  
10.1.4. Human Dignity and Human Rights  
10.1.5. Theoretical Perspectives about Diversity in the Classroom  
10.1.6. Bibliographical References  

10.2.  Evolution from Special Needs Education to Inclusive Education in Pre-School Education  

10.2.1. Key Concepts from Special Education to Inclusive Education  
10.2.2. Condition of the Inclusive School  
10.2.3. Promoting Inclusive Education in Pre-School 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 Curriculum  
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  
10.5.2. Other Influencing Factors in School Failure  
10.5.3. 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 Knowledge Society  

10.7.1. Transformations in the Information and Knowledge 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 Kind of Exclusion  
10.7.6. Education in the Face of Digital Exclusion  
10.7.7. Bibliographical References  

10.8.  Inclusion of ICT in Diverse Schools  

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. Changes in the Roles of Teachers and Students  
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 through Research  
10.9.5. Collaborative and Cooperative Learning  
10.9.6. Problem-Based and Project 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. Teaching Actions for Flipped Programming
10.10.7. Digital Tools to Create Your Flipped Classrom
10.10.8. Flipped 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 Compliance 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. Identification, Training and Development of Talent
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. The 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. Brand Development Strategies
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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