Doctorate in Educational Innovation Tecnológico de Monterrey - ITESM
The Doctoral Program in Educational Innovation aims to train researchers capable of providing new knowledge that will contribute to the advancement of their discipline and that are subject to publication, transfer and application. In this regard, the program has been designed to train people capable of designing, implementing and evaluating educational solutions to complex problems of the country and contemporary society. The program has four lines of research that allow classifying the projects of both teachers and students: psychopedagogical studies, studies on the development and use of technology, sociocultural studies and disciplinary studies. It is a program that requires students to study full time, to reside in the metropolitan area of Monterrey during their doctoral studies and to take an academic stay in Mexico or abroad with a university with which the Tecnológico has an agreement. It lasts for eight semesters or less, depending on the previous studies that the applicant has.
- This program has accreditations and recognitions from national and international institutions such as:
- Program accredited by the National Graduate Quality Register (PNPC) of CONACyT.
- Commission of Universities of the Association of Schools and Universities of the South of the United States (SACS).
- The Tecnológico de Monterrey is accredited by the Commission of Universities of the Association of Schools and Universities of the South of the United States to grant professional degrees and academic degrees of masters and doctorates. Contact the College Commission at 1866 Southern Lane, Decatur, Georgia 30033-4097, or call (1) 404-679-4500 (1) 404-679-4500, for questions about the Tecnológico de Monterrey accreditation.
- National Postgraduate Program in Quality (PNPC) of the National Council of Science and Technology (CONACyT).
- Recognition of official validity of the Secretariat of Public Education of Mexico.
The Doctorate in Educational Innovation is aimed at:
- Academics at the graduate level interested in a career as researchers within a public or private higher education institution and / or research centers on education or other social sciences
- Educational administrators in higher education institutions interested in an administrative career in institutions that require a completed doctorate from their administrators.
- At the moment, and at least in the medium term future (the next 50 years), the number of professors with doctorate in the educational area that Mexico and other Latin American countries will need simply to ensure the minimum accreditation of the institutions that offer graduate programs in Education is such that the demand exceeds the supply more than 15 times. If all the current doctoral programs in education in Mexico accept students to their full capacity, it would not be possible to fulfill the institutional requirements in the faculties of the country of doctors in education in the following 25 years. The deficit of doctors in education is even greater in Latin America.
It is expected that those who participate in the program will have the following attributes:
- Availability to study full time in the program (this implies carrying at least 36 units per semester).
- Availability to reside in the metropolitan area of Monterrey during doctoral studies.
- Intellectual curiosity about education issues that lead him to carry out processes of systematic inquiry and generation of new knowledge.
- Critical and creative spirit on education issues that lead him to carry out processes of innovation and continuous improvement.
- Desire to act as an agent of change in the workplace in which you will develop professionally.
- Interest in completing his doctoral thesis in any of the current research lines offered by the program.
- Competences in oral and written communication, both in Spanish and English, sufficient to understand and produce academic information in that language.
- Availability to make an academic stay in Mexico or abroad, to have an experience that allows you to know what is done in educational matters in other institutions, as well as to share what is done in their own.
The general aim of the Doctoral Program in Educational Innovation is to train researchers capable of providing new knowledge in the areas of education; as well as design, implement and evaluate educational solutions to complex problems of the country and contemporary society.
Lines of generation and application of knowledge
The program has 4 lines of generation and application of knowledge that are described below:
- Psychopedagogical studies
This line of research includes studies related to learning and teaching in general. From a pedagogical perspective, this line includes studies that involve the curriculum, competency-based education models, instructional design, the use of different didactic techniques and methodologies, and educational evaluation, among others. From a psychological perspective, studies that involve different cognitive, affective and motivational processes are included.
- Studies on the development and use of technology
This line of research includes studies related to the use and impact of technology in education, both in person and remotely. Some topics that are addressed in this line of research are open access, digital literacy, adaptive learning, gamified learning, hybrid learning, remote laboratories, audiovisual resources, MOOCs, augmented reality, electronic portfolios and mobile devices, among others.
- Disciplinary studies in education
This line of research includes studies related to the curriculum and the teaching-learning process of disciplines such as mathematics, natural sciences, engineering, accounting, business and English, among others. Some specific topics that are addressed in this line of research are mathematical modeling, problem solving, conceptual understanding and technological applications to promote the learning of these disciplines.
- Sociocultural studies
This line of research contains studies that emphasize the sociocultural context in which the educational process takes place. From approaches directed to specific cultures, to international studies, this line of work includes studies on the social construction of knowledge, collaborative networks, communities of practice, connectivism, dialogism, social inclusion, multi and intercultural, moral and ethical, school violence and educational policy, among others.