Specialization in
Strategic Human Resources Management

Graduates of the Specialization in Strategic Human Resources Management will be able to perform efficiently at the national or international level in areas such as:

• • Consulting in the public or private sector.
  • Consulting in audits and review of human resources management processes.
  • General management in human resources.
  • Management in administrative and organizational strategies of human talent.
  • Direction in human resources management.

All applicants must submit the following documentation duly scanned from the original and sent to the promoter to be uploaded to the respective platform:

• Bachelor's degree or its equivalent.
• Bachelor's degree credits or grades or their equivalent.
• Identity document (Passport in the case of foreigners residing in Panama).
• Current passport size photo.
• Electronic admission form.

If you are a foreigner, documents such as diplomas and credits must be apostilled by the Ministry of Foreign Affairs of your respective country. If your country does not have a consulate, you must apply to official authorities to have them validated.

Note: Students enrolled in virtual modality whose nationality is different from Panamanian, must present a copy of their personal identity document from the country of origin.

If you are a foreign student, these documents must be provided with an apostille seal or diplomatic legalization, along with a translation into Spanish.

The permanence in the University will depend on the student's motivation, capacity and vision to obtain the chosen degree. 

Given the profile of the University's “NEO CYBERHUMANIST” curricular educational model, the student must: 

• Pass each subject with a minimum grade of 81 on a scale of 1 to 100 which is equivalent to B. 
• Study in teams and individually.
• Develop research skills based on discovery learning.
• Deepen in the disciplinary knowledge that is of interest to them. 
• Respect and comply with the regulations established by the statutes that regulate the relationship between the University and the students.
• Be up to date with their monthly payments.
• Attend at least 80% of the meetings under the face-to-face modality.
• For studies under the virtual modality, attendance is regulated by constant interaction in all activities planned on the platform, including synchronous and asynchronous meetings, as well as the development of the student's autonomous work.
• In case of prolonged absence, a justified justification must be presented. 
• All students in the Specialization programs must demonstrate basic computer skills, which they must demonstrate during the first semester.

In order to obtain the title of Specialist, the following is required:

• Complete and pass all the subjects of the curriculum with a minimum grade of 81 points equivalent to a B. 
• Maintain a cumulative academic index of not less than two (2.00) on a scale of three (3.00).
• Take a certification exam of a second language recognized by UNESCO, in accordance with internal regulations.
• Develop and approve an analytical documentary review work on a topic in your area of training, in accordance with what is stated in the Manual for the presentation of UMECIT research papers (D-16) 
• Be at peace and safe with the institution (financial, academic and library).

Upon completion of their training, graduates of the Specialization in ICT Didactics and the Master's in ICT Didactics are expected to have developed the skills necessary to understand and intervene in the educational reality in all its complexity and scope. Using the tools offered by the program, they will be able to propose strategies, methods, and actions aimed at solving problems in the educational context and strengthening the various processes, projects, and research carried out within this field.

In the labor field Graduates from the Master's Degree in ICT Didactics will be able to perform efficiently at the national or international level in areas such as:

• Teaching practice with expertise in handling new technologies and with the ability to interpret communication codes.
• Promotion and development of educational and institutional projects of curricular transformation from ICT.

The skills developed by the ICT Teaching Specialist and Master's in ICT Teaching will be broadly and comprehensively reflected in their actions and thinking, both personally and professionally, from the dimensions of knowing, doing, being, living, and undertaking.

Knowing:

• Delves into the study of epistemic, educational, and research paradigms or models.
• Understands the concepts, uses and characteristics of Information and Communication Technologies (ICT) and Learning and Knowledge Technologies (TAC) that facilitate training processes.
• Get to know the culture, innovation and education to which the notion of learning, teaching, pedagogy, didactics, knowledge managers, autonomy in learning, inquiry, reading texts and contexts are based from a critical, analytical and innovative perspective.
• Analyzes the relationship between technology and learning processes.
• Promotes the design of a new model for the use of ICT and communications technologies for Latin American nations and the region in general.
• Get to know the new learning models from the instrumentation of new communication technologies
• It deepens the structure, methodologies and relationships between neuroscience and learning in a specific context.
• Learn and deepen the skills and abilities in the document review process for developing the theoretical foundation for research on ICT teaching.

Doing

• Uses the study of epistemic, educational and research paradigms or models to carry out his professional work.
• Applies the concepts, uses, and characteristics of Information and Communication Technologies (ICT) and Learning and Knowledge Technologies (KKT) that facilitate training processes.
• It applies culture, innovation, and education, all of which are based on the notion of learning, teaching, pedagogy, didactics, knowledge management, learning autonomy, inquiry, and the reading of texts and contexts from a critical, analytical, and innovative perspective, to create programs with an emphasis on ICTs.
• Develops the relationship between technology and the learning processes of ICT didactics.
• Develops designs for new models for the use of ICT and communications technologies for nations and the Latin American region in general.
• Make new learning models from the instrumentation of new communication technologies
• Develops the structure, methodologies and relationships between neuroscience and learning in a given context.
• It generates heterogeneous projects for attention to diversity and respect for differences.
• Conducts documentary review processes to develop the theoretical foundation for research into ICT teaching.

Living:

• It is formed as a free being, capable of analyzing, reasoning and developing arguments, in the face of the various situations presented by the context in which it operates.
• Participate responsibly, critically and actively in society and contribute to strengthening democracy.
• Takes responsibility for their own actions and their influence on others.
• It acts as an agent of change for the community in general and for the learning process of the students, in particular.

Being:

• Respect cultural diversity among individuals and social groups
• Possesses ethical, moral, spiritual, family, civic, cultural, social and political values.
• Develop a reflective, critical and creative attitude to detect and analyze curricular problems in the educational field.
• He critically reflects on the various essential problems that contextualize pedagogy, becoming a valid interlocutor in his institution and in his area of practice of pedagogy and educational sciences.
• Understands the importance of ethics in making transcendental and prospective decisions for the formation of the new citizen.
• It has an open attitude to change resulting from consultation and participation, which promotes transformations in favor of the entire community.
• He values teamwork in the different scenarios of his professional action.
• Understands the importance of permanent professional updating.

Undertaking

• It promotes the analysis of the technological and communications environment from a holistic perspective, considering all the elements and factors involved, in order to make assertive decisions and generate truly transformative actions.
• Develops reflection and evaluation processes that lead to the identification of the needs, shortcomings, strengths and opportunities of your work and that of your team, leading towards growth and continuous improvement.
• Generates solid projects using ICTs, based on rigorous analysis of contextual needs and the development of structured strategies based on consensus and assertive communication.
• Manage resources, time, spaces, alliances, to optimize your work and that of your work team, with a view to educational quality.
• It develops ongoing training and updating processes, applying new methodologies, practices, resources, and approaches to ICT-based educational processes that aim to foster innovation at different levels and modalities.
• Demonstrates initiative in presenting innovative proposals related to curriculum design, based on ICTs, that promote the improvement of education at the regional, national, and international levels.