MET

This publication describes the actions which the
Tecnológico de Monterrey carries out, as well as the
means we employ in order to convert our students
into internationally competitive professionals and
citizens who are conscious of their responsibility to
contribute to the economic, social and political
development of their communities, according to the
mission of the Tecnológico de Monterrey.

The educational model presented here is the result of
the work, dedication and spirit of innovation of a
diversity of professors who, for more than sixty years,
have dedicated their energy and talent to the learning
of the students of the Tecnológico de Monterrey. This
educational model is in constant evolution and will
continue to be enriched by the contributions of current
faculty members in order to respond effectively to the
needs of society.

2 The Educational Model of the Tecnológico de Monterrey

Members of the Faculty and
Academic authorities:

It is a pleasure to present to you the document which describes the process
followed by the Tecnológico de Monterrey in the formation of its students. This
process is founded upon successful educational practices carried out by former
members of the faculty and enriched by the innovations required in order to fulfill
the mission for 2015.

Along with the high-level scientific and technological formation which must be offered to our
students, the model now includes humanistic and civic education, as well as the development of
social commitment and community responsibility, while at the same time offering a greater variety of
international experiences and extra-curricular activities.
The Tecnológico de Monterrey continues to advance in the implementation of educational
processes in which students must assume an ever more active and committed role in their own
learning, both in the classroom and in the community. The pedagogical techniques through which
students carry out research, acquire new information and solve complex problems in the real world
and in professional environments, play an important role in this educational model.
The use of information and communications technology in support of the learning process continues
to be a trademark of the Tecnológico de Monterrey, and the adequate application of these resources
is ever more highly valued by our alumni, their parents and their employers.

I hope that this document will provide the community of faculty and academic authorities with an
overall vision of the actions which the Tecnológico de Monterrey is carrying out in the education of
our students.

I invite you to read it carefully, discuss it with your colleagues and motivate one another in order to
convert our educational model into a vehicle for fulfilling our institutional goals.

This educational model will continue to evolve, enriched by future innovations which will arise from
the creativity and dedication of our faculty, as well as the educational demands of our society, in
order to offer the best possible preparation of our students.

Yours truly,
Dr. Rafael Rangel Sostmann
Rector of the Tecnológico de Monterrey

Index
Summary 6
Introduction 8
I. The Tecnológico de Monterrey Toward the Year 2015 9
II. Components of the Education Model of the Tecnológico de Monterrey 10
1. Academic Programs 11
1.1. High School Programs 13
A. Bilingual High School 13
B. Bicultural High School 13
C. International Baccalaureate 14
1.2. Undergraduate Programs 14
A. Core Curricula 14
B. Undergraduate Majors 15
C. Humanistic and Civic Education. 15
D. Complementary Educational Components 16
E. General Education. 17
1.3. Graduate Programs 18
A. Specializations 18
B. Master’s Programs 18
C. Medical Specializations 19
D. Doctoral programs 19

2. The Teaching/Learning Process 21
2.1. Characteristics of the Teaching/Learning Process 21
A. Students acquire relevant and meaningful knowledge 21
B. Students learn collaboratively 22
C. Students practice independent learning. 22
D. Students improve their learning through evaluation and feedback. 23
E. Students develop behavior based on ethics and civic responsibility. 23

3. Pedagogical Techniques 25
3.1. Collaborative Learning 26
3.2. The Case Method 27
3.3. Project-based Learning 28
3.4. Problem-based Learning 29
3.5. Other Pedagogical Techniques: Service-based Learning 30
3.6. The Use of Pedagogical Techniques 30


4. Internationalization 33
4.1. Exchange Programs 33
4.2. International Majors 34

35
5. Co-curricular Programs
35
5.1. Premises, Characteristics and Purposes
36
5.2. Areas
36
A. Physical Education
36
B. Cultural Diffusion
37
C. Student Leadership
37
D. Social Education
37
5.3. Relationship to the Curriculum and Faculty

39
6. Information and Communication Technology in Support of the Teaching/Learning
Process
6.1. Technological Platforms 39
A. For Transmitting Information 40
B. For Interaction 40
C. For Collaboration 40
D. For Online Courses 40
6.2. Support Resources and Technological Infrastructure 41

7. The Faculty of the Tecnológico de Monterrey 43
7.1. Values, Attitudes and Skills of the Faculty 43
7.2 Functions of the Faculty 44
7.3. Collegiate Work 46

8. The Virtual University 47
8.1. Context 47
8.2. The Educational Model of the Virtual University 47
8.3. Modalities of the Courses of the Virtual University 48
A. Online 48
B. Mixed 48
C. Semi-face-to-face 48
8.4. Technological Support Resources and Services 48

9. Assurance of Academic Quality 49
9.1. Internal Evaluation 49
9.2. External Evaluation 49
9.3. Quality in Basic Academic Services 50


Summary
The educational model of the Tecnológico de Monterrey is the set of formative elements through which we
meet our educational goals. It embodies the purposes of the mission of the Tecnológico de Monterrey and the
values we promote, the pedagogical practices that make it operational, and the mechanisms and resources
that support it.

The formation which the Tecnológico de Monterrey offers at the high school, undergraduate and graduate
levels is contained in programs whose academic contents are oriented toward the scientific and technological
formation of the students, their humanistic and civic education, and the development of their social
consciousness and community responsibility, as well as the development of creative thinking, an
entrepreneurial spirit and leadership.

An essential component of the educational model of the Tecnológico de Monterrey is the teaching/learning
process, in which students take an active and committed role in their own learning under the direction and
guidance of their professors. Through this process, students acquire relevant and significant knowledge, learn
to work collaboratively, improve their learning through continuous feedback from their professors and
strengthen their ethical conduct. The active role played by students also develops their capacity for research
and independent learning, as well as their capacity for continuous learning throughout their professional
careers.

The academic activity is characterized by the use of pedagogical techniques which involve students in complex
problems of the real world and the workplace, thus providing a practical approach to their academic formation.
Some of the pedagogical techniques most widely used in the Tecnológico de Monterrey are the following:
those involved in collaborative learning, such as discussion, debate, controversy, deliberation and simulation;
case studies; project-based learning, problem-based learning; and other techniques based on active learning,
such as research-based learning and service-based learning.

The academic formation is enriched by optional international experiences which give students a more global
vision, and by voluntary or programmed participation in co-curricular activities of different kinds. These
activities intentionally promote the development of the values, attitudes and skills which make up the profile of
students contained in the mission of the Tecnológico de Monterrey.

The educational model of the Tecnológico de Monterrey includes the use of technological platforms which
support and enrich the learning process, as well as being an important element in all aspects of their lives.


This educational model of the Tecnológico de Monterrey requires the following characteristics in its faculty: a
high level of knowledge in their discipline; the ability to inspire students to acquire new knowledge and apply it
for their own and the common good; teaching skills which permit them to direct and manage the
teaching/learning process according to this educational model; a humanistic, cultural and social background
which facilitates their understanding of the national and international context; knowledge of another language,
preferably English; connections with the professional community of their discipline in order to collaborate in the
continuous improvement of the teaching/learning process; and the ability to use information and
communication technologies to strengthen the learning process.

The Tecnológico de Monterrey also offers distance education through the Virtual University, which increases
our ability to bring education to other regions of the country and other countries. The programs offered by the
Virtual University combine the elements of the educational model of the Tecnológico de Monterrey with
innovative learning networks and advanced information technologies, leading to models which are at the
vanguard of distance education. With these models, the Virtual University offers online graduate programs,
continuing education and social development programs, and some undergraduate courses for students of the
Tecnológico de Monterrey. Some of these programs include “live” sessions transmitted by satellite, which allow
students to establish contact with highly-qualified national and international experts in their fields.

A commitment to academic quality is one of the basic principles of the Tecnológico de Monterrey; in order to
achieve it, we are constantly evaluating our educational model, both internally and externally.


Introduction
Ever since its foundation, the Tecnológico de Monterrey has engaged in a continuous process of innovation in
order to respond to the educational demands which arise from social, economic, labor, scientific and
technological changes, as well as the challenges faced by the development of the country.

In line with this process, in February of 2005 the Tecnológico de Monterrey established its Mission Toward
2015, which embodies the work which needs to be done, the contribution to society which will be made and the
areas in which we will need to excel during the next 10 years.

The new mission required a redefinition of the educational model of the Tecnológico de Monterrey, and this
was accomplished by enriching the successful practices of previous stages with innovations directed at
achieving the new goals.

This document offers a summary of the educational model of the Tecnológico de Monterrey, in which the
fundamental values and norms of the Institution, the principles which guide its pedagogical practices, and the
mechanisms and resources which support them come together. This model forms the general framework of the
educational project of the Tecnológico de Monterrey, it unifies it and gives it internal coherence.

This document is directed to the academic community of the Tecnológico de Monterrey in order to enable all of
its members to:

• Have common information with respect to the educational goals of the Tecnológico de Monterrey.
• Unify criteria and regulate academic practices.
• Systematize educational practices.
• Strengthen the sense of identification with the Tecnológico de Monterrey.
• Promote commitment to the achievement of common educational goals.


I. The Tecnológico
de Monterrey Toward 2015
The Mission 2015 of the Tecnológico de Monterrey was formulated in response to the results of an extensive
survey carried out among different sectors of society, both within and outside the Tecnológico de Monterrey. Its
basic postulation is the following:

“To form persons of integrity, with a humanistic vision, who are internationally competitive in their fields, while
at the same time citizens committed to the economic, political, social and cultural development of their
community and the sustainable use of natural resources.”

In this way, the Tecnológico de Monterrey took a step forward in our commitment to Mexico and assumed a
more dynamic and participative role in the task of generating greater well-being in our communities.

With this mission, the Tecnológico de Monterrey faces two great challenges: on the one hand, to develop in our
students the knowledge and skills which are part of the professional competencies in their disciplines, which
implies guaranteeing a high academic level; and on the other hand, to achieve the formation of our students
according to the principles and values embodied in the mission. For this reason, the Tecnológico de Monterrey
established, as the first strategy for achieving our mission, that of guaranteeing the academic level and
enriching the educational model.

Guaranteeing the academic level requires identifying the areas of the educational process which require
permanent attention in order to assure their utmost quality. On the other hand, enriching the educational model
implies reviewing the practices of the past ten years in order to retain those which have been successful and
expand them by incorporating elements which contribute to the personal development of students. These two
important actions are interdependent, since a process of enriching the educational model cannot be conceived
without the existence of a basic academic service of quality.

With this document, the Academic Vice-rectory responds to the plans and challenges established in the
Mission 2015 with respect to the formation of students of the Tecnológico de Monterrey, and establishes the
initial direction to be pursued for the next 10 years.


II. Components
Of the Educational Model of the
Tecnológico
de Monterrey
The Tecnológico de Monterrey achieves its educational goals by means of a process which integrates
academic programs, teaching/learning processes, pedagogical techniques, programs of internationalization,
and co-curricular activities, with the support of our human resources and state-of-the-art technology.

1


1
Academic Programs
The Tecnológico de Monterrey encourages its students to develop,
along with knowledge in their chosen field, the values, attitudes
and skills which make up the profile required of those who form
part of the educational community - students, faculty, employees
and academic authorities, and which reflect the following:

• Commitment to the principles, the vision, the mission, the policies and the norms of the Tecnológico de
Monterrey.
• Behavior founded on ethical principles.
• Respect for others and tolerance of diversity.
• Civic responsibility and sensitivity to social realities.
• Solidarity and a spirit of service to others.
• A spirit of self-improvement.
• A work ethic and the culture of excellence.
• Teamwork.
• Evaluation of and intelligent adaptation to change.
• The capacity to adopt, use and assume technological innovations.
• Appreciation for and care of health.
• Identiﬁcation with and loyalty to the Community of the Tecnológico de Monterrey.

In addition, the Tecnológico de Monterrey promotes the development in our students of the following values,
attitudes and skills, so that when they graduate they will demonstrate:

• Ethical congruence as persons, professionals and citizens.
• Appreciation for humanistic culture in its diverse manifestations.
• Appreciation for the historical and cultural identity of Mexico and its regions.
• Appreciation for knowledge.
• Application of knowledge for personal and the common good.
• Critical thinking.


• Critical evaluation of technological development.
• Capacity for research and independent learning.
• Capacity for entrepreneurship and innovation.
• Capacity for leadership.
• International vision and culture.
• Interest in continuous education throughout their professional career.
• Effective oral and written communication in Spanish and English.

These formative goals are achieved through the participation of students in diverse activities incorporated into
the academic programs which the Tecnológico de Monterrey offers at the high school, undergraduate and
graduate levels.

The curricula of these three levels are closely related to one another; they complement one another and follow
a logical sequence which optimizes the formation of students as they progress through the Tecnológico de
Monterrey.

The curricular design for the aforementioned levels embodies the following general rules:

• The workload of fulltime students is approximately 48 hours per week. This measure is established in order to
assure students the opportunity to achieve optimal academic results. It is expected that students who,
whether due to need or personal decision, work and study at the same time, will carry a lighter academic
load.

• The units of a course represent the number of hours per week which students should dedicate to the course.
These units include the time spent in class and in out-of-class learning activities, whether individual or
collaborative.

• At least 30% of the high school courses, 20% of the undergraduate courses and 10% of the graduate courses
are designed to develop in students the characteristics defined in the mission of the Tecnológico de
Monterrey.

• The high school courses follow the rule that for every hour of class there should be an hour of individual or
group work outside of class; in undergraduate courses, every three hours of class correspond to five hours of
personal work; and for graduate courses, every hour of class implies three hours of work outside the
classroom.


The following sections describe the characteristics of the academic programs offered at the different levels.

1.1. High School Programs

The high school programs of the Tecnológico de Monterrey have as their goal that students:

• Acquire a solid and balanced knowledge base in the sciences and the humanities.
• Develop their skills in creative thinking and leadership, as well as an entrepreneurial spirit.
• Strengthen their ability to maintain a good quality of life.
• Value the wealth of cultural diversity.

In order to achieve these goals, the Tecnológico de Monterrey offers three educational options which respond
to the different levels of competence in English of the students who enter this level:

A. Bilingual High School This option is designed to promote, reinforce and increase the students’
competence in English, which is achieved in the following way: 6 of the 42 subjects which the students take
during the 6 semesters of the program are dedicated to the study of the English language, and starting in the
4th semester, 4 of the10 subjects they take each semester are taught in English.

B. Bicultural High School. This option is designed for students who enter with an advanced level of English.
The goal is for students to deepen their knowledge of the language and culture of English-speaking countries.
To this end, more than 50% of the subjects in the curriculum are taught in English.

C. International Baccalaureate (BI). This is a program of excellence which is offered according to the
guidelines of the International Baccalaureate Organization (OBI), among which is the requirement for students
to undergo standardized international evaluations prepared by this organization. Students in this program have
access to material of a more global nature than that of the other programs, as well as the option of choosing
specific areas of study according to their personal interests.

Since high school is one of the most important stages in students’ education, - the stage which prepares them
to make decisions about their future and to make the transition from adolescence to young adulthood –
students at this level are provided with counseling services to provide them with orientation, support and follow-
up in their academic performance. At the same time, close contact and collaboration with parents is promoted,
and parents are offered different options for training related to their role as educators of their children.


Likewise, the overall formation of the students at this level is strengthened by co-curricular activities related to
the subjects in the curriculum, to sports, to culture and to leadership.

The high-school programs of the Tecnológico de Monterrey are designed to be completed in six semesters.

1.2. Undergraduate Programs

The undergraduate programs are structured in the following way:

A. Core Curricula. The core curricula are comprised by the subjects that are common to the majors in a
particular area; these subjects are obligatory and are taught in the first few semesters of each major. The core
curricula lay the scientific foundation which prepares students for the many areas of specialization offered by
the Tecnológico de Monterrey in each area. The majors that have core curricula are those corresponding to the
areas of Administration, Health Sciences, Social Sciences, Humanities, Engineering and Information
Technologies.
B. Undergraduate Majors. Through the specialized courses in each major
– which correspond to the areas mentioned above – students acquire the
knowledge and skills of their chosen profession, as well as the
methodological skills required to exercise their profession with quality in
different professional environments.

C. Humanistic and Civic Education. This area consists of courses whose
goal is to provide a humanistic formation which develops critical thinking
and an ethical sense of responsibility to oneself and others, both with
respect to the natural environment and in an environment of cultural

diversity. The goal is to achieve a world which is just, sustainable and democratic by developing skills and
abilities which allow the construction of knowledge from different perspectives. .

The subjects or groups of subjects which constitute this area are the following:


• Ethics, a subject whose goal is to offer students a vision of the principal ethical dilemmas of the contemporary
world and an opportunity to approach them critically and with well-founded arguments, in order to contribute
to their formation as persons of sensitivity and commitment when faced with the ethical dilemmas of their
personal, professional and civic life.

• Sociopolitical perspective, a group of subjects which contribute to the formation of students as citizens of
Mexico and the world, with historical consciousness and analytical and critical skills, in order to propitiate their
effective participation in forming a just, sustainable and democratic society.
• Humanistic perspective, a group of subjects whose goal is to expose students to diverse cultural
manifestations for analysis and enjoyment, in order to better understand the world and its social and personal
realities.

• Scientific and Technological perspective, a group of subjects whose goal is to enable students to develop an
analytical, reflective and pro-active attitude from which to analyze the implications which scientific and
technological developments have on society and to consider them as a reference point for the actions and
decisions they make in their personal, professional and civic lives, with a view toward forming a sustainable
society.

D. Complementary Educational Components. This area includes programs and courses which develop
social consciousness, provide adequate learning environments for students to practice their professions, and
offer experience in cultural exchange with other countries. These components are the following:

• Work-study Programs, which include courses in support of community development in which students, under
the guidance of a professor, learn through practice to develop skills and competencies which enrich their
professional practice and promote responsibility to themselves and the rest of society. These courses also
provide direct benefits for the company or organization where the students work, since the courses involve
the completion of a project.

• Social Service, the development of which is facilitated by the fact that, in order to receive their degree,
students are required by the government to have completed 480 hours of social service as a civic
responsibility. The Tecnológico de Monterrey has established that of those 480 hours, at least 240 must be
dedicated to community service, whereas the rest can be covered by professional practice.


Although students may freely select the community service activities which they engage in, the Tecnológico
de Monterrey has organized official programs of community social service in order for the students to
development their consciousness of the social realities of the country and to make an impact upon the
development of poor communities in a systematic and measurable way. Thus, this activity becomes a true act
of reciprocity with society, develops a sense of solidarity in students, and helps them to become good citizens
in their daily lives.

The areas which the social service organized by the Tecnológico de Monterrey concentrates on are the
following:

- Job creation.
- Improvements in education.
- Improvements in health services, nutrition and support for people with disabilities.
- Improvements in community infrastructure.

In addition to the obligatory social service, students participate in activities of community service through
various student organizations.

• Modalities of professional development, which are educational options for credit, consisting of a set of
courses and learning experiences which enrich the formation of the students with knowledge and skills in an
area which is complementary to their profession. Among the modalities available at the Tecnológico de
Monterrey are those of professional experience, entrepreneurship, research and leadership in social
development. Students interested in one of these modalities may choose it starting in fourth semester. The
modalities consist of courses in addition to the required courses of the majors, but they receive credit as part of
the majors.

E. General Education. General education includes the following areas:

• Spanish. The goal of this area is to develop students’ skills in critical thinking, writing and public speaking in
order to form readers, writers and speakers who are competent and capable of participating and having an
influence in the construction of knowledge by means of an adequate use of language as an instrument for
learning and reflection, both in academic and professional environments.


• Foreign languages. The goal of this area is for students to acquire sufficient linguistic competence in English
to do graduate work in English. Students who already have advanced English skills may opt to begin or
continue with another language. This linguistic competence permits students to broaden their vision of other
contexts; understand and express ideas, feelings and experiences with other cultures; and enrich the process
of developing a more global way of thinking.

• Entrepreneurship. The goal of this area is to strengthen the creative potential of students in conceiving,
planning and putting into practice an innovative project. In addition to the basic course required in all majors,
students may incubate their own company and add the modality of entrepreneurship to the major they have
selected.

The undergraduate programs of the Tecnológico de Monterrey are generally designed to be completed in nine
semesters. In addition, summer courses are offered for students who wish to advance in their studies.

1.3. Graduate Programs

Through its graduate programs, which include specializations, Master’s programs, medical specializations and
doctorates, the Tecnológico de Monterrey promotes research and technological development in order to
promote a knowledge-based economy, generate models of generation and incubation of companies,
collaborate in improving public administration and policies, and create innovative models and systems for the
sustainable development of the community.

The options for graduate study offered by the Tecnológico de Monterrey are the following:

A. Specialization Programs. These programs are directed toward the formation of individuals trained in the
study and solution of specific problems in a particular area of their profession.

B. Master’s Programs. These programs focus on the formation of individuals trained to participate in the
analysis, adaptation and incorporation into practice of the advances in a specific area of a profession or
discipline.


C. Medical Specializations. These programs are directed to the
training of individuals as specialists in concrete areas of medicine.

D. Doctoral Programs. The goal of these programs is to form individuals prepared for teaching and research,
due to their mastery of particular aspects of a discipline. Graduates of the doctoral programs should be able to
generate new knowledge independently, or apply knowledge in an original or innovative way, for which reason
research is a fundamental aspect of the curricula at this level.

1

2


2
The Teaching/
Learning Process

The most important characteristic of the educational model of
the Tecnológico de Monterrey is that it requires students to
take an active role in the learning process, in which they
construct their knowledge from their own experience and their
reflection upon that experience, under the direction and
guidance of a professor. This active role is designed to
develop in the students the ability to investigate and learn
independently, as well as the interest and commitment to
continuous learning throughout their professional life.

2.1. Characteristics of the Teaching/Learning Process

The teaching/learning process of the educational model significantly enriches students’ learning by
incorporating the following elements:

• Relevant and significant knowledge.
• Activities which promote collaboration.
• Independent learning on the part of students.
• Frequent evaluation and feedback on the progress of the students.
• Orientation toward ethical conduct.

The advantages of the insertion of these elements into the educational model of the Tecnológico de Monterrey
are described below:

A. Students learn relevant and significant knowledge. Students acquire profound knowledge of the subject
matter in their courses by relating it to situations in real life in which the knowledge can be applied. This method
of acquiring knowledge:


• Gives meaning to the subject matter and motivates students to continue learning.
• Develops critical and creative thinking, as well as skills in analysis, synthesis and evaluation.
• Promotes intellectual rigor and higher-order reasoning.
• Helps students to understand the professional and social realities of their environment.
• Develops the ability to make decisions in complex situations of professional practice.
• Develops methodological skills which make students competitive in their chosen profession.
• Makes the learning experience satisfying and significant.
• Permits long-term retention of acquired knowledge.

B. Students learn in collaboration. Collaboration is an essential element in the formation of students and in
the academic life of the Tecnológico de Monterrey. By means of this process, students share the results of their
individual work with the members of their groups and interact constantly with their professors. With this method,
students consolidate their own learning and help their peers improve theirs, promoting an attitude of solidarity.

Collaborative learning contributes to the growth of students in their individual and social dimensions, helping
them to develop personal qualities and skills such as:

• Self-esteem, a sense of belonging and personal identity.
• Knowledge, respect and tolerance for others.
• Effective communication and teamwork.
• Commitment and mutual help in group tasks.

C. Students learn independently. A world in constant change requires professionals who are able to educate
themselves on a permanent basis. Therefore, students must not only learn relevant and profound knowledge,
but also the processes by which they can learn it. For this reason, the educational model of the Tecnológico de
Monterrey is directed toward independent learning on the part of students, because in this way, they will master
the skills and attitudes required to continue learning throughout life and will be successful in their professions.

In the process of independent learning students carry out relevant activities, such as the following:


• Selecting, extracting and organizing information from different sources.
• Planning and managing the process of carrying out their coursework.
• Controlling and regulating the time and effort required by their academic activities.
• Monitoring the effectiveness of the learning strategies they use and reacting with proposals for improvement.
• Asking for help when they need it.

D. Students improve their learning through evaluation and feedback. Part of the learning process involves
constant improvement of students’ learning through reflection on the results of their work guided by frequent
feedback by the professors. An important component of this reflection is self-evaluation by the student of his or
her learning process and the results achieved by it, as well as the co-evaluation among the members of the
group, activities encouraged by the professors in their courses. On the other hand, the activity of providing
feedback permits professors to carry out continuous research in the classroom and converts the teaching
process itself into an experience in innovation and continuous improvement.

E. Students develop behavior based on ethics and civic responsibility. A characteristic of the
teaching/learning process is the development of the kinds of behavior which the Tecnológico de Monterrey
encourages in its students, such as:

• Honesty.
• Respect for others.
• Tolerance for diversity.
• Civic responsibility.
• Sensitivity to social realities.
• Solidarity.
• A spirit of service.

In order to strengthen these behaviors, professors integrate them intentionally and explicitly into the goals for
their courses and observe the impact which the continuous transactions between professors, classmates and
the community have in the development of the personality and character formation of students.

These ethical behaviors constitute the work ethic of academic life at the Tecnológico de Monterrey and the
culture of participation of students in the community. It is expected that when students enter into contact with
the environment which is encouraged at the Tecnológico de Monterrey, they will behave ethically, both in their
academic life and in their participation in the community. With this characteristic of the educational model,
ethical congruence among students is promoted in its three dimensions.


• As persons who respect and demand respect for their dignity, integrity and liberty.
• As individuals who participate in society, promoting the civic and social attitudes which govern peaceful and
democratic relations.
• As future professionals who make decisions in search of the common good.

2

3


3
Pedagogical Techniques

The academic activity of the Tecnológico de
Monterrey is characterized by the use of pedagogical
techniques which involve students in the analysis and
solution of problems of the real world and
professional life. The use of these pedagogical
techniques gives a practical and professional focus to
the curriculum and requires teamwork and active
participation, which are some of the skills which the
educational model aspires to promote in our students.

The pedagogical value of the techniques we use is described in the following points:

• They approach the subject matter of a program from a real situation related to professional life, which
propitiates an in-depth study of the knowledge required to provide a well-founded solution.

• They are structured according to the learning cycle decided upon by the students.

• They allow the organization of course activities in such a way that each one becomes a requisite for the next
one, thus providing logical order and meaning to the whole process.

• They alternate individual work, small group work and plenary sessions in a balanced way.

• They allow for ethical and social reflection, since they require practical solutions.

• They stimulate the students’ reflection about what they are doing, how they are doing it and what results they
are achieving, which makes them responsible for their own learning.

In addition to the characteristics they have in common, each technique has elements which differentiate it from
others and make it more or less appropriate for certain levels and disciplines.

Some of the pedagogical techniques used in the Tecnológico de Monterrey are the following:


• Collaborative Learning.
• The Case Method.
• Project-based Learning.
• Problem-based Learning.

However, for the purpose of research and documentation, professors may also use other pedagogical
techniques which are currently being developed and studied in other universities and research centers, such as
service-based learning and research-based learning. Likewise, as part of the process of educational innovation
and research, professors may combine more than one technique in the same course.

3.1. Collaborative Learning

In recent years, the Tecnológico de Monterrey has distinguished itself for having incorporated collaborative
learning techniques at the high school and undergraduate levels. These techniques, whose goals may be very
varied, include very diverse processes, which range from simple discussions in small groups interspersed with
brief explanations by the professor, to more complex situations such as controversies, debates, deliberations,
simulations and argumentations, all oriented toward decision making. The flexibility permitted by collaborative
learning causes it to be widely used by professors at all levels and in all disciplines.

The techniques of collaborative learning are very valuable in promoting in students the development of social
skills and attitudes such as:

• Mutual respect.
• Tolerance.
• Giving and receiving help.
• Active listening.
• Co-responsibility in group projects.
• Co-evaluation and self-evaluation.
• Negotiation.

At the same time, the techniques of collaborative learning reinforce general skills, such as:

• Project and task management.
• Time management.
• Analysis, synthesis and evaluation.
• Oral and written communication.
• Acquisition, construction and transference of knowledge.
• Generation of conclusions based on discussion.


3.2. The Case Method

A case is a complex and problematic situation
requiring a solution. The pedagogical purpose of
learning based on cases is to develop in students the
skills for approaching and solving problems which
occur in real scenarios of the professional
environment, by means of a rigorous analysis of their
elements and the circumstances in which they occur.
The case method is centered on group discussion
requiring previous individual and group preparation.
The professor, as an expert in the subject, guides the

discussion toward the achievement of certain goals and offers students the opportunity to enrich their learning
and achieve higher levels than what they could achieve on their own.

By working with cases, students:

• Train systematically, with a mature and objective focus, in the solution of problems similar to those which
could present themselves in professional life.
• Learn to make well-founded decisions and to foresee the consequences.
• Learn to accept various acceptable solutions for the same problem.
• Develop critical thinking through the process of analysis and formulation of a solution for the case, comparing
their own thinking processes with that of the rest of the group.

3.3. Project-based Learning

A project is a task which is carried out in order to create a product or service by completing a series of related
and properly sequenced tasks. With this technique, students explore a practical problem with an unknown
solution, and work to find the solution by applying relevant knowledge from one or more subjects in their
curriculum.


During the development of a project, students decide which knowledge is useful, they organize the work,
selecting the best technological and scientific tools to carry it out, and finally, they present and defend the result
before the group or evaluating committee.

Project-based learning offers students the possibility of developing the ability to manage and carry out
processes of improvement or generate new knowledge in search of innovative solutions.

Students who work with the technique of projects develop the ability to:

• Participate in interdisciplinary groups.
• Solve complex problems.
• Offer clear, precise and scientifically-based explanations.
• Apply technical knowledge of a discipline to the solution of real situations.
• Organize, plan and manage time and resources.
• Formulate objectives, goals and purposes in order to undertake and conclude a project within certain limits,
resources and schemes.
• Use critical thinking to evaluate information for decision making.
• Act responsibly.
• Propose innovative solutions.

In order to achieve these goals, professors continually supervise the progress of the projects, remain attentive
to their evolution and communicate frequently with students in order to offer them feedback.

3.4. Problem-based Learning

This technique involves working in small groups in
order to find the best solution to a problem presented
by the professor of the course. Each group has a
student who leads the discussion, assuring that it
focuses on the goals and the processes of the
pedagogical technique. The members of the group
exchange ideas, thoughts and points of view
concerning the problem, whose solution will depend
upon the route which the students elect
This technique involves working in small groups in order to find the best solution to a problem presented by the
professor of the course. Each group has a student who leads the discussion, assuring that it focuses on the


goals and the processes of the pedagogical technique. The members of the group exchange ideas, thoughts
and points of view concerning the problem, whose solution will depend upon the route which the students elect
as a result of the exchange of proposals. At the same time, the group is supervised by a tutor, whose principal
task is to promote the learning process and cooperation among the members of the group. The functioning of
the group is the responsibility of all of its members and the tutor.

Problem-based learning propitiates the development of basic skills, such as:

• The capacity for independent learning.
• The capacity for analysis, synthesis and evaluation.
• The capacity to identify and solve problems.
• Independent learning.
• Leadership.
• Teamwork.

3.5. Other Pedagogical Techniques: Service-based Learning

As mentioned previously, professors may apply techniques other than those described above, such as service-
based learning, which is used in other educational institutions. This technique offers students the opportunity to
apply the knowledge and skills acquired in the classroom to respond to certain needs of the community through
active participation in service experiences, which helps them become aware of the realities of their environment
and to understand the responsibility of their profession to serve others. This technique can be used in support
of the community social service carried out by students and in the courses related to it.

3.6. Use of Pedagogical Techniques

The use of pedagogical techniques in the Tecnológico de Monterrey is carried out according to the following
general guidelines:

• At the high school level. At this level preference is given to the techniques of collaborative learning and
problem-based learning, which focus on developing in students the capacity for independent learning and the
capacity for analysis and synthesis. Attention is also given to promoting teamwork, the efficient use of
information technologies, and effective oral and written communication. However, teachers may use other
techniques which they consider appropriate for achieving the objectives of a particular course.


• In the courses of the core curricula at the undergraduate level. In these courses, preference is also given to
the techniques of collaborative learning and problem-based learning, which focus on consolidating the skills
developed in high school and on developing critical thinking and the ability to identify and solve problems.

• In the courses of the undergraduate majors. In this type of courses the use of more complex techniques is
favored, such as the case method, problem-based learning- at a higher level of difficulty than in previous
stages-, project-based learning, service-based learning and techniques of collaborative learning which
require the application of multidisciplinary knowledge, such as controversy, simulation, deliberation and
debate.

In general, although not exclusively, the case method is used more frequently in the areas of administration
and finance; problem-based learning in the areas of social sciences, humanities and medicine; and project-
based learning in the areas of informatics, architecture and engineering. However, professors have the option
of selecting a method according to the educational intentions of their course, the skills and competencies they
want to develop in their students, and the discipline to which their course belongs.

Likewise, it is a common practice for the department heads, in coordination with the student advisors and
professors, to decide which pedagogical techniques to use in the different courses in their area, how to
distribute the different techniques throughout the curriculum and the level of complexity at which the
corresponding techniques will be used in different courses. These plans assure that students are exposed to all
of these techniques in a significant number of courses during their college career, so that they will achieve the
learning goals expected of them.

In all of these cases, the planning of the use of pedagogical techniques takes into account the level of maturity
of the students and considers that they should advance gradually toward autonomy during their studies. Thus,
it is expected that at the high school level the pedagogical techniques include more guidance on the part of the
teacher, in contrast to what should be the case in the last few semesters of undergraduate study, when more
independent work should predominate.

3


4
Internationalization

4.1. Exchange Programs

The goal of the internationalization component of the
educational model is for students to enrich their
academic life with more global experiences, through
academic, cultural and linguistic exchanges which will
signify a step forward toward their personal maturity.

The experience of internationalization is offered to students in the following ways:

• Participation in academic activities, as students, in foreign universities in periods of two semesters, one
semester or a summer.

• Interacting with exchange students who are studying at any of the campuses of the Tecnológico de Monterrey
or in online courses offered through the Virtual University.

• Taking courses taught by qualified visiting professors from foreign universities who are teaching at the
Tecnológico de Monterrey; or participating in satellite sessions or online courses taught by qualified visiting
professors from foreign universities who are teaching at the Tecnológico de Monterrey through the Virtual
University.

• Participation in research projects carried out in collaboration with groups of students at foreign universities in
areas relevant to the needs of the country.

• Receiving double degrees or joint degrees – which facilitate the mobilization and insertion of students in
international job markets – through agreements which the Tecnológico de Monterrey has with foreign
universities.


4.2. International Majors

Undergraduate students with a high academic level may increase their intercultural experiences and
competencies by registering in the international majors offered by the Tecnológico de Monterrey. These majors
have a high academic level and the following characteristics:

• 33% of the curriculum is taught in a foreign language, primarily English.
• In addition to their normal academic load at the Tecnológico de Monterrey, students take an extra course in
the foreign language every semester, which reaffirms the international character of the curriculum.
• The courses are taught by professors with an international profile, whether from foreign universities or the
Tecnológico de Monterrey.
• Students spend two semesters at a foreign university.
• Students take courses taught by internationally renowned professors, through the Virtual University.


5
Co-curricular Programs
5.1. Premises, Characteristics, and Purposes

The overall education of students is strengthened by
providing them with the opportunity to participate,
whether voluntarily or in a structured way, in co-
curricular programs of physical education, cultural
diffusion, student leadership and social formation,
that promote in an intentional and organized way the
development and practice of some of the values,
attitudes, and abilities which are part of the profile of
the students contained in the mission of the
Tecnológico de Monterrey. The development of
these characteristics in students constitutes the basic
premise of the co-curricular programs.

These programs offer different levels of participation which allow students to decide – depending on time
availability and with the intention of avoiding a negative effect on their academic performance- if they will attend
as spectators, be enrolled as students in classes or special workshops, serve as organizers or persons in
charge, or if they wish to make proposals for new activities within these programs.

In designing the activities of the co-curricular programs, in addition to the basic premise, the following aspects
are considered:

• That the activity does not interfere with the academic performance of students due to an excessive demand
on their time and efforts.
• That the services offered to students and the activities that are carried out be of high quality.

The fundamental characteristics of these activities are that they:

• Contribute to the learning process and the development of life skills and professional competencies.
• Activate and develop different dimensions of students´ personalities.
• Attend to the diverse interests of students.


• Assure that the student image is congruent with the institutional values.
• Consider the influence of other classmates in students´ development.
• Allow the participation of students, either voluntarily or as part of their academic programs.
• Consider the different levels of students´ participation.

On the other hand, the co-curricular activities have the following purposes:

• Promote the feeling of belonging in students.
• Offer students the opportunity to discover their capabilities.
• Enrich student life on the campuses.
• Reinforce the commitment of students to the development of their community.
• Identify the students´ level of performance in a specific activity and develop their potential.

5.2. Areas

The co-curricular programs cover the following areas:

A. Physical Education. The activities of physical education contribute to the students´ overall education
mainly by developing discipline and team work. In this area students are offered activities such as sports
lessons, intramural tournaments, and official competitions, for which there are specialized personnel and
adequate facilities.

B. Cultural Diffusion. The appreciation for culture is encouraged directly through different artistic and
recreational activities such as lessons, workshops, exhibitions, theatrical productions, and musical
presentations. Likewise, national institutional events take place annually for students; in these events, their
spirit of competitiveness, development of skills for interaction and cooperation, and the ability of working in
teams are strengthened.

C. Student Leadership. The development of leadership skills, creativity, organizational skills, and
responsibility in students is practiced through the activities in student groups, which are supported by resources
obtained by the students themselves as well as resources provided by the Tecnológico de Monterrey. These
activities include the organization of symposia and congresses.


D. Social Education. Social responsibility, commitment to the community, and citizenship are values that are
strengthened with voluntary work that students do in addition to their social service, in programs and projects
which provide support to the community.

5.3. Relationship to the Curriculum and Faculty

Given the formative characteristics of the high school
and undergraduate curricula, the intention is to
incorporate co-curricular activities as a practical
complement to academic activities. It is expected
that these activities be related to the contents,
educational intentions, and evaluation methods of the
courses.

Likewise, it is expected that the professors who teach courses included in the curricula and the personnel
responsible for co-curricular programs will work in conjunction with each other in order to complement what the
students learn in class with what they learn outside of it.

The goal is for professors to work in coordination with those responsible for co-curricular programs and learn
what they offer in order to explicitly reinforce the contents of their respective academic programs. On the other
hand, it is desired that the people responsible for co-curricular programs assume the responsibility of enriching
the academic programs, after learning about their contents, with activities outside the classroom designed
specifically for this purpose.


6
Information and
Communication Technologies
In Support of the Teaching/Learning Process

6.1. Technological Platforms

The Tecnológico de Monterrey provides technological
platforms such as Blackboard and WebTec for the
use of its students and professors, given the
importance which such technologies have in all
aspects of modern life and the reported benefits to
the learning process.

These technological platforms are beneficial because they:

• Favor collaboration and interaction between professors and students.
• Are the basis for the formation of virtual learning communities.
• Broaden the learning options in places that are far from the classroom.
• Facilitate follow-up and prompt responses to the needs of professors and students.
• Encourage the culture of information, communication through the web, and the efficient management of new
technologies.
• Allow natural access to other electronic information resources and a larger variety of technological resources.
• Help students to take responsibility and make a commitment to their own learning process.
• Facilitate time management for students.

The technological platforms are used in the following ways:

A. For Transmitting Information. Through the platforms, professors provide complete information about the
course to their students in order to facilitate their learning. This information includes the following:


• The learning intentions and objectives.
• The academic commitment of students and the professor of the course.
• The global plan and the evaluation criteria.
• The activities that will take place.
• The resources and working materials necessary to carry out the activities.
• News, guides, orientation, and guidelines for the students.
• Web pages for accessing electronic information resources available through the Internet, such as the Digital
Library, simulators, and others.

B. For Interaction. Professors provide students with virtual spaces in the platforms for interaction among
themselves and their professors, in cases such as the following:

• Sending homework for the course, allowing for follow-up of activities, subsequent feedback, and delivery of
the corresponding grades.
• The exchange of electronic messages.
• The exchange of ideas about the course through discussion forums.

C. For Collaboration. Professors create spaces in the platforms for activities based on collaboration
between the members of the group, with whom they constitute a virtual learning community.

With this intention, the professors:

• Create discussion groups and evaluate students’ participation.
• Create discussion forums in order to explore relevant aspects of a specific topic in small groups.
• Organize work groups in order to carry out certain activities for the courses.

D. For Online Courses. In these courses, the benefits of the use of technological platforms are reinforced
through the following:

• The extensive use of academic electronic resources, interaction systems, mechanisms of synchronic and a-
synchronic communication, teamwork in virtual environments and multimedia educational materials.
• The promotion of higher-level decision-making skills and student autonomy, the ability to search for help, and
independent learning skills.
• The enrichment of individual experience by working with students and professors from other cultures.


The professors, in coordination with the
corresponding department chairs, decide which
platform to use in their courses and their level of use.
On the other hand, since the educational model of the
Tecnológico de Monterrey encourages students to
take at least one course in their curriculum totally
online, it is the chair of the academic department who
must make the decision on the courses that may be
offered in that format. In any case, the Tecnológico
de Monterrey offers the necessary training to
professors for them to use the technological platforms
successfully.

6.2. Support Resources and Technological Infrastructure

While professors encourage the use of technological platforms, they may also incorporate into their
courses the intensive use of the following technological resources:

• The Digital Library of the Tecnológico de Monterrey, which offers students a collection of scientific
information that is ample, reliable, useful, and relevant, as well as duly classified for its efficient use.
• Other digital collections of information that students may access through diverse electronic media.
• Laboratories with state-of-the-art digital technology, which allow students to practice their
theoretical knowledge in virtual environments, such as language laboratories and laboratories of
physics, chemistry, robotics, and automation.
• Specialized multimedia software as a complement to the advanced-level courses.

A technological infrastructure consisting of high performance servers and connecting networks is
used to meet the needs of the intensive use of the technological platforms and resources described
above.

On the other hand, the information related to the educational model may be accessed through the
online service portals for students, professors, parents, and administration personnel. In addition,
these portals allow a higher quality of attention and response time to requests by the community of
the Tecnológico de Monterrey.

6

7
The Faculty of the
Tecnológico de Monterrey

7.1 Values, Attitudes, and Abilities of the Faculty

The professors are the key element in the
teaching/learning process of the Tecnológico de
Monterrey. It is expected that they practice and
reflect the values, attitudes, and abilities that are
established in the mission for the educational
community, which are the following:

• Commitment to the principles, vision, mission, policies, and regulations of the Tecnológico de Monterrey.
• Ethical behavior.
• Respect for others and tolerance for diversity.
• Civic responsibility and sensitivity to social realities.
• Solidarity and a spirit of service.
• Spirit of self-improvement.
• A work ethic and high expectations for students.
• Collaborative work.
• Evaluation of changes and intelligent adaptation to them.
• Ability to adopt, to take advantage of, and to assume technological innovations.
• Appreciation and concern for their own health.
• Identification and relationship with the Community of the Tecnológico de Monterrey.

On the other hand, the Tecnológico de Monterrey expects of its professors and promotes in them the
development of the following values, attitudes, and abilities:

• Appreciation for humanitarian culture in its diverse manifestations.
• Appreciation for the historical and cultural identity of Mexico and its regions.
• Passion for knowledge.
• Application of knowledge for personal and common benefit.
• Critical evaluation of technological development.

• Capacity for research and independent learning.
• Entrepreneurial and innovative capacity in their professions
• Commitment to the overall development of students and achievement of the desired profile for graduates.
• Teaching competence and openness to research.
• Relationship with the professional community in their field.
• Leadership in their field.
• Mastery of the educational model of the Tecnológico de Monterrey.
• High expectations in their courses and fairness in evaluating their students.
• Co-responsibility for their professional development.
• International vision and experience.
• Effective oral and written communication, in Spanish and in English.

7.2 Functions of the Faculty

The educational model of the Tecnológico de Monterrey requires that professors be involved in the
performance of multiple functions such as the following:

• Act as experts in the subjects they teach and provide their experience to orient, broaden, enrich, and clarify
the knowledge students develop through their activities.
• Search for situations of professional life related to the contents of the courses.
• Plan, design, and manage the teaching/learning process.
• Constantly look for new resources to enrich the students´ learning process.
• Create a working atmosphere which promotes openness, motivation, and free expression by students.
• Facilitate the learning process by offering adequate conditions and maintaining an on-going and personal
relationship with each of their students.
• Use information and communication technologies, technological platforms, and other specialized applications
in support of learning.
• Evaluate and continuously provide feedback on students´ performance.
• Act as leaders of their different groups of students to create learning communities in which students produce
synergy and help each other, motivating them during the whole process.
• Investigate in the classroom continuously, making improvements and readjustments to the established plan, if
required, and documenting the results.
• Teach through example, for as professors they must be, at all times, models of the values and behaviour they
wish to encourage in their students.


For efficient performance of these functions, professors require the following:

• A high level of knowledge in the area of their discipline, obtained through a doctorate or Master’s degree.
•A humanitarian, cultural, and social education that allows them to understand the national and international
environment.
•The use of a second language, preferably English, at the level commonly accepted as the minimum for doing
graduate work in foreign universities: 550 points on the Test of English as a Foreign Language (TOEFL).
•The ability to relate to the professional community of their discipline in order to collaborate in the continuous
improvement of the teaching/learning process.

To achieve this goal, the Tecnológico de Monterrey, provides faculty members with resources and programs of
continuous education, such as the following:

• Induction for new professors.
• Continuing education in their own discipline.
• Development of teaching abilities.
• Cultural, ethical, and humanitarian education.
• Use of information and communication technologies, including technological platforms in support of learning.

The educational task of the Tecnológico de Monterrey is in the professors´ hands; it is their responsibility to
take advantage of the above-mentioned resources in order to continue their education and apply the results to
strengthen their academic vocation, personal growth and professional development.

7.3. Colegial Work

In order to promote interaction among members of the faculty with respect to topics of interest related to their
teaching practice, the Tecnológico de Monterrey strongly encourages the creation and operation of academies
in which professors are able to:

• Interact with colleagues from all of the campuses of the Tecnológico de Monterrey.
• Share approaches, problems and needs with respect to topics proposed by the academic community.
• Reﬂect upon common situations, explore ideas and examine new processes.
• Share information in their area as well as their own publications.
• Participate in discussion forums.
• Obtain access to databases which support their teaching practice.
• Keep themselves up-to-date with general information and with respect to events in their area of interest.


Likewise, virtual spaces have been created for professors to share their support resources, scenarios, cases,
projects and collaborative activities with their colleagues, as well as their experiences in implementing
pedagogical techniques. In addition, there is a portal with useful information related to these spaces, which
facilitates access to the principal centers providing different teaching resources.

8


7
The Virtual University

8.1. Context

The Virtual University, the first interactive system of
distance education in Mexico, was founded in 1989 in
order to expand the coverage of in-service training at
the Tecnológico de Monterrey and provide education
to all regions of the country.

The Virtual University offers graduate programs, as well as continuing education and social development
programs in Mexico and other countries in Latin America. These programs are constituted in the majority by
totally-online courses, although some of them include “live” sessions transmitted by satellite in order to facilitate
contact between students and national and international experts. In addition, the Virtual University offers some
undergraduate courses for students of the Tecnológico de Monterrey.

8.2. The Educational Model of the Virtual University

The programs offered by the Virtual University combine the characteristics of the educational model of the
Tecnológico de Monterrey with learning networks and advanced information technologies, which results in
state-of-the-art models of virtual education centered on student learning.

The technological platforms are the principal means for developing and providing courses of the Virtual
University. Course design is provided by professors who are experts in their fields, with the help of specialists
in instructional design and technology. In addition, a team of tutors help professors manage the learning
process of their students.

8.3. Modalities of the Courses of the Virtual University

The Virtual University offers courses in three modalities, which respond to different needs of the market:

A. Totally Online. In this modality, all of the activities and means of interaction are virtual.


B. Mixed. This modality combines “live” sessions transmitted by satellite with online activities of the course.
Like the previous modality, all activities and means of interaction are virtual.
C. Semi-face-to-face. This modality combines the advantages of online courses with the interactive value of
face-to-face sessions with the professors and students.

8.4. Technological Support Resources and Services

The Virtual University reinforces in its courses the interaction between professors and students, both
synchronically and a-synchronically, and work by collaborative groups, for which it uses a variety of
sophisticated electronic tools such as discussion forums, virtual learning communities, radio chats, projects,
chats, user-information services, as well as other academic resources such as online video – on demand and
live-, the Digital Video Library and the Digital Library.


9
9
Assurance of Educational Quality

The commitment to academic quality is one of the basic principles of the Institution and constitutes the first of
the ten strategies established for achieving the Mission 2015. For this reason, the Tecnológico de Monterrey
continually evaluates the educational model and other elements of its academic work, by means of internal and
external agents.

9.1. Internal Evaluation

Internal evaluation of educational quality is centered on the following:

• Professors’ continuous evaluation of their students’ performance in their courses, as well as the feedback
they provide for the purpose of improvement
• Evaluation of professors’ performance by students and colleagues.
• Institutional evaluation of the performance of professors, academic authorities and campuses each semester.
• Feedback by the educational community – educational authorities, professors and students – for the
development and improvement of institutional life, through the promotion of dialogue by means of electronic
communication systems, focus groups and other means.

9.2. External Evaluation

The evaluation by external organisms, both national and international, involves the following:

• The evaluation of student learning by the National Center for the Evaluation of Higher Education (CENEVAL),
through undergraduate and high school exit exams, whose results are used in decision making about
improvements.
• The evaluation of the curricula carried out by different accrediting associations, both national and
international, for the purpose of guaranteeing their quality.
• The institutional evaluation of all of the campuses of the Tecnológico de Monterrey by the Commission on
Colleges of the Southern Association of Colleges and Schools (SACS).


9.3. Quality in Basic Academic Services

The quality of the educational model rests on a process of continuous improvement based on periodic
reflection upon the diverse elements which constitute the basic academic service which distinguishes the
Tecnológico de Monterrey, in order to assure its fulfillment.

This periodic reflection is carried out with the faculty and academic support personnel; it results in a definition
of commitments to improvement which lead to personal projects, campus projects and system-wide projects.

The generation and realization of these projects have as their goal the systematic improvement of the basic
elements of academic quality, as well as the functions of student advisors, academic department heads,
professor/tutors and academic support services.


The edition of this document was the responsibility of the
Academic Vice-rectory. The following persons participated in its
elaboration and revision:

Dr. Carlos J. Mijares López, Academic Vice-rector ; Fís. Lázaro
Barajas, Academic Director of the Rectory of the Central Zone; Lic.
Abril de León, Educational Research Assistant of the Academic Vice-
rectory; Lic. Luis Raúl Domínguez, Academic Director of the Rectory
of the Northern Zone; Ing. Fernando Esquivel, Academic Vice-rector
Emeritus; Dr. Carlos Enrique González, Rector of the Metropolitan
Zone of Mexico City; ; Dr. Mario Gutiérrez, Advisor to the Rector of
the Tecnológico de Monterrey; Ing. Brenda Jiménez, Coordinator of
Student Affairs of the Academic Vice-rectory; Dr. Marisa Martín,
Director of Research and Educational Development of the Academic
Vice-rectory; Ing. Yolanda Martínez, Academic Director of the Virtual
University; Dr. Carlos Narváez Castellanos, Academic Director of the
Rectory of the Metropolitan Zone of Monterrey; Lic. Dora Estela
Rodríguez, Academic Director of the Academic Vice-rectory; Ing.
Eudaldo Rubio, Academic Director of the Rectory of the Metropolitan
Zone of Mexico City; Dr. Inés Sáenz, Director of Formation in the
Humanities of the Academic Vice-rectory; Lic. Margarita M. Sáenz,
Academic Director of the Vice-rectory of High Schools; and Ing.
Bárbara Valle, Director of Curriculum Design of the Academic Vice-
rectory.


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