(MSE) Maestría en SocioEcología y Seguridad Alimentaria. Master in Socioecology and Food Safety

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Campus Santa Rosa de Copán Honduras.

Campus Talanga, Honduras,

Campus Comayagua, Honduras 2023

Campus Corn Island, Nicaragua.

Institutional Price more than 3 participants US$ 2,500.00 limited

contact: Lic. Claudia Erazo claudia.erazo@salesians.university tel +504 9982 3056

Deadline application date: June 30.2022

The price only includes tutoring. It does not include lodging or transfer expenses to the university campuses of Santa Rosa de Copán (Honduras) or the Talanga (Honduras) Campus.

MSE Definition

The MSE is a generalist, postgraduate, post-experience degree designed to develop holistic, innovative and socially responsible business leaders for high performance organisations in the global Food Safety market, through the development of knowledge, skills and values required to succeed in complex ecologycal environments, with human dignity

MSE Attributes

MSE graduates will have built on their prior professional experience and academic background to acquire a broad base of management knowledge and skills that enables them to:
• Lead themselves and others in the achievement of organisational goals, contributing effectively to a team environment.
• Think critically and make decisions based on complex information.
• Maximise resources for the benefit of organisations and society.
• Know and understand organisations and their stakeholders.
• Integrate functional knowledge and apply strategic management skills at a senior level in changing eco business environments.
• Operate effectively in cross-cultural settings, understanding the nature of globalisation.
• Understand the complexities of business ethics in a global environment and act with integrity.
• Analyse complex data, understanding the financial implications of managerial decision-making.
• Enhance their careers and their commitment to lifelong learning.

Key Principles

  1. Faculty Quality & Sufficiency – We provide the MSE portfolio with sufficient and balanced expertise in teaching, research and consultancy that guides the MSE learning experience in a cohesive and integrated way.
  2. Programme Design & Leadership – Each MSE programme is supported and periodically reviewed in a systematic way, with sufficient academic oversight and operational support. The MSE should be designed to represent best practice in management education, taking into account market trends and practices.
  3. The Student Cohort Experience – The MSE is designed to be a postgraduate, post-experience qualification for high potential leaders; the admissions process must be rigorous in ensuring that an appropriate, sustainable and diverse cohort is recruited and maintained.
  4. Competences, Graduate Attributes & Learning Outcomes – The MSE hat clearly articulated learning outcomes which can be measured and mapped through to course learning outcomes and assessment.
  5. Curriculum Breadth & Depth – The MSE curriculum is comprehensive and integrative, and clearly delivered at the Masters level.
  6. Assessment Rigour & Relevance – The MSE assessment strategy is robust, varied and to standards that are consistently applied at the Masters level.
  7. Delivery & Interaction – In order to develop sufficient generalist management knowledge, skills and values, the MSE programme requires substantial interaction between faculty, community and the cohort group, in addition to providing appropriate space for private study and reflection.
  8. Impact & Lifelong Learning – Graduates should be able to demonstrate significant career enhancement as a result of their MSE and should be supported in their continual development by the Institution.

CRITERIA

We have a faculty development and recruitment policy to ensure that staff are suitably diverse, innovative, reflect the Institution’s commitment to continuous improvement and continue to meet high standards.

Our research quality is a high standard in Ecesis with an international dimension. A significant proportion of our research output is relevant and demonstrably contributes to organisations and to society.

MSE programmes are regularly reviewed to ensure that they continue to meet the needs of the market, taking into account input from all stakeholders. The design and content of the programme should embrace a range of relevant theory firmly linked to the practical world of sustainable leadership, business and management. Formal programme re-design is expected to take place on a cycle approximately every three years, based on a re-evaluation of the currency and achievement of learning outcomes.

The MSE is intended for a variety of able candidates, primarily graduates from any discipline; and / or, holders of an equivalent professional qualification. Exceptionally, mature and experienced managers with the potential to meet the learning requirements of the MSE may also be considered as candidates.

Students are expected to have a minimum of three years appropriate and relevant postgraduate work experience upon entry and the student body as a whole should average at least five years of such experience.

Cohesion and integrity of the student cohort is a key component of the MSE in order to maximise the learning experience. As such, admission with credit, advanced standing and / or exemptions in any form is not encouraged, and, exceptionally, should be limited to no more than 20 percent of the course of study. This can be increased to 33 percent for students from an accredited MSE programme. Additionally, no more than 20 percent of a student cohort may be admitted with any level of credit, advanced standing and exemptions. Where credit, advanced standing and exemptions are awarded, the Institution must be able to demonstrate that any learning undertaken prior to enrolment on an MSE programme, either within the Institution or elsewhere, is at Masters level and is comparable to that offered to students admitted directly onto the programme. Any prior learning for which credit, advanced standing and exemptions are awarded must have been acquired no later than five years before enrolment to an MSE programme.

In order to promote mutual learning among peers, students should be selected on the basis of the contribution they may be expected to make as well as the benefit they may gain. Given the important role members of the cohort play in enriching the learning process, student diversity across a range of metrics (such as nationality, gender, academic and work background) is essential. To achieve adequate group interaction and diversity, the expected intake on each accredited programme would be a cohort size (distinct learning group) of at least 20 students. Due regard will be given to the following factors: the need for a critical mass of participants; geographical factors which may serve to constrain a local market; and, the combination of cohorts from different entry points (carousel) and modes of delivery – providing that cohort cohesion and integrity is maintained and managed above the 20 minimum threshold in each core class.

Our Faculty hat the final decisions on admissions, student progress, curriculum, assessment and award of the MSE remain under the control of the University.

Our Mechanisms ensures that students, especially international students, receive adequate pastoral care and support throughout their course of study. We have a formal policy to support students with disabilities.

Learning outcomes are mapped and measured against curriculum design and assessment, to ensure that the programme is cohesive and that all intended graduate outputs are achieved.

An MSE is a Masters-level programme of study and is postgraduate in nature. The design of an MSE programme is based on the utilisation of significant relevant previous experience of the participants.

An MSE programme encompass relevant knowledge and understanding of organisations, the external context in which they operate, their stakeholders and how they are managed. While a specific module is not expected for each of the below, all programmes should demonstrate that students acquire a significant understanding of the major areas of knowledge which underpin general management, including:
(i) the concepts, processes and Institutions in the production and marketing of goods and / or services and the financing of business enterprise or other forms of organisation;
(ii) the concepts and applications of accounting, of quantitative methods and analytics, and management information systems including digital innovations;
(iii) organisation theory, behaviour, HRM issues and interpersonal communications;
(iv) the processes and problems of general management at the operational and strategic level;
(v) macro and micro economics;
(vi) business research methods and consultancy skills;
(vii) the impact of environmental forces on organisations, including: legal systems; demographics; ethical, social, and technological change issues and risks;
(viii) explicit coverage of the ability to respond to and manage change;
(ix) business policy and strategy;
(x) leadership and entrepreneurship;
(xi) an understanding of the impact of sustainability, ethics and risk management on business decisions and performance, and on society as a whole;
(xii) further contemporary and pervasive issues, such as creativity, enterprise, innovation, e-commerce, and knowledge management; and
(xiii) the international dimension to the above, including political risk and contemporary processes of regionalisation, emerging markets, global governance and globalisation.

Personal growth is an important element of an MSE, and should be a key and integrated element of an accredited programme. The programme must be explicit about the means by which transferable
management skills are developed throughout the programme. Such skills include, but are not restricted to: ability to manage change and risk; communication; leadership; teamwork; dealing with ambiguity; negotiation; problem solving; critical thinking; and ethical values.

Innovation in MSE programme design and delivery is strongly encouraged, particularly in the ways in which such developments enhance integration, sustainability, personal growth, and the sharing of cohort experiences.

The key purpose of student assessment is to enable students to demonstrate that they have met the objectives and achieved the learning outcomes of the programme at the standard required for the award of an MSE degree. The assessment scheme should have detailed criteria and specify the range and relative weights of the various assessment methods used; it should be comprehensive and consistent across the various subject areas, and underpinned by a suitable assessment strategy.

Assessment should also be used to provide feedback to students in a consistent and timely manner and assist in the subsequent individual and group learning.
Evidence is required that steps are taken to ensure that the individual’s own work is being assessed, with an explicit policy with regards to plagiarism.
Assessment standards should be consistently reviewed and applied at Masters level across the programme and the portfolio. This includes instances where delivery and assessment is undertaken at partner sites and on student exchanges.

The applied nature of much of the MBA demands a variety of teaching and learning methods, including lectures, seminars, workshops, action learning, reading, individual and group projects, distance learning, computer-based training and in-company training. Cooperation of employers is to be encouraged and it is expected that much of the learning will be practically based.

The duration of an MSE programme is expected to be equivalent to at least one year’s full-time study and normally at least two years’ part-time study. More flexible modes of delivery should be expected to take between two to three years to complete, with a clear and managed progression rate and an upper limit in exceptional circumstances of not more than seven years.

An MSE programme will correspond to the equivalent of at least 1,000 hours learning effort, which should incorporate suitable time for faculty – cohort interaction (contact time), group work, individual reading and preparation, and reflection. The design of the programme must ensure that this can be achieved within the standard set duration, accounting for other responsibilities that students will have outside of the study environment.

The total number of contact hours is expected to be at least 300. Contact hours are defined as compulsory interaction between the learning group and faculty, which in traditional delivery modes would be delivered completely synchronously. The minimum requirement for any synchronous element is expected to be 120 hours, usually reserved for online delivery, which can include the use of demonstrably effective technologies that enable synchronous interaction between the student cohort and faculty. In all cases the balance of 300 contact hours must be mandatory interactive student-faculty learning, although this can be delivered asynchronously.

Acceptable delivery modes range across a spectrum from traditional face-to-face through to fully online, with many blended variations in-between. Innovative approaches to design and delivery are welcomed if they enhance learning opportunities and can maintain the coherence and integrity of the course, while meeting the general standards outlined in this document. It is expected that cohort integration is achieved through programme and delivery design even on the most flexible of delivery modes.

Much of the learning in an MSE is expected to take place between members of the learning group, and opportunities for collaborative learning should be provided. Such interaction can be face-to-face and / or through the application of a virtual learning environment, as long as this encourages and supports substantial synchronous interaction.

All programmes contain some element of support through an online platform which students can access off-campus and out-of-hours.

We assist in employment for students at the conclusion of their studies, with career development opportunities available irrespective of delivery mode and employment status. Employment services should be cognisant of the specific requirements and career aspirations demanded by MSE students.

We will have a well-established and active association of MSE alumni, which provides tangible networking and lifelong learning opportunities for its members.

We provide evidence of significant impact and return on investment for our graduates and other stakeholders. When assessing the overall quality of the programme, consideration will be given to the value added by the MSE programme to work experience and career development. The views and experiences of appropriate alumni, employers and sponsors will also be sought. The transfer of learning from the programme to the place of work will be evaluated, and evidence that these outcomes are being met by graduates in the workplace is expected. An inclusive view of the measurement and articulation of impact and the return on investment of the MSE is encouraged, taking into account the contribution to society and value creation.

We have appropriate mechanisms to regularly review the long term success and impact of graduates, and to evaluate the currency and achievement of programme learning outcomes.

CONTENTS IN BRIEF

Letter from Pope Francis “Laudato Si”. Introduction to aeroponic design. Installation Guide for ecological production systems. Technical administration of aeroponic systems. Intensive production. Traceability. water footprint Management of PDO Brands. Production chains. Company Formation. Introduction to economic planning. Financial Tools. Hydroponics, Aquaponics. Aeroponics. Biodigestion. Marketing of Organic Products. Ecesis. Final project.