This research area investigates the development of strategies and organizational infrastructures as a means to improve online education programs. Research issues such as successful leadership, the impact of online learning on institutional policies, cost-benefits analysis, the ROI of distance education programs and educational innovation will be the focus of analysis.
The primary research goal is to analyze the main challenges that leadership, planning and administration factors pose on distance education when trying to improve the management of online organizations, as well as to explore methods and obtain data to measure the economic efficiency of online education.
The main areas of research include (but are not limited to): 1) The role of leadership of distance learning administrators; 2) Critical design and administrative issues for online program success; 3) The adoption of innovation in online organizations; 4) Strategic planning to improve learner performance and to reduce cost; 5) The role of learning communities and informal networks in online educational administration.
Keywords:
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Thesis Proposals |
Researchers |
Research Group |
Keywords |
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Teacher Digital Competence Leadership and institutional culture analysis
The aim of this research area is to deepen understanding of how institutional culture acts as either an enabler or a barrier to the development of Teacher Digital Competence (TDC) in Higher Education. It explores the influence of organizational structures, leadership, and digital strategies on teachers’ professional growth and innovation.
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mmartinezarg@uoc.edu
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MeL | digital institutional culture, digital leadership; teacher digital competence |
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Developing personal and professional decision-making skills
This research aims to analyse and design learning environments that foster the development of personal and professional decision-making skills. It seeks to systematize knowledge in this field to enhance understanding of how individuals make decisions in complex and dynamic contexts—particularly within organizations—and to integrate these insights into professional learning and higher education programs related to management, entrepreneurship, and leadership.
Main research lines include:
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eserradell@uoc.edu
mmartinezarg@uoc.edu
rferreras@uoc.edu
afitob@uoc.edu
cpagesserra@uoc.edu
nbasilico@uoc.edu
cplag@uoc.edu
mpujoljo@uoc.edu
Dr Jordi Sales-Zaguirre
jsales@uoc.edu
Dr David Roman Coy
droman@eada.edu
ajony@uoc.edu
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MeL | Decision-making, soft skills, professional development |
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Digital Transformation of Educational Institutions
Analysis and identification of key parameters in the digital transformation of educational organizations that involve technology, organization and pedagogy, and the development of diagnoses and action proposals to transition with quality towards organizations that respond to the educational scenarios of the future.
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mguitert@uoc.edu
ncabrera@uoc.edu
jduart@uoc.edu
lguardia@uoc.edu
mmaina@uoc.edu
jmomino@uoc.edu
mromerocar@uoc.edu
tromeu@uoc.edu
asangra@uoc.edu
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Edul@b | higher education institutions; educational and oganizational models; digital transformation |
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Educational Leadership in the Digital Era
This line of research aims to study how the digital era is challenging educational leadership, how leadership approaches are shaping education in the digital society, and what mindsets and actions leaders have to take into consideration. These studies have to support a new definition of leadership in today's world
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Dr Albert Sangrà
asangra@uoc.edu (Coordination)
Dr Josep M. Duart jduart@uoc.edu
Dr Nati Cabrera ncabrera@uoc.edu
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Edul@b | leadership, digital education |
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Impact of social capital and social networking behavior on students' learning process in e-learning
This line of research studies the structure and use of students’ social networks in an online learning environment, in an attempt to relate networks’ structure and use with students’ learning process. Advanced statistical techniques will be applied to relate the structure of social networks with the learning process of students. Semi-structured interviews and other qualitative techniques will be applied to determine how students use their personal social networks. A thesis proposal can be based on quantitative methodologies, qualitative methodologies, or a combination of the two. The proposals will take into account the existing literature and theory on social networks and on informational behaviour, so as to customize its application in the specific context of e-learning.
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Dr Agustí Canals
Dr Eva Ortoll
Dr Montserrat Garcia-Alsina
Dr Natàlia Cugueró |
KIMO | social capital; social networks; digital behaviour |
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Habits and motivations in the uses of the digital environment for collaborative learning This line of research studies behaviours and decisions in relation to the use of the digital environment in learning processes. It aims to discover behaviours and motivations in regard to the acceptance or refusal of digital information resources (such as applications, services or devices) in learning processes as well as the modes of use and access to these resources. The possible contexts of learning are considered in the broadest sense, whether formal learning in an academic context (teaching and research), informal learning in a personal or organizational context, or a combination of these. The paradigm of digital visitors and residents is used as a key reference to characterize these behaviours, as well as existing literature on knowledge management and information behaviour. The theses proposals may include qualitative or quantitative methods, or a combination of the two. |
Dr Agustí Canals
Dr Eva Ortoll
Dr Montserrat Garcia-Alsina
Dr Natàlia Cugueró |
digital information resources; collaborative learning; digital environments; technology acceptance | |
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Educational quality assessment
This research line explores the quality of education systems from a conceptual, ideological and political viewpoint. It also encompasses research on assessment processes and models, both from a macro (system) perspective and a micro (educational process) perspective.
Studies related to the following thesis lines are particularly relevant:
1. Educational transformation processes triggered by the growing integration of digital technologies, and the social and economic impact of these processes on the quality of education at the student level.
2. Strategies for widening and enhancing stakeholders' involvement in defining quality and the assessment processes in place to measure it.
3. Proposals for new assessment models, systems or tools (or updates to existing ones) that take into account improvement, innovation and ongoing change processes in educational contexts, especially technology-mediated ones
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(Coordination)
ncabrera@uoc.edu
mguitert@uoc.edu
jduart@uoc.edu
mfernandezferrer@uoc.edu
Mail: mmaina@uoc.edu
asangra@uoc.edu
mvall-llovera@uoc.edu
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Edul@b |
quality in higher education; digital transformation & excellence; quality assurance
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