Self-Assessment Report Statement of Continued Interest in Pursuing GAC Accreditation

December 20th, 2017

The Project Management Institute Global Accreditation Center for Project Management Education
Programs (GAC)
Attention: Accreditation Programs Administrator
14 Campus Boulevard
Newtown Square, PA 19073
United States
Dear Accreditation Programs Administrator,
Please accept this Self-Assessment Report on behalf of the Universidad El Bosque for GAC accreditation of its
Especialización en Gerencia de Proyectos (Specialization in Project Management)
Enclosed with this cover letter please find:
I. Updated demographic information and program data related to the original
Letter of Intent.
II. All responses, including evidence, demonstrating that the applicant program
aligns with each of the GAC Accreditation Standards contained in the GAC
Accreditation Handbook (4.0).
III. The GAC Accreditation Fee of $2000 U.S.:

We certify that all of the facts submitted in this Self-Assessment Report are true to the best of our knowledge
and belief. Please contact us if any further information is needed to support this application.

Sincerely,
//Jorge Alberto Osorio Villa //
Jorge Osorio – Engineering Postgraduate Director
Facultad de Ingeniería
PBX. (57-1) 6489000 ext 1377
Av 9 No 131A - 02 | Bogotá D.C. | Colombia
www.uelbosque.edu.co
//Julio César Sandoval Villarreal//
Julio César Sandoval – Dean of Engineering
Facultad de Ingeniería
PBX. (57-1) 6489000 ext 1377
Av 9 No 131A - 02 | Bogotá D.C. | Colombia
www.uelbosque.edu.co
 Table of Contents
D.1 Program Mission ................................................................................................................................................................ 4

D.2 Curricula and Core Areas of Focus for Program Learning Outcomes ............................................................................... 7

D.3 Program Information in the Public Domain .................................................................................................................... 37

D.4 FACULTY AND STAFF ........................................................................................................................................................ 37

D.5 STUDENTS ........................................................................................................................................................................ 55

D.6 FINANCIAL RESOURCES ................................................................................................................................................... 72

D.7 PROGRAM IMPROVEMENT ............................................................................................................................................. 73

Table of Supplements
SUPPLEMENT 1: SCREENSHOT OF PROGRAM MISSION PUBLISHED IN PROGRAMS URL 91
SUPPLEMENT 2: SCREENSHOT OF INSTITUTIONAL MISSION PUBLISHED IN PROGRAMS URL 92
SUPPLEMENT 3: DESCRIPTION OF THE POTENTIAL STUDENTS OF THE PROGRAM 92
SUPPLEMENT 4: LIST OF SUBJECTS AND MAIN CONCEPTS 92
SUPPLEMENT 5: SCREENSHOT OF VIRTUAL CLASSROOM 97
SUPPLEMENT 6: SCREENSHOT OF A COURSE VIRTUAL CLASSROOM 98
SUPPLEMENT 7: SCREENSHOT OF TUTORIAL COFFEES IN VIRTUAL CLASSROOM 98
SUPPLEMENT 8: SCREENSHOT OF WEBINARS IN VIRTUAL CLASSROOM 99
SUPPLEMENT 9: SCREENSHOTS OF ACTIVITIES FOR TIME PLANNING AND QUALITY PLANNING 99
SUPPLEMENT 10: SCALE OF QUALIFICATIONS ACCORDING TO THE POSTGRADUATE REGULATIONS 100
SUPPLEMENT 11: EXAMPLE OF ASSESSMENT SHEET 101
SUPPLEMENT 12: EXAMPLE OF DIDACTIC GUIDE 102
SUPPLEMENT 13: SYLLABUS/COURSE OUTLINE FOR EACH COURSE/MODULE, RELEVANT TO THE MANAGEMENT OF PROJECTS 109
SUPPLEMENT 14: EXAMPLE OF ACTIVITY GUIDE 109
SUPPLEMENT 15: POSTGRADUATE REGULATION 111
SUPPLEMENT 16: INSTITUTIONAL EDUCATIONAL PROJECT 111
SUPPLEMENT 17. SCREENSHOT OF "GENERAL INFORMATION" SECTION IN VIRTUAL CLASSROOM 112
SUPPLEMENT 18: SCREENSHOT OF "REFERENCE MATERIAL" SECTION IN VIRTUAL CLASSROOM 112
SUPPLEMENT 19: SCREENSHOT OF "INTERACTION" SECTION IN VIRTUAL CLASSROOM 113
SUPPLEMENT 20: SCREENSHOT OF "ACTIVITIES" SECTION IN VIRTUAL CLASSROOM 113
SUPPLEMENT 21. IMAGE OF PROGRAM´S BROCHURE 114
SUPPLEMENT 22: SCREENSHOT OF INFORMATION REQUEST AT WEBPAGE 114
SUPPLEMENT 23: SCREESHOT OF PROGRAM´S, OBJECTIVES AT WEBPAGE 115
SUPPLEMENT 24: SCREENSHOT OF OCCUPATIONAL PROFILE AT WEBPAGE 115
SUPPLEMENT 25: SREENSHOT OF ACADEMIC INFORMATION AT WEBPAGE 116
SUPPLEMENT 26: SCREENSHOT OF CURRICULUM AT WEBPAGE 116
SUPPLEMENT 27: SCREESHOT OF DIRECTOR´S INFORMATION AT WEBPAGE 117
SUPPLEMENT 28: INSTITUTIONAL ORGANIZATION CHART 117
SUPPLEMENT 29: NAMES AND POSITIONS OF THE PROGRAM 118
SUPPLEMENT 30: ORGANIZATION CHART OF THE PROGRAM 118
SUPPLEMENT 31: MANAGEMENT POLICY OF HUMAN TALENT AND THE TEACHING STATE. 119
SUPPLEMENT 33: CURRICULUM VITAE FOR ALL FACULTY CURRENTLY TEACHING 119
SUPPLEMENT 35: COLLABORATIVE MENTAL MAP PREPARED BY STUDENTS OF FIRST SEMESTER INDUSTRIAL ENGINEERING 120
SUPPLEMENT 36: SCREENSHOT OF A PROJECT DESIGNEN BY STUDENTS OF FIRST SEMESTER OF AMBIENTAL ENGINEERING 121
SUPPLEMENT 37: SCREENSHOT OF PROGRAM´S CHANNEL IN YOUTUBE 121

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 SUPPLEMENT 38: SCREENSHOT OF PROGRAM´S GROUP PAGE AT FACEBOOK 122
SUPPLEMENT 39: SCREENSHOT OF FACULTY CLASSROOM 122
SUPPLEMENT 40: SCREENSHOT OF VIRTUAL COMMUNITY PAGE, SEQUOIA PROJECT 123
SUPPLEMENT 41: THE HUMAN TALENT MANAGEMENT POLICY AND THE TEACHING STATUTES 123
SUPPLEMENT 42: SCREENSHOT OF REGISTRATION PROCESS URL AT EL BOSQUE UNIVERSITY WEB PAGE 124
SUPPLEMENT 43. POLICY OF STUDENT SUCCESS 124
SUPPLEMENT 44. SAMPLE OF DIRECTORS ASSIGNED TO OUR STUDENTS TO COACH AND ADVISE THEIR DEGREE PROJECT 125
SUPPLEMENT 45. SAMPLE OF LETTER SENT TO STUDENTS AND DIRECTORS ANNOUNCING FORMAL DIRECTORS ASSIGNMENT FOR DEGREE PROJECT 126
SUPPLEMENT 46:SCREENSHOT OF FORUM SECTION IN VIRTUAL CLASSROOM 127
SUPPLEMENT 47: SCREENSHOT OF STUDENT-TEACHER INTERACTION IN FORUM 127
SUPPLEMENT 48: SCREENSHOT OF ASSESSMENT SECTION IN VIRTUAL CLASSROOM 128
SUPPLEMENT 49: SCREENSHOT OF ASSESSMENT FORM FOR A COURSE IN GOOGLE DRIVE 128
SUPPLEMENT 50: SCREENSHOTS OF AN EXAMPLE OF MAHARA PORTFOLIO OF DEGREE PROJECTS 129
SUPPLEMENT 51: SCREENSHOT OF LIBRARY WEB PAGE 130
SUPPLEMENT 52: TITLES AND VOLUMES OF PRINTED AND ELECTRONIC COLLECTIONS 130
SUPPLEMENT 53: DATABASES AND NUMBER OF TITLES 131
SUPPLEMENT 54. SPECIALIZED BIBLIOGRAPHY FOR THE PROGRAM, AVAILABLE IN THE LIBRARY 131
SUPPLEMENT 55. SCREENSHOTS OF SALA SYSTEM 132
SUPPLEMENT 56: A PICTURE OF OUR PROGRAM FACEBOOK GROUP WITH INFORMATION ON THE PMI BOGOTA, COLOMBIA CHAPTER INFORMATION. 134
SUPPLEMENT 57: GRADUATES POLICY 134
SUPPLEMENT 58: INSTITUTIONAL POLICY OF FINANCIAL RESOURCES 135
SUPPLEMENT 59. PICTURE OF PROGRAM´S BUDGET FOR 2018 136
SUPPLEMENT 60: PICTURE OF PROGRAM´S BUDGET FOR 2017 137
SUPPLEMENT 61: GRADUATE PROJECTS GUIDES 138
SUPPLEMENT 62: RUBRIC FOR THE PRESENTATION OF THE DEGREE PROJECT, FIRST AND SECOND SEMESTERS. 138
SUPPLEMENT 63: EXAMPLES OF CURRICULUM COMMITTEE MINUTES 138
SUPPLEMENT 64: SCREENSHOT OF TEACHER´S ASSESSMENT FORM 139
SUPPLEMENT 65: EXAMPLE OF TABULATION OF EVALUATION RESULTS MADE TO TEACHERS, BY STUDENTS. 139
SUPPLEMENT 66: EXAMPLE OF TEACHER ASSESSMENT REPORT. 140

Self Assessment Report v-final_Aug 02 (1)Page 3 of 141

 Updates to the Original Letter of Intent
Insert in the chart below any changes to the original demographic information/program data provided in the
original accepted Letter of Intent, such as updated numbers of enrolled students, graduates and so forth.
Letter of Intent Section Updated Data
Insert a response with any changes to the accepted Letter of
Name and Location
Intent, if applicable.
Insert a response with any changes from original accepted
Business Unit
Letter of Intent, if applicable.
C.1: Institution Accreditation and Insert a response with any changes from original accepted
Legal Authority Letter of Intent, if applicable.
C.2: Degrees or Awards Eligible for Insert a response with any changes from original accepted
Accreditation Letter of Intent, if applicable.
Insert a response with any changes from original accepted
C.3: Period of Operation
Letter of Intent, if applicable.
C.4: Administrative Structure and Insert a response with any changes from original accepted
Academic Leadership Letter of Intent, if applicable.

GAC Accreditation Standards

Each academic program applying for accreditation by GAC must demonstrate that its academic degrees or
awards satisfy the GAC Accreditation Standards.

The Self-Assessment Report submitted by the applicant program shall clearly demonstrate how its academic
degrees and awards align with the GAC Accreditation Standards.

D.1 Program Mission

D.1.1: The program’s mission statement and evidence that it is publicly available.
From the biopsychosocial and cultural approach, at El Bosque University we prepare professionals from all
disciplines in the Project Management´s fundamental knowledge, with a high commitment to the country
having as supreme imperative the promotion of dignity of the human being in its integrality, offering as a
differentiating feature the multi disciplinarily experience that promotes the blending of professionals from
different disciplines with a common purpose, the development of a project, but with a great plurality based on
the multiple interests of each person. The Specialization in Project Management aims to prepare professionals
of any discipline in the design, organization and execution of projects in any field

The Program´s mission is published in the program´s URL:

http://www.uelbosque.edu.co/especializacion/gerencia-de-proyectos
Note: a screenshot of this information on the link is posted in
Supplement 1

D.1.2: Evidence that the program’s mission statement and supporting objectives:
D.1.2.1: Are consistent with the mission of the academic institution.
From the biopsychosocial and cultural approach, at the University El Bosque we made a commitment with the
country having as supreme imperative to promote the dignity and the human person in its entirety. We strive our

Self Assessment Report v-final_Aug 02 (1)Page 4 of 141

best to provide own conditions to facilitate the development of ethical-moral, aesthetic, historical and techno-
scientific values rooted in the culture of life, quality and meaning. All this towards building a more just,
pluralistic, participatory, peaceful and affirmation of a responsible human being, a constituent part of nature and
its ecosystems society. Receiver and builder critical global processes of culture.
The Institutional mission is published in the program´s URL: http://www.unbosque.edu.co/nuestro-
bosque/alma-mater
Note: a screenshot of this information on the link is posted in Supplement 2

El Bosque University has clearly defined its purpose and rationale since the formulation of its institutional
mission. “From the Bio-Psycho-Social and Cultural approach, El Bosque University assumes its commitment
to the country, having as its supreme imperative to promote the dignity of the human being as a whole. Its
maximum efforts are focused on offering proper conditions to facilitate the development of ethical - moral,
aesthetic, historical, and techno - scientific values rooted in the culture of life, its quality and its meaning, within
the perspective of building a more just, pluralist, participatory, peaceful society, and the affirmation of a
responsible human being who is a constituent part of nature and its ecosystems as well as a receptor and critical
constructor of the global processes of culture ".

In particular, to fulfill one of the purposes of university work which is “education of human beings who are
critical of the global processes of culture and service to society,” the Specialization in Project Management
contributes to the mission as it seeks to "train real specialists in this field, capable of contributing directly to
create value and solve problems in organizations using the knowledge, skills and tools they acquire during the
development of the Program".

The University defines its Institutional Learning Objectives (ILO) as a tool to articulate the Institutional
Educational Project and develop the Institutional Strategic Orientation (ISO). In this way, the Learning
Objectives are defined as those that, in the light of the IEP, guide the construction of the curriculum, the
didactic design and instruction standards; make intentions explicit and guide the development of activities and
processes towards the attainment of a goal.

The curriculum seeks flexible and interdisciplinary articulation in the areas assigned in the respective academic
periods and is aimed at the development of the competencies that underpin the training profile of the Project
Management Specialist at El Bosque University.

D.1.2.2: Are relevant to the management of projects* profession and consistent with the GAC core
areas of focus for program learning outcomes.
The name “Specialization in Project Management” corresponds to the degree issued upon its completion, the
level at which students specialize, the specific area of study and the curricular contents of the program.
According to the Project Management Body of Knowledge Guide (PMBOK® Guide), page 61, "Project
Management is the application of knowledge, skills, tools, and techniques to project activities to meet the
project requirements “.

The PMBOK is an internationally recognized standard (IEEE Std 1490-2003) which provides the project
management fundamentals, applicable to a wide range of projects, including construction, software,
engineering, etc. The standards marks a clear differentiation between the management practices required to
create a product or service and the specific management practices required to carry out a project. This is how
the fundamental characteristic of a project is identified with regard to the multidisciplinary environment in
which it is developed; and how the applicability of managerial skills of Project Management practices to all
projects of any nature and field is confirmed. For this reason, the multidisciplinary and interdisciplinary

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approach of the Specialization in Project Management of El Bosque University focuses on the development of
management skills.

At El Bosque University we prepare professionals from all disciplines in the fundamental knowledge of Project
Management, we commit to the country to promote dignity; and approach the human being in an
comprehensive way. As we offer the distinctive feature of interdisciplinarity we promote opportunities for
professionals of different disciplines to get together with the common purpose of developing a project but with
a great plurality based on the multiple interests of each.

This characteristic results in great acceptance of the program among professionals who want to acquire the
necessary tools to plan, execute and evaluate projects of any discipline and is a competitive advantage when
compared to other graduate programs of similar characteristics. It is also challenging, as we aim to train
specialists with integrity and the ability to work in interdisciplinary teams while remaining coherent with the
way in which the University approaches its mission and vision; the postulates of the Institutional Educational
Project which are oriented towards the comprehensive education of all members of the educational community;
with cultural transformation, through the university-society-culture relationship; the pluralist and democratic
participation of all its members and the motivation towards a critical and constructive way of thinking about the
world in which we live, among others.

The program is designed for Project Management specialists to develop competencies and skills in technical
expertise, strategic awareness and professional awareness. Students receive the following topics that form them
in these skills (only some of the program topics are shown):
• FOR TECHNICAL EXPERTISE: Planning of all areas of knowledge included in PMBoK;
Use of computer tools for project management, among others.
• FOR PROFESSIONAL BEHAVIOR: Managing competencies, leadership, effective
presentations, Managing change in organizations, among others.
• FOR STRATEGIC AWARENESS: Corporate Finance, PMO, Organizational Maturity in
Project Management, Balanced Scorecard, Economics, etc.

D.1.2.3: Clearly identify the potential students for the program.

In the public web site of the Project Management Specialization program there is a description of the potential
students of the program as follows: (http://www.uelbosque.edu.co/especializacion/gerencia-de-proyectos)
“Professionals (holding a B.Sc. degree) of any discipline who have interest and special dedication in the design,
organization and execution of projects in any field. The applicant must have a broad knowledge of the reality of
his / her environment and a deep-rooted awareness of the work in interdisciplinary teams, inherent to the
development process of any project, as well as a solid scientific training that will actively involve him/her in the
program with great social and humanistic content.
Note: a screenshot of this information on the link is posted in Supplement 3

The ages of the students of our program range approximately as follows:

• 56% from 20 to 29 years old
• 38% from 30 to 39 years old
• 6% older than 39 years old

The years of experience of the students of our program range approximately as follows:
• 59% from 0 to 5 years of experience
• 27% from 6 to 10 years of experience
• 9% from 11 to 15 years of experience

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 • 5% more than 15 years of experience

The industries distribution where our students work are approximately as follows:
• IT: 20%
• Energy & Utilities: 8%
• Financial Services: 6%
• Engineering & Construction: 30%
• Retail/Consumer Products: 6%
• Healthcare and Labs: 5%
• Education: 5%
• Other: 20%

D.2 Curricula and Core Areas of Focus for Program Learning Outcomes
D.2.1: Description of the academic degree or award, its philosophy, and references to professional
standards and guides.
The name of the program "Specialization in Project Management" (Especialización en Gerencia de Proyectos)
corresponds to the degree that is issued, the level of specialization, the specific area of study and the curricular
contents of the program

Overview decription of the degree itself

The Specialization in Project Management degree is a post graduate degree, 2 semester length and taught in
presencial mode.
The degree´s general purpose is to educate specialists in Project Management who have the necessary
knowledge, tools and skills to be in charge of any project, from its conception and formulation, to its
implementation, execution and closure.

The degree´s specific objectives are:

• Generate an open space for the discussion and analysis of the fundamental topics in Project
Management.
• Promote, stimulate and develop research in four fundamental lines that are: design, formulation,
evaluation and management.
• Establish a permanent bridge between theory and practice in Project Management through the
continued implementation of the case study.
• To be a permanent consulting academic unit for the support, identification, study and solution
of key problems in the development of projects.
• Reach international markets through the quantitative and qualitative study of international
projects in education, industry and business.
• Emphasize humanistic education through the study of Bioethics, as the basis of the integral
process of personal development, essential in the scheme of individual management -
organizational management.

Its philosophy.
The Specialization in Project Management of the Universidad El Bosque in its multidisciplinary approach,
means that a professional of any discipline is able to acquire the tools to specialize regardless of the type of
project that he or she faces. This characteristic makes that the postgraduate has a great reception by
professionals who want to acquire the necessary tools to plan, execute and evaluate the projects of their
professional discipline, overcoming the fear, even generalized, that the Project Management is only for

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engineers This characteristic not only motivates the linking of professionals in different disciplines, but also
helps to train students in the experience of projects, where it is necessary to interact with professionals from
different areas. The Specialization is covering, not only the areas of knowledge defined by the Project
Management Institute PMI, within its standard (adopted by all entities that offer training in Project Management
in the country); it covers the development of the additional competencies identified for the Project Manager in
the Project Management Competency Development Framework document, published by the PMI in 2007.

The program is designed for Project Management specialists to develop competencies and skills in technical
expertise, strategic awareness and professional awareness. Students receive the following topics that form them
in these skills (only some of the program topics are shown):
• FOR TECHNICAL EXPERTISE: Planning of all areas of knowledge included in PMBoK;
Use of computer tools for project management, among others.
• FOR PROFESSIONAL BEHAVIOR: Managing competencies, leadership, effective
presentations, Managing change in organizations, among others.
• FOR STRATEGIC AWARENESS: Corporate Finance, PMO, Organizational Maturity in
Project Management, Balanced Scorecard, Economics, etc.
• The credits are based on Decree 1295 of 2010, chapter IV, articles 11, 12 and 13. An academic
credit is equivalent to forty-eight (48) hours of academic work of the student, which includes the
hours with direct accompaniment of the teacher and the hours of independent work.
The program is developed in two academic semesters, in three specific areas of training. Area of
Leadership and Administration, Economic - Social and Financial Area, and Research and
Humanities Area.
It consists of 14 subjects which are arranged in a modular manner, with 28 academic credits, 448
face-to-face hours on Friday from 6:00 p.m. to 10:00 pm. and Saturdays from 8:00 a.m. at 5 p.m.
and 896 hours of independent work. The Structure of the training activities in each semester,
according to the academic subject, is presented in the following Table:

• Tabla 1. Structure of courses and subjects

COURSES SUBJECTS
Specialization in Project Management

FIRST SEMESTER
PROJECT MANAGEMENT
SCOPE PLANNING
TIME PLANNING
COSTS AND PROCUREMENT PLANNING
QUALITY PLANNING
RESOURCES, STAKEHOLDERS AND COMMUNICATION PLANNING
RISKS PLANNING

PROJECTS FORMULATION
FUNDAMENTALS IN PROJECT MANAGEMENT
STRATEGIC PLANNING

ACCOUNTING SYSTEMS
FINANCIAL FUNDAMENTATION
COMPUTER TOOLS 1

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MANAGEMENT SKILLS
CHANGE MANAGEMENT
MARKETING FUNDAMENTATION

SOCIAL AND ECONOMIC EVALUATION OF PROJECTS

TECHNICAL EVALUATION OF PROJECTS
PRIVATE EVALUATION OF PROJECTS
SOCIAL EVALUATION OF PROJECTS

RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
GRADE WORK SEMINAR

SECOND SEMESTER
MANAGEMENT SYSTEMS
LEADERSHIP IN PROJECTS
MANAGEMENT COMPETENCES
RELATIONSHIP MANAGEMENT
EFFECTIVE PRESENTATIONS
EXECUTION, CONTROL AND CLOSURE OF PROJECTS
EXECUTION, CONTROL AND CLOSURE OF PROJECTS
ECONOMICS
ECONOMÍCS
LABOR IMPLICATIONS
FINANCES
CORPORATE FINANCES
COMPUTER TOOLS 2
STRATEGIC CONTROL TOOLS
BALANCED SCORECARD
KNOWLEDGE MENAGEMENT
NORMATIVITY AND STANDARDIZATION
INTEGRATION MANAGEMENT
AGILE PROJECTS
ORGANIZATIONAL PROJECT MANAGEMENT
BIOETHICS
BIOETHICS

GRADE PROJECT

D.2.2: Specific learning outcomes that reflect the academic degree level and describe what students
should know and be able to do on completion of the academic degree or award.
The professional who has completed the Specialization in Project Management, will be in the capacity to
perform as:
• Manager of companies and organizations from projects.
• Process manager of public and private companies.

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 • Adviser in the process of installation and assembly of investment projects
• Act as auditor in the process of installation and assembly of processes and units producing goods
and services that have been the subject of contracting processes.
• Consultant and advisor in the administration, management and evaluation of projects of public
and private companies.
• Researcher in topics of scientific interest, oriented to analyze, interpret and provide policies,
techniques and tools on the function of control and quality assurance in the assembly of
investment projects.
• University teacher in the areas of design and project development, financial, cost and budgeting,
project evaluation, financial analysis and financial management, among others.
• Professional with the capacity to create management consulting companies of Projects, control
and monitoring of the process of assembly and installation of projects.

The students deliver a degree work, done as a team, with which they demonstrate having correctly managed a
real project. From the first semester students define and work on a real sector project, in which they put into
practice the concepts learned in the classes. In these jobs the students:
• Analyze a problem or opportunity and define a solution through a project
• Start the project, determining business objectives and project objectives.
• Justify the project
• They develop all the project plans, according to the PMBoK, of the PMI
• Execute, monitor, control and close the project under the same precepts.
• Provide evidence of this management
• Manage the conflict that may eventually arise in this work.

List of Program Learning Outcomes:

1. Identify and understand the main concepts of Project Management, understanding the existing
relationship of projects, programs and portfolios with the strategic objectives of the
Organization. Students develop skills to recognize and understand organizational objectives and
the main aspects of strategic fulfillment that allows organizations to meet their strategic
objectives.
2. Develop specific and general skills to plan projects, taking into account all areas of knowledge.
Students develop techniques and skills to design plans for Scope, Time, Quality, Costs, Human
Resources, Communications, Risks, Acquisitions and Management of stakeholders.
3. Understanding of basic concepts and principles related to the way organizations present their
accounting information through the basic financial statements and the analysis of how these
financial statements reflect the generation of value. Elaboration of the budgets and financial
projections for the evaluation and analysis of projects and, finally, the basic tools that financial
mathematics have for the management decision-making about investment and financing
situations will be studied. In the same way, the students identify the necessary elements to
automate a project such as resources, tasks, times; framed in the components of project
management: Scope, cost and time.
4. Recognize and understand the different stages of change in organizations and their staff,
developing a strategy that allows change to be a positive aspect in projects. In the same way,
students recognize the value of a business for the client as an important aspect in the preparation
of projects and business plans.
5. Understanding which are the external and internal variables that can significantly influence the
planning and execution of projects, allows a successful decision making in projects. The students
know, understand, and make a correct technical evaluation of the projects; conceptualize on the

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 Financial Evaluation of Projects, elaborate different cash flows used for the financial evaluation
of projects and recognize the tools provided by financial mathematics for the analysis and
evaluation of the financial convenience of carrying out investment and / or financing projects.
6. Strengthen soft skills as a future project manager, developing practical activities where you can
identify strengths and weaknesses and know how to improve them day by day.
7. Apply good practices of monitoring and control in projects, based on the guidelines of the
Project Management Institute, through practical exercises that allow to know situations of real
projects
8. Recognize basic concepts in economics and labor law, to be implemented in the development of
projects. Students identify the common language of economy, basic concepts, frames of
reference and generalities about the different models, and recognize the main elements that make
an employment relationship, so that it is clear that from the legal framework for labor relations in
which reality prevails over formality.
9. Acquire the knowledge and skills to design and implement strategies, applying modern
management techniques such as strategic maps, BSC, value proposal and customer experience
curve. Similarly, students develop skills to properly manage knowledge, which constitutes a
powerful strategic tool for companies to be more efficient, more profitable and have a better
position in t Strengthen the integration processes during the planning and later in the execution,
monitoring and closing of the projects as well as knowing the purpose of the Project
Management Offices (PMO) and the Programs, Projects and Portfolio Offices. Students develop
skills to make decisions regarding the allocation of resources, balance objectives and competing
alternatives and manage the interdependencies between the Knowledge Areas of project
management he market with respect to the competition.
10. Strengthen the integration processes during the planning and later in the execution, monitoring
and closing of the projects as well as knowing the purpose of the Project Management Offices
(PMO) and the Programs, Projects and Portfolio Offices. Students develop skills to make
decisions regarding the allocation of resources, balance objectives and competing alternatives
and manage the interdependencies between the Knowledge Areas of project management.
11. Recognize and show and implement the tools and methodological procedures of bioethics in
relation to decision making in the business environment and the social responsibility that implies.
It also studies those transformations and ethical dilemmas that appear around new technologies
in relation to life, in particular, and in society in general.

In each subject, students will develop the following learning objectives through which knowledge is
assured.
Note: A table with this detailed explanation is found in the
Supplement 4

D.2.3: A chart that cross-references each course or subject with the academic degree or award
learning outcomes and the GAC core areas of focus.

Chart A Mapping program learning outcomes to GAC Core Areas of Focus

Instructions: For each applicant academic degree or award complete the following chart. Add rows as necessary.
Use the following key to alignment: F = fully addresses; S = substantially addresses; P = partially addresses; N/A = not addressed.
Name of Applicant Degree or Award: POSTGRADUATE IN PROJECT MANAGEMENT
Level of Academic Degree or Award: POSTGRADUATE (ESPECIALIZATION) - ESPECIALIZACIÓN

Self Assessment Report v-final_Aug 02 (1)Page 11 of 141

 Applicant Program Leaning GAC Core Area of Focus 1: Technical GAC Core Area of Focus 2: GAC Core Area of Focus 3: Strategic
Outcomes* Expertise Professional Behavior Awareness
Management of projects to meet needs Ethical and culturally aware Contextual awareness and knowledge of
within constraints, with reference to stakeholder engagement, strategic and operational drivers required
professional standards and guides. communication, leadership, and team to inform decisions and deliver sustained
(Related to Management of Projects) work. competitive advantage. (Related to
(Related to Management of Projects) Management of Projects)
Insert Degree or Award Learning Insert narrative response Insert Insert narrative response Insert Insert narrative response regarding
Insert
Outcome: regarding how learning outcome F, S, regarding how learning F, S, P how learning outcome 1 addresses
F, S, P
1 addresses this specific GAC P or outcome 1 addresses this or this specific GAC area of focus.
or N/A
area of focus. N/A specific GAC area of focus. N/A
Identify and understand the main Students identify the basic Students understand the stages of
concepts of Project Management, elements of project the strategic planning process; They
understanding the existing management, the role of the differentiate the types of planning,
relationship of projects, programs Project Manager and their its orientation and term; They use
and portfolios with the strategic relationship with the tools to develop the stages of
objectives of the Organization. Organization; Evaluate the strategic planning; Review and
Students develop skills to relevance of the current project rethink a mission and vision
recognize and understand management processes for the according to guiding questions;
organizational objectives and the creation and application of a They relate the strategy with the
main aspects of strategic Plan for the Management of a management of projects in the
fulfillment that allows Project; They appropriately organization, identify interactions
organizations to meet their F integrate the groups of N/A P between the elements of planning
strategic objectives. processes and knowledge areas and projects and recognize the
of the international model, are responsibilities of the project
recognized as integrating agents manager and the importance of
of the project management their work for the achievement of
model and identify the the corporate strategy.
appropriate sources of
information on project
management approaches for
further debate and application
in the academic processes of the
project. course.
Develop specific and general skills Develop skills and techniques to
to plan projects, taking into plan the work necessary to meet
account all areas of knowledge. project objectives, compile and
Students develop techniques and analyze requirements, develop
skills to design plans for Scope, timelines, correctly estimate
Time, Quality, Costs, Human project costs, define and plan
Resources, Communications, key indicators of projects,
Risks, Acquisitions and relevant standards and
F N/A N/A
Management of stakeholders. regulations, as well as make
plans for human resources and
communications; Identify
negative and positive risks;
define response plans and
reserves necessary to ensure
the success of the projects.

Understanding of basic concepts Students know and understand

and principles related to the way the basic accounting and
organizations present their financial fundamentals involved
accounting information through in the evaluation and analysis of
the basic financial statements and projects; apply concepts, tools
the analysis of how these financial and fundamental techniques of
statements reflect the generation Financial Engineering to making
of value. Elaboration of the decisions about the best use of
budgets and financial projections resources in a project; They
S N/A N/A
for the evaluation and analysis of relate the importance of
projects and, finally, the basic budgets and financial
tools that financial mathematics projections in the planning stage
have for the management of projects and in the
decision-making about monitoring and control stage
investment and financing and they are sensitized on the
situations will be studied. In the need to continuously train
same way, the students identify themselves in accounting and
the necessary elements to financial issues in accordance

Self Assessment Report v-final_Aug 02 (1)Page 12 of 141

 automate a project such as with the dynamics of the labor
resources, tasks, times; framed in world.
the components of project
management: Scope, cost and
time.
Recognize and understand the Students develop and apply Students recognize the elements to
different stages of change in competencies of the Project identify opportunities in a market
organizations and their staff, Manager as change manager; to develop or develop business
developing a strategy that allows They connect Change plans and strategies conducive to
change to be a positive aspect in Management with Leadership meeting the objectives of
projects. In the same way, skills, Negotiation companies or businesses, goods or
students recognize the value of a management skills, teamwork services through the analysis of
business for the client as an and communication skills; geographical, demographic and
important aspect in the They interact with their group psychographic factors; They
N/A P P
preparation of projects and colleagues to understand understand the importance of
business plans. change management and differentiation as a fundamental
individually propose the factor to create positioning and
application of the model and preference, and know how they can
acquire skills to create a leverage the digital world to
development plan for change communicate to their relevant
management by audiences the differentiation of
understanding the obstacles to their value proposition, a good,
change service or their own personal brand.
• Understanding which are the Acquire the competences for Assume documented positions on
external and internal variables the evaluation of the projects social problems and accentuate the
that can significantly influence the from the financial point of view, human factor, deciding on social
planning and execution of through the understanding and problems, their indicators,
projects, allows a successful execution of the different objectives and assumptions.
decision making in projects. The modalities to determine an
students know, understand, and evaluation in agreement with
make a correct technical the other previous studies on
evaluation of the projects; the evaluation of an investment
conceptualize on the Financial project; They apply concepts,
Evaluation of Projects, elaborate tools and fundamental
different cash flows used for the techniques of accounting and
financial evaluation of projects financial engineering to the
and recognize the tools provided decision making about the
by financial mathematics for the convenience of carrying out a
analysis and evaluation of the project. Relate the importance
financial convenience of carrying of cash flows as a support tool
S N/A P
out investment and / or financing for investment decisions and
projects. financing. Develop skills to
interact more easily with
professionals from other
disciplines related to accounting
and financial issues; Acquire the
competences for the evaluation
of the projects from the
technical point of view, through
the understanding and
execution of the different
modalities to determine an
evaluation in agreement with
the other previous studies on
the evaluation of an investment
project.

• Strengthen soft skills as a future Students strengthen their skills Students develop skills to
project manager, developing as exhibitors and acquire and perform interventions to
practical activities where you can apply tools to make effective correct situations that
identify strengths and weaknesses presentations, taking into interfere with their own
and know how to improve them account the main aspects and performance and that of their
day by day. elements of a presentation: collaborators, through the
P S N/A
theme, exhibitor and graphic application of the tools
material. acquired during the process;
They use the knowledge, skills
and abilities acquired during
the class, to carry out effective
actions on a day-to-day basis

Self Assessment Report v-final_Aug 02 (1)Page 13 of 141

 in their work. In the same way,
they recognize their
managerial management as a
system, in which the people
who make them establish
internal and external
relationships that impact the
development and welfare of
both individuals and their
environment in the
organizational context.

Apply good practices of The students are able to:

monitoring and control in Understand the importance of
projects, based on the guidelines good planning, as it will be the
of the Project Management guide for the execution of the
Institute, through practical project.
exercises that allow to know Identify the changes to planning
situations of real projects that must be managed through
the process of change control.
Identify and resolve situations,
which during the execution of
the project, could generate
"Scope Creep" and "Gold
Plating"
Solve problems, strengthening
decision-making processes
through the evaluation of
different scenarios that
represent the most common
situations that may arise during
the execution of a project
Write follow-up reports,
through the use of indicators.
F Putting in context information N/A N/A
through the collection of data
that will be valued against the
project management plan
Evaluate the correct planning of
risks, reason, argue and re-
evaluate action plans that allow
them to be managed.
Understand the concept of
integration in the context of
Project Management.
Identify the iteration between
planning and project execution,
through the application of
change controls.
Relate the contents and
connections that link to the
different plans that make up the
project management plan.
Integrate decision making with
the change management
process and the project
management plan
Recognize basic concepts in Students acquire competences The students are capable of:
economics and labor law, to be to: • Understand the proper use of the
implemented in the development • Evaluate, and analyze the terms of supply and demand.
of projects. Students identify the content of a contract - • Identify the consumer choice
common language of economy, employment relationship system and the price function.
basic concepts, frames of • Write a work contract and / or • Understand the behavior of
P N/A S
reference and generalities about labor agreement. microeconomics and
the different models, and • Make decisions based on the macroeconomics as a whole.
recognize the main elements that revision of the contents of a • Analyze the behavior of the trade
make an employment contract, whether or not the balance, exchange rates and be able
relationship, so that it is clear that parties are obliged to work to understand the different
from the legal framework for exchange models.

Self Assessment Report v-final_Aug 02 (1)Page 14 of 141

labor relations in which reality • Recognize the necessary elements
prevails over formality. for decision making as consumers
and / or producers.

Acquire the knowledge and skills Understand the concepts of:

to design and implement Strategy, Strategic Objectives,
strategies, applying modern Balanced Scorecard, Creativity &
management techniques such as Innovation.
strategic maps, BSC, value Evaluate strategies that generate
proposal and customer impact for the organization
experience curve. Similarly, Analyze environmental factors for
students develop skills to properly the development of strategies
N/A N/A S
manage knowledge, which Create innovative strategies
constitutes a powerful strategic Develop indicators of objectives
tool for companies to be more Make strategic decisions
efficient, more profitable and
have a better position in the
market with respect to the
competition.

Strengthen the integration Understand, differentiate and relate

processes during the planning and the concepts of:
later in the execution, monitoring - Project deliverables, business
and closing of the projects as well results, benefits and business
as knowing the purpose of the objectives.
Project Management Offices - Project Selection /
(PMO) and the Programs, Projects Prioritization and Efficient
and Portfolio Offices. Students Frontier
develop skills to make decisions - Projects, Program and Portfolio
regarding the allocation of (Definition, Management,
resources, balance objectives and Governance)
competing alternatives and - Opportunities, business
manage the interdependencies benefits and Business case for a
between the Knowledge Areas of PMO-P3O
project management. - Services, functions and
structure of a PMO-P3O
- Approach, scope and nature of
a PMO-P3O
Build a model for the selection
N/A N/A P and prioritization of projects
integrating the concept of
efficient border
- Establish the route:
Deliverables, outcomes and
benefits
- Determine criteria for the
selection and prioritization of
projects
- Build the project selection
model and efficient frontier
Develop the strategic intention for a
PMO-P3O of the company to which
the student belongs.
- Determine justification and
benefits for the PMO-P3O
- Set SMART goals for the PMO-
P3O
- Establish Vision, Mission

Self Assessment Report v-final_Aug 02 (1)Page 15 of 141

Recognize and show and The students:
implement the tools and • They know the different modes
methodological procedures of of expression of human and
bioethics in relation to decision philosophical thought in the
making in the business West, in order to explain the
environment and the social way in which bioethics is
responsibility that implies. It also inscribed in discussions about
studies those transformations and man and his relationship with
ethical dilemmas that appear nature and to identify the social
around new technologies in political economic aspects of the
relation to life, in particular, and 20th century that they
in society in general. propitiated the emergence of
bioethics.
• They recognize the
methodologies and tools of
Bioethics and their contributions
for their professional training
and to face the ethical problems
raised by the advances and
techno-scientific developments.
• They assume a critical,
responsible and reflective
N/A N/A P
position in the decision-making
process, in the judgments that
are issued and in the options
that are contemplated in the
face of a dilemma, with the aim
of developing a plural ethical
attitude and with this they will
walk along the path of
professional excellence.
• Recognize the social, political
and ethical factors that affect
human decisions and that are
part of an ethical tradition.
• Developed skills to permanently
identify visions about the
concept of person and human
dignity and its influence on
health decisions.
• Develop the ability to learn and
update to become autonomous
subjects and responsible for
their ethical training.

• Note: This Chart is available in next file:

D.2.3 Char t B.xlsx

The Following is a listing of full courses with the subjects and contents that are taught within each one:
COURSES SUBJECTS CONTENT

Specialization in Project Management

FIRST SEMESTER
PROJECT MANAGEMENT
Introduction (product scope Vs. Scope project), requirements traceability matrix
SCOPE PLANNING scope definition - Work Breakdown Structure (WBS) - EDT Dictionary
Scope management plan.
Time Management Plan
TIME PLANNING Define activities - difference between activity and milestone
Sequencing activities - precedence diagrams and types of logical relationships

Self Assessment Report v-final_Aug 02 (1)Page 16 of 141

 Critical path method - identification of critical activities and analysis of gaps
Techniques and tools for estimating and resource allocation
Techniques and tools for estimating analog, parametric and PERT duration-, among
others
Techniques and tools for schedule compression - Crashing and Fast tracking
Quality assurance in building a timeline
COSTS AND PROCUTEMENT costs of each resource, human and material to cover the costs of activities, costs of
PLANNING deliverables and project cost.
Importance of quality projects and restrictions to consider
Quality development: Concepts and Principles
Knowing the PMI knowledge areas concerning quality:
PMI methodology
Quality management according to the PMBOK
Utility
QUALITY PLANNING Application of QFD Tool
Knowing the Project Quality Plan:
Development Project Quality Plan - PMBOK the project case
Assurance and quality control - PMBOK
Management tools
technical and service tools
Quality costs
RESOURCES, Identification and management stakeholders.
STAKEHOLDERS AND Communication Management in projects.
COMMUNICATION PLANNING Identification, call, strengthening, recognition and output of human talent.
Risk Management Plan,
Risk identification,
Qualitative and quantitative analysis,
RISKS PLANNING Risk response plan.
Workshops for each of the planning process through the development of specific
cases.
Overall assessment of risk planning processes and topics covered in class.
PROJECTS FORMULATIOIN
Project definition and its relationship with organizational strategy.
Differences between project, program and portfolio.
Definition of Project Management
Life cycle of projects and their difference with the life cycle management of projects
and life cycle products.
FUNDAMENTALS IN
Influence of the Organization in Project Management
PROJECT MANAGEMENT
Overview of the processes of project management
The role of the knowledge areas of project management.
Develop the Constitution Act Project
Develop Project Management Plan, with emphasis on the Plan The Plan
Configuration and change management project.
General concepts
Organizational environment
Endogenous and exogenous levels of the organization
STRATEGIC PLANNING
Strategic analysis SWOT
Corporate strategy through project management
Strategic plan model
ACCOUNTING SYSTEMS
Concepts and basic principles
FINANCIAL
Budgets and financial projections for the evaluation and analysis of projects
FUNDAMENTATION
Basic tools
Introduction to automation projects using Microsoft Project 2013. Setup Tool tool
COMPUTER TOOLS 1 Calendars and Tasks Configuration Configuration Resources and Costs
overallocation Create a project baseline Curve S Monitoring (indicators)
MANAGEMENT SKILLS
The importance of change management projects
Why Projects Fail?
Perceived as an obstacle to change
What is the change?
Definition
ORGANIZATIONAL CHANGE
Stages of Change
MANAGEMENT
The attitude a mental decision
Organizational Change
Change Management Model
Create a sense of urgency
Organize the team guide
Introduction to Marketing
MARKETING
Good businesses fail due to lack of marketing
FUNDAMENTATION
Marketing and its relationship to the strategy

Self Assessment Report v-final_Aug 02 (1)Page 17 of 141

 Marketing basics (needs, wants, Supply, Demand, Market)
Definition of marketing
Marketing process
Identify market opportunity
Conduct market research
Develop a marketing plan (Product, Price, Place, Promotion)
The importance of differentiation
As rely on digital tools to communicate that differentiation

SOCIAL AND ECONOMIC EVALUATION OF

PROJECTS
Overview of investment projects and its contextualization within the general
framework of national economic policy and the external context.
The location of the project. General aspects and internal context. Location
TECHNICAL EVALUATION OF variables.
PROJECTS The size. Importance of determination. ¿How big should be the project to start?
The process. What is the engineering process which is determined for the project?
The environmental aspect. What are the environmental implications that are
generated?
Conceptualizing the basics for Financial Evaluation of Projects
The development of the various cash flows used for financial evaluation.
PRIVATE EVALUATION OF
Finally, tools that provide financial mathematics for the analysis and assessment of
PROJECTS
financial convenience of carrying out investment projects will be discussed and / or
financing
Social enterprises and social projects
SOCIAL EVALUATION OF
Analysis of the problem
PROJECTS
Methodologies for social evaluation of projects.
RESEARCH METHODOLOGY
Know the language of the Projects
Know the Research Process
RESEARCH METHODOLOGY
Know the formulation of the Research Problem
Apply the citation and scientific consultation methodology (APA Standard)
GRADE WORK SEMINAR Grade work Guide

SECOND SEMESTER
MANAGEMENT SYSTEMS
The importance of leadership in project management
Why Projects Fail?
Features Leader
Leadership Model
LEADERSHIP IN PROJECTS
The Extraordinary Leader
5 Groups Strengths
The character
Leader Level 5
Personal Capacity
MANAGEMENT COMPETENCES Interpersonal skills
Relationship Management
The beliefs
The paradigms
RELATIONSHIP MANAGEMENT The ego
Teamwork
Conflict management
The topic
The speaker
EFFECTIVE PRESENTATIONS
The presentation
Application Workshop
EXECUTION, CONTROL AND CLOSURE OF
PROJECTS
Introduction: Differences and integration between implementation and monitoring &
Control
Scope vs. quality - Requirements Traceability Matrix
Earned Value - Introduction
EXECUTION, CONTROL AND
Earned Value - Recovery Techniques (Crashing & Fast-Tracking)
CLOSURE OF PROJECTS
Risks
Monitoring report
End of project
Control Panel - presentation to management

Self Assessment Report v-final_Aug 02 (1)Page 18 of 141

ECONOMICS
Model of supply and demand
Consumer choice
ECONOMÍCS Market equilibrium
Balance of trade and exchange rates
Economic indicators
Labor Contract and its elements
Difference between the employment contract and service delivery
Reality contract
LABOR IMPLICATIONS Human relations
Mobbing law
Content of a contract-elements
Misleading Advertising
FINANCES
Introduction to corporate finance.
Main functions of corporate finance.
Statement of financial position.
Statement of income.
CORPORATE FINANCES Statement of cash flows.
Financial statement analysis (horizontal and vertical)
Value of money over time.
Budget and Treasury
Relationship between finance and project management
MS Project
7 processes Time Management applied to MS Project tool.
MS Excel
COMPUTER TOOLS 2
Overview of Functions
Logic functions
Tools for data management
STRATEGIC CONTROL TOOLS
What is strategy?
Factors strategy
¿Creativity and Innovation in business management?
Value innovation
Co-creating customer experiences
Curve Customer Experience
BALANCED SCORECARD How to design the value proposition?
The design and implementation of the strategy through the Balanced Scorecard
SOs (DOFA, structural analysis)
Strategic maps
Strategic Insights
Aligning the value proposition
Simulator for making strategic marketing decisions
Knowledge Management Concepts
Usefulness and value of knowledge management
KNOWLEDGE MANAGEMENT
Process Knowledge Management in Project Management
Application of Knowledge Management in Project Management
NORMATIVITY AND STANDARDIZATION
Conceptualization
INTEGRATION MANAGEMENT Change control
Configuration plan
Introduction to project management
Starting projects with agile methodologies
Planning projects with agile methodologies
AGILE PROJECTS
Plannign the iteration of the project
Executing the iterations of the project
Carrying out monitoring and control of the iterations of the project
OPM: Organizational Project Management and Strategic Planning
ORGANIZATIONAL PROJECT The Project Offices PMO-P3O
MANAGEMENT Development of competencies for the Management of Projects, Programs and
Portfolios
BIOETHICS
Basics of Bioethics
BIOETHICS Bioethics and environment
Bioethics and education
GRADE PROJECT

Self Assessment Report v-final_Aug 02 (1)Page 19 of 141

 D.2.4: Description and evidence of how curricula facilitate active student engagement in learning. In
addition to traditional reading, research, and course activities, programs should provide a
description of collaborative, integrative activities and environments designed to reflect
workplace practices to improve student professional performance.
The Project Management program curricula is designed to facilitate students engagement in learning in two
main ways; our meaningful learning approach and collaborative virtual learning tools. Our Pedagogical
Guidelines, avalailables in Politics and Institutional Curriculum Management El Bosque University. 2011. P.39
describe the meaningful learning approach of our university and that is fully applied in our program to ensure
the successful learning engagement of our students. Regarding collaborative virtual tools, our program offers a
comprehensive virtual classroom, where our students collaborate in forums and interest groups in each of the
modules.

The virtual classroom URL is: https://ubosquemoodle.unbosque.edu.co/my/ (Please use this information to
access: (REDACTED BY GAC)
Note: Screenshot of this information on the link is posted in Supplement 5, Supplement 6

As part of the virtual tools provided to facilitate engagement in learning, we have virtual collaborative sessions
called Tutorial Coffees. In these sessions, hosted by one of our teachers, we provide the environment to have a
dialogue around specific topics (Knowledge Areas, Processes Groups, Tools & Techniques, etc) with the
objective to clarify concepts and strengthen knowledge in our students. We record all of the Tutorial Coffees
and posted in our virtual classroom to make them available to all of our students community.

This is Tutorial Coffees URL: https://ubosquemoodle.unbosque.edu.co/course/view.php?id=2764 Note: This is

the same site used for Tutorial Coffees. Both, Webinars and Tutorial Coffees ares posted in here. (Please use
this information to access: User: gerencia.proyectos Password: Gerencia.proyectos)
Note: Screenshot of this information on the link is posted in
Supplement 7

In the same way, the program has additional virtual sessions, called Webinar in Project Management, in which
experts in Project Management present some relevant topics in the discipline and that complement the
knowledge acquired by the teachers. The recordings of these sessions are hosted in the virtual classroom of the
program.

This is Webinars URL: https://ubosquemoodle.unbosque.edu.co/course/view.php?id=2764 (Please use this

information to access: User: gerencia.proyectos Password: Gerencia.proyectos)
Note: Screenshot of this information on the link is posted in Supplement 8

D.2.5: Description and evidence of how curricula provide summative experiences based on the
processes, knowledge, and competencies acquired throughout the program and incorporating
appropriate management of project standards and constraints.
The program has identified the following specific competences of training:
• Communication skills: Effective exchange of accurate, appropriate and relevant information
with the interested parties, using methods to the measure of each one.
• Leadership Competencies: Guiding, inspiring and motivating team members and other
stakeholders to manage and solve problems to achieve the project's objectives.
• Management Competencies: Effectively manage the project to through the deployment and use
of human, financial, material, intellectual and intangible resources

Self Assessment Report v-final_Aug 02 (1)Page 20 of 141

 • Cognitive ability: Apply an appropriate level of depth of perception, discernment and judgment,
to effectively direct a project in a changing and evolving environment.
• Effectiveness: Produce the desired results using the appropriate tools, resources and techniques
in all the activities of the Project Management.
• Professionalism: Maintain an ethical behavior guided by responsibility, respect, friendship and
honesty in the practice of Management of Projects.

The pedagogical strategy of the program is the implementation of the institutional pedagogical model where
teaching is centered on learning and learning is centered on the student. The institutional pedagogical model is
the "meaningful learning" proposed by Professor Dee Fink and based on elements constructivist, and
experiential, which poses a taxonomy in which there are different types of learning.

"An important feature of this taxonomy is that each type of learning is interactive, which means that each type
of learning can stimulate other types. The six dimensions of this taxonomy for Fink L. allow us to know the
type of learning that students are expected to achieve, as follows:

• Fundamental knowledge: Understand and remember the relevant content in terms of terms,
concepts, theories, principles, etc.
• Application of learning: They will use the content appropriately.
• Integration: Identify the interactions between the contents seen and other content classes.
• Human dimensions of self learning: They will learn about themselves: (who is, who can be or
will be) Others: Will be able to understand and interact effectively with others.
• Commitment or assessment: Develop new feelings, interests or values in relation to the subject
that is being studied.
• Learning how to learn: Involves student "skills", skills self-directed research and learning ".

This approach to "learning" is an essential part of the Integrated Course Design model, based on the same
components that are part of most instructional design models, but assembles such components in an integrated,
non-linear model. The basic concepts of the instructional design model are broken down below:
• Situational factors: They involve carefully reviewing information about the situation and are
used to make important decisions about the course. The general and relevant categories to take
into account are the general and specific context of the learning situation, the nature of the
subject, the characteristics of the apprentices and the teacher.
• Objectives (goals) of learning: When teachers appeal to the focus on learning, they usually
identify several additional types of meaningful learning, although their responses usually include
"understand and remember" type learning. However, it is important to emphasize critical
thinking, to learn to use the knowledge of the course creatively, to learn to solve real-world
problems, to change the way students think about themselves and others, to understand the
importance of learning for all life, etc. The learning goals according to the instructional design
should be clear, although they should also be important and significant in terms of the
educational value they provide to students.
• Learning activities: Through the incorporation of active learning, meaningful learning is
created, which allows students to learn and retain for longer what they have learned in an active
way and offers students experiential learning opportunities in order to generate a reflective
dialogue . In order to create a complete set of activities capable of creating meaningful learning,
a holistic perspective of active learning is required that includes three integral modalities:
obtaining information and ideas, experience and reflective dialogue.

Self Assessment Report v-final_Aug 02 (1)Page 21 of 141

 • Evaluation activities: A focus on learning is based on feedback and evaluation procedures
called "educational evaluation", which enhance the quality of student learning. The four
components of the educational evaluation are the anticipatory evaluation, the criteria and
standards, the self-evaluation and the feedback.

The training process is developed as follows:

First semester: It is an immersion in the stages of Start and Planning. At this moment the student takes a tour of
the Planning of:
• Scope,
• Time,
• Costs,
• Risks,
• Quality,
• Procurement,
• Human Resource and,
• Communications
In these subjects, the different Plans as well as the Integration Plan are expected as main deliverables. It
highlights processes such as: (the most relevant)
• Product and Project Life Cycle
• Project Charter
• WBS and Dictionary
• Scope Statement

Second Semester: It is an immersion in the stages of Execution and Monitoring-Control, as well as in Closure.
In this cycle, students must make evident the advances and deliverables that were planned in the first semester;
make progress reports (of management)
On the other hand, Company applications are made, typical of the Management, such as the classes of: Strategic
Management, Financial Management, among others.
During the same semester, the company dives into business issues such as Economy and Finance; as well as in
Research (Research Methodology) and a Group Work is formulated as a Group
Both first and second semester have a space dedicated to the Presentation and Sustainability of the Degree
Projects, which are evaluated and qualified as part of the training process and condition for obtaining the
degree.

The main strategies used are:

• Flipped Class
• Case Study (case applied to projects)
• Degree Work (Real, in a company)
•
These strategies are based on (mainly):
Significant Learning: The evaluation process is done as follows:
• Previous readings, inverted class: through this methodology the student prepares the class,
makes comprehensive reading, creates retention and reading comprehension, explores new
concepts.
• Case Study: Through this strategy, the student in an integrative process, unites and reinforces
concepts and criteria. On the other hand, this methodology allows you to make group decisions
(group work)

Self Assessment Report v-final_Aug 02 (1)Page 22 of 141

 • Exhibitions and Sustainability Degree Work: Thanks to this methodology, the student
develops the ability to work as a team, creation and explanation of concepts, integration of topics
and apprehension of new knowledge.
• Exams (oral and written): With these memory is reinforced, the ability to analyze, the ability to
discern, among others. The exam allows the student to demonstrate their knowledge.
• Debates: Two-way action system, on the one hand, the teacher places an activity, question or
general topic, on the other side, students interact at the request of the teacher, and, the results are
constructed collaboratively.
• Forums and Virtual Classroom: As already mentioned, it is the main mechanism of evaluation
and academic interaction of the training model of the Specialization. Thanks to this, dynamics
such as real-time access to subjects and contents are achieved, the results of the evaluation are
known and the results and notes of the different classes are known.

The final document, with which the students demonstrate to have acquired sufficient knowledge in Project
Management, and be prepared to assume the role of Managers, under the good practices established by the PMI,
is the Work of degree. This document demonstrates that students are able to conceive, plan, execute, control and
close a project. The process of construction of this process is detailed below:

INTRODUCTION TO THE GRADE PROJECT

In the Faculty of Engineering of the Universidad El Bosque, SPECIALIZATION IN PROJECT
MANAGEMENT, students must submit a GRADE WORK as a requirement to qualify for the Project
Management Specialist degree. With the Degree Work seeks to demonstrate the assimilation and application of
knowledge, tools and practices of Project Management, presented in the courses of the Specialization and also
investigate the practice of this Management. The Degree Project consists of a Project Management exercise
with a Project suggested by each group of students and approved by the Degree Work Committee.

The main condition that applies to each degree work is determined as the Management of a real project. This
means that students will present project management proposals for a project that is in any of the phases of the
life cycle of the product, service or unique result in a real company, or as part of a particular initiative. The
proposals must be supported by a communication issued by the company that owns the project, with signature
by the sponsor of the project, in which it is committed to provide support to students in everything relevant to
the proper management of the same. The Coordination of the Specialization will send to the students a proforma
that will be filled by the company and delivered to the Coordination of the Specialization. In the case of a
particular initiative, the student will deliver the same document signed by the project sponsor, even if it does not
belong to a specific company.

It will be considered as a project proposal to manage through grade work, any of the following:
• A project that currently exists in a real company, clearly determining which phase (s) will be the
object of the scope of the degree work.
• A project, which results from an analysis of problems, opportunities and / or needs of an
organization. This can be part of the portfolio of projects of the Organization or can be conceived
by the student.
• A personal undertaking, such as the formation of a company.
The project of work of degree will include the elaboration of two (2) groups of deliverables:

1. EVIDENCE OF THE PRODUCT, SERVICE OR UNIQUE RESULT: it is understood as the

project itself. Students must provide evidence demonstrating the development of deliverables
approved by the Committee (eg, New architectural design. refrigeration plant; Installation of energy

Self Assessment Report v-final_Aug 02 (1)Page 23 of 141

 service for residential complex; Process of improvement of risk analysis in XYZ company). Students
will submit photographs and documentations evidencing the deliverables in case they can not be
physically delivered at the University. The University may request from the corresponding company
validation of the evidence provided by the working group.
2. EVIDENCE OF MANAGEMENT OF THE PROJECT: it is understood as the Management Book
of the project, which contains all the management evidences of the chosen project, during the whole
life cycle of the project or during the selected phase (s). ). The Project Book, which evidences the
management thereof, must contain the following deliverables:
a. Deliverables from the project initiation process group: All projects must show a formal
start and must comply with the guidelines established in the fifth version of the PMBOK,
issued by the PMI. The minimum deliverables required are:
b. Act of constitution of the project or phase (Project - Phase Charter), verified by the
Project Director, and accepted and authorized by the Sponsor.
c. Identification of stakeholder groups.
d. Deliverables from the group of project planning processes: All projects must demonstrate
detailed formal planning and must comply with the guidelines established in the fifth version
of the PMBOK, issued by the PMI. The planning of the project must be defined in the Plan
for the Project Management and the following groups of processes, this plan must define
which will be used, therefore it should be taken into account:
e. Project Management Planning Processes: determines the relevant processes to plan,
execute, monitor, control and close the approved project. This item should contemplate:
i. List of selected and relevant processes for the management of the project, with scope,
that can even differ to the totality of the processes determined in the PMBOK
ii. Justification of decision by which processes are determined that they will not be used
in project management.
iii. Timeline, roles and responsibilities defined for the Project Management.
iv. Management Plan of the Project Configuration that must contain Change
Management Plan for the same. This plan must be built progressively, with the
accompaniment of the grade work director, throughout the first semester of the
program.
v. Definition of Project life cycle (Note: the project life cycle does NOT correspond to
the project management process groups).
f. Methodology of product construction, service or unique result.
i. Definition of standard and complementary practices aimed at establishing the steps
for the construction and management of the product. It defines the technical approach,
that is, the establishment of processes, procedures, techniques and tools necessary for
the elaboration of deliverables of the product, service or unique result of the draft.
g. Scope Management Planning Processes: Document the relevant processes to determine all
work and only the work necessary to meet the project's objectives.
h. Time Management Planning Processes: Document the relevant processes to determine the
time necessary to meet the project's objectives.
i. Cost Management Planning Processes: Document the relevant processes to determine the
cost necessary to meet the project's objectives.
j. Project Quality Management Planning Processes: Document the relevant processes to
determine the standards, standards and metrics necessary to meet the project and product
objectives. Emphasis should be placed on the correct establishment of project and product
indicators

Self Assessment Report v-final_Aug 02 (1)Page 24 of 141

 k. Planning Processes of Human Resources Management: Documents the relevant processes
to determine the human resources necessary to fulfill the project's objectives, their roles and
responsibilities.
l. Communications Management Planning Processes: Document the relevant processes to
determine the communications needed to meet the project's objectives.
m. Risk Management Planning Processes: Document the relevant processes to determine the
Risks that may positively or negatively affect the objectives of the project, as well as their
classification, ranking (prioritization) and quantitative analysis (when required). The
treatment corresponding to the risks must also be determined with the following deliverables:
i. Complete registration of initial and updated risks.
ii. Risk response plan.
iii. Contingency reserve.
iv. Management reservation.
n. Procurement Management Planning Processes: Document the relevant processes to
determine the relevant purchases and / or subcontracting to meet the project's objectives
o. Processes of Planning of the Management of interested: It documents the pertinent
processes to determine the strategies that assure an efficient management of the expectations
of the interested ones, aligned with the objectives of the same. The stakeholder engagement
management strategies should be defined, detailed and particularized where relevant.
(quantified, with responsible and compliance and measurement times).
p. Act of closing of planning, reviewed by the Director of project and signed by the Sponsor,
with the pertinent updates based on the suggestions that the jury issues prior to the first lift,
with its corresponding version management

3. METHODOLOGY OF GRADE PROJECT

a. FIRST SEMESTER
To comply with what is defined in this document, the following is established:
• Students must form work groups of degree, (minimum three members per group, maximum four)
and deliver two initiatives for the Degree Work, which must be reviewed by the Work
Committee grade, of which one will be approved. These initiatives will be the main deliverable
of the GRADE WORK SEMINAR module, and should be presented in the format F-TDG-001
Proposed Format TDG
• In the event that the work committee of the degree does not approve any of the initiatives, the
affected students will have 15 calendar days to present two new initiatives that must be approved
by the Work Committee of the degree, without this affecting the schedule established for the
sustentation.
• Once the initiative is approved, the Working Committee of the degree will designate the Director
of Degree work for each group and the corresponding qualifying jury.
• Students must process the formalization letters of the initiation of the Degree work. For this they
must fill out the following formats:
o F-TDG-002 Acceptance of company form, which must be signed by the Project sponsor
o F-TDG-003 Format TDG initiative acceptance, which must be signed by the Director of
degree work
These two documents should be attached to the project management book

Students must hold meetings with the Director of Degree Work with a verifiable periodicity. This periodicity
must be agreed with the Director and each minute the corresponding minutes should be prepared in the format
shown in Annex F-TDG-009 Format Meeting document of the degree work. At least four face-to-face meetings

Self Assessment Report v-final_Aug 02 (1)Page 25 of 141

with the director must be carried out, each of a minimum duration of one hour, of which there must be evidence
in the minutes. without prejudice to partial revisions by electronic means or mechanisms agreed by the work
team.

The meeting minutes must be prepared in the same meeting with the Director and its preparation is mandatory.
The Director of the Degree must submit a communication to the Degree Work Committee authorizing the group
to present themselves at the end of the semester, using the format shown in Annex F-TDG-005 Plenary Support
Approval Format 1

The students will make a preliminary presentation of their project in a first Support that will be made halfway
through the semester, and in which they must report:
• Context: explain the situation generated by the project, presenting a context of the applicant
company.
• Business Objectives: The business objectives that originate the project are those that will
materialize once the project is finished, they must correspond with the Project Applicant
Organization, they must be coherent with the justification (Why?) And must be quantifiable (
comply with the SMART rules).
• Preliminary scope of the project: List the deliverables of the project product / service in a
concrete way and, if possible, present its structure or general content; Exclusions: Relate, in case
of existing, those important exclusions related to the scope
• Project life cycle: Description of the phases that make up the project expressing with clarity
which are the phases that will intervene in the work of degree.
• Main milestones of the project: Main key moments of the project, with an expected date of
compliance.
• Project management team: Very brief summary of the profile of each member of the team, and
their possible technical contribution to the project.
• Main Management Restrictions: Succinct explanation of the decisions that the team can not make
autonomously, and their protocol for taking them.
• The Coordinator of the Specialization will define dates and times to sustain the work of degree
and will notify all the requirements of Scope, time and quality contemplated for the
Sustainability.
• The students will present their work of degree before the qualifying jury on the date and time
defined by the Coordinator of the Specialization.
• The qualifying Jury will ask questions and deliver suggestions and comments in the
Sustainability and will award a grade.

DELIVERABLES OF THE FIRST SEMESTER

The following are the minimum deliverables that must be presented in the Sustainability (The Director of Work
of Degree has total autonomy to request and / or demand the additional deliverables that it considers pertinent
for the presentation):
• EVIDENCE OF PLANNING OF THE PROJECT: Digital version on the Mahara platform, of
the Project Management (instructions and publication tutorials will be delivered), which must
have the following order of publication, in what is known as a COLLECTION (Grouping of
views) on the platform:
o Name of the company that owns the project
o Mission and Vision of the company

Self Assessment Report v-final_Aug 02 (1)Page 26 of 141

 o Sponsor's Letter of Authorization, declaring knowledge of the Work of degree, and
committing itself to give support to the students in the development of the same, as well
as authorizing the use of the pertinent information.
• Initiative (preliminary project) proposal, (Form F-TDG-001 Proposed Format TDG) that was
approved by the grade work committee.
• Letter of acceptance of initiative signed by the Director of work of degree
• Act of Constitution of the project (Project Charter)
• Identification of Stakeholders
• Project Management Plan: Document that defines how the management of the project will be
planned, executed, monitored and controlled, as well as the construction of the deliverables and
that must contain at least:
• Scope of Project Management: Processes defined for project management.
• Project Management Schedule: Milestones that define the dates in which each of the project
management deliverables must be carried out (Schedule of action plan).
• Methodology to obtain the product or service of the project.
• Project life cycle: Determination of project phases, with clear identification of which one (s) will
be the one that the grade work group will develop as project scope for the degree work , in the
case of projects with an extensive scope.
• Configuration management plan: Documentation that establishes the configuration of the
baselines, their management and the procedures carried out to give management to the integrated
system of control of changes
• SUBSIDIARY PLANS: In accordance with the provisions of the Plan for Project Management,
the Plans that the grade work group considered pertinent with respect to the Process Groups and
knowledge areas, and which will correspond to the plans that, according to the class calendar,
consider that they can finish for the presentation in plenary. This decision must be documented.
• ANNEXES: Signed minutes of all meetings held, Record of Lessons learned, Instruments, tools,
etc., that were used for the planning of the project and that will serve as support for the results
presented.
• PRESENTATION: Of free format and in the software that each group considers pertinent, a
presentation that the group will use to sustain their work will be given to the Project management
book, plus the information that they consider useful for the presentation. This presentation must
be enclosed in printed form (two slides per sheet), so that the qualifying jury can make notes that
it considers pertinent.

DELIVERABLES OF THE SECOND SEMESTER

1. EVIDENCE OF THE PRODUCT, SERVICE OR UNIQUE RESULT: it is understood as the
project itself. Students must provide evidence demonstrating the preparation of the deliverables
approved by the Committee (eg architectural design of a new refrigeration plant, installation of
energy service for a residential complex, process to improve risk analysis in XYZ company).
Students will submit photographs and documentations evidencing the deliverables in case they
can not be physically delivered at the University.
2. EVIDENCE OF MANAGEMENT OF THE PROJECT: it is understood as the Management
Book of the project, which contains all the management evidences of the chosen project, during
the whole life cycle of the project or during the selected phase. The Project Book, which
evidences the management thereof, must contain the following deliverables:
a. Deliverables of monitoring and control of the project: Every project must contain
documentation that evidences a systematic review of presented gaps and pertinent actions

Self Assessment Report v-final_Aug 02 (1)Page 27 of 141

 to control them, therefore the guidelines established in the fifth version of the PMBOK,
issued by the PMI, must be complied with. It must be delivered:
i. Project change management report, which demonstrates correct management, in
accordance with the provisions of the Integrated Project Change Plan.
ii. Biweekly progress reports of the project, which reflect the gaps presented in the
execution with respect to planning, and the actions defined for its control. It is
expected that this report contains information related to the areas of knowledge.
The reports will progressively provide more complete information as the concepts
are learned in the Execution, Control and Project Closing class
iii. Dashboard, or indicator board, prepared according to instructions that will be
received in the Execution, control and closing class.
iv. Monthly evidence of progress in the product of the project: Students must provide
real and verifiable evidence of progress of the product, service or unique result,
object of the project of work of degree. The mechanisms to present the evidence
will be established in conjunction with the Director of the Degree Work.
v. Deliverables of the group of processes for the closure of the project or phase:
Every project must contain documentation evidencing a formal closure of the
same and / or of each phase once the objectives of the project have been met or its
impossible compliance and the management performed to "rescue" the project,
therefore, a report of project closure must be submitted, accompanied by a
certificate of receipt and approval by the Sponsor thereof.
THE GRADE PROJECT ASSESSMENT: The final grade for Grade Work is the average of
the grades for each of the semesters.
Evaluation of each of the semesters:
• 25% as a result of the mandatory meetings that must be held with the Director of the
Degree Work. This evaluation includes compliance with the work plan and quality of
the deliverables presented at each meeting, team management, team work, conflict
resolution, participation. The note may be different for each of the team members
according to their participation and behavior and is issued by the Director of work of
degree.
• 10% corresponding to the valuation delivered by the qualifying jury on the first day of
support in the middle of the semester. This will be a note for all the team that makes
up the grade work group.
• 15% corresponding to the valuation delivered by the qualifying jury on the second
day of support in the middle of the semester. This will be a note for all the team that
makes up the grade work group.
• 50% corresponding to the grade obtained in the first semester.
• In each plenary a note will be given for the presentation and the support of each
group, which will be the average of the grades given by each of the Grade Work
Assessors:
• The grade will be from 0.0 to 5.0, in accordance with University regulations.
Once the note has been issued and the regulatory documents have been delivered, students must manage the
necessary papers and requirements to graduate.

Some of the teaching methods are explained below:

Simplified German Seminar: Implies delivery or prior indication of readings. In all classes will be a prior
control of written readings. Students will then discuss the central aspects of the readings. Two students will be
selected to do so and their exposure should be done with the help of a concept map.

Self Assessment Report v-final_Aug 02 (1)Page 28 of 141

Case study: It is a work under the methodology of Problem-Based Analysis that involves the identification of
problematic nuclei and the presentation of cases to solve, which presented in a partial way, allow the student to
complete them, according to their capacity and level of progress in the topics. Usually, the students carry out
final projects of the subjects, where the use or analysis of all or most of the concepts studied in the subject must
be evidenced, for example in systemic thinking: students should simulate a real market in a mural, which should
function as a system and is composed of a
minimum of 5 companies, which in turn must be viable systems in which one or more archetypes can be
detected and additionally visualize or explain the characteristics, properties and conditions of the systems .
Seminar / workshop: the teacher combines the explanation of theory with the development of practical
workshops to apply the concepts explained.

Master lecture: the teacher prepares the content for the class and makes an explanation through traditional
resources (board and marker) or technological resources (computer and videobeam).

Computer Internship: Students become familiar with the technological tools and software during the
development of the computational tools subject where the emphasis is on the automation of projects using the
Microsoft Project 2010 tool.
Debates and round tables: It involves an advance preparation of topics assigned according to the program of
the module and bibliography provided. During the sessions the learning is developed through participatory
discussion guided by the teacher.
Grade work: aims to consolidate the learning of the whole program in a formal project according to the interest
of the student. All the activities related to this ítem are hosted in these urls:
https://ubosquemoodle.unbosque.edu.co/course/view.php?id=2783 and
https://ubosquemoodle.unbosque.edu.co/course/view.php?id=2785 (Please use this information to access: User:
gerencia.proyectos Password: Gerencia.proyectos)
Note: Screenshots of some examples are posted in:
Supplement 9

D.2.6: Description and evidence of how curricula include academic content, rigor, and quality
appropriate for the degree or award level.
The program has a theoretical, practical and methodological basis and training is oriented according to principles
and purposes; curricular contents are in accordance with the development of scientific-technological activity and
the training profile based on the pedagogical model and learning strategies necessary to achieve training goals.
On the other hand, based on the analyses developed by the Project Management Institute and the International
Project Management Association, regarding the competences that have to be developed for professional
performance in Project Management, the following have been identified:
Communication skills: Effective exchange of accurate, appropriate and relevant information with stakeholders,
using appropriate methods in each case.
Leadership Competencies: Guiding, inspiring and motivating team members and other stakeholders to manage
and solve problems to achieve project objectives.
Management Competencies: To manage the project effectively, through the deployment and use of human,
financial, material, intellectual and intangible resources.
Cognitive ability: Apply an appropriate in-depth level of perception, discernment and judgment, to manage a
project effectively in a changing and evolving environment.
Effectiveness: Produce the desired results using the appropriate tools, resources and techniques in all Project
Management activities.
Professionalism: Maintain an ethical behavior guided by responsibility, respect, friendship and honesty in the
Project Management Practice.

Self Assessment Report v-final_Aug 02 (1)Page 29 of 141

In this graduate course, students are expected to achieve an advanced and integrated understanding of project
management, the integration with other areas and disciplines, and the latest developments in methods and
practices. It also seeks to develop analytical, communication, creative and technical skills in order to:
• Define and solve complex problems involving different aspects of work and different disciplines
in uncertain and unpredictable contexts.
• Interpret and synthesize relevant concepts, decisions, consequences, events and strategies.
• Propose innovative strategies to solve complex situations to minimize risks and optimize
impacts.
• Thanks to the programmatic content of our graduate program, students are able to develop
autonomy, adaptability and good judgment in order to:
• Manage complex technical and professional activities and execute complex projects.
• Develop new knowledge and procedures of different fields in a comprehensive way.
• Develop innovative and relevant solutions for different academic and professional fields, as well
as for different fields of work or disciplines.
• Provide expert advice and expertise to predict and manage risks in unfamiliar contexts.
The program has a multidisciplinary spirit and its greatest contribution to interdisciplinarity are the
professionals participating in the program, the professors, students and invited speakers, who from their
experience, which comes from diverse basic disciplines, enrich the development of the program.
Engineers, administrators, architects, environmental designers, economists, doctors, speech therapists,
bacteriologists, nurses, dentists, veterinarians, zootechnicians, biologists, chemists, public accountants, lawyers,
social communicators, publicists, linguists, professionals in international trade or marketing, finance and
business, psychologists, social workers, are some of the professionals who have built the Specialization in
Project Management. Likewise, teamwork, conceived as a strategy to develop natural leadership among the
social actors involved, has strengthened participation processes and allowed solutions to solve the problems of
professional performance.

The pedagogical strategy of the program is the implementation of the institutional pedagogical model where
teaching is focused on learning and learning is student-centered. The institutional pedagogical model is
"meaningful learning" proposed by Professor Dee Fink and based on constructivist and experiential elements,
which proposes a taxonomy in which different types of learning takes place.

The following is a summary of the general content of the activities according to the academic area to which they
belong.

Leadership and Management Area: It deals with project management activities: forecasting, planning,
organization, direction, integration and control. In the process, the points related to project integration, strategic
planning and resource allocation are identified, going through the essential processes of projects: scope
management, scheduling, budget and quality management in order to reach recruitment, communications and
human resources strategies, emphasizing on the kind of leadership management that Project Managers must
evidence. This is done by covering the following subjects:
• Management Systems
• Project formulation
• Project Management
• Program Management and Project Portfolio Management
• Organizational maturity to manage projects
• Leadership and communications in project teams
Economic - Social and Financial Area: It deals with the project’s commercial and profitability possibilities, its
social influence and its direct contribution in creating value for the organization. For this purpose, it emphasizes

Self Assessment Report v-final_Aug 02 (1)Page 30 of 141

on commercial, environmental, economic and social analysis, budget development activities, project
accounting, financial projections and cash flow, additional requirements of capital resources and their
conditions by covering the following subjects:
• Accounting systems.
• Marketing.
• Costs and budget
• Economics
• Financial, social and environmental evaluation of projects.
• Finance.
Area of Research and Humanities: Within the framework of a basic humanistic training in the field of
bioethics, and to promote research, students are required to elaborate a graduation project that proposes,
analyzes and develops current issues and interest for continuous improvement in project management within
organizations by covering the following subjects:
• Bioethics.
• Investigation methodology.
• Normativity
• Seminar in IT expertise and computer applications.
• Graduation project.
In the next chart, there is all the evidence that clearly links program´s course/subject to the expected levels of
achievement described in Appendix C.

GAC Self-Assessment Report - Accreditation Standard D.2.6

Chart C - Master's Degree/Award
Mapping Course/Subject Learning Outcomes to Appropriate GAC Expected
Levels of Achievement
Instructions: For each academic degree or award complete the following chart. Add rows as necessary.
Use the following key to alignment with achievement level F = fully addresses; S = substantially addresses; P = partially addresses; N/A = not addressed.
Name of Institution Where Applicant Degree or Award is Housed: Universidad El Bosque
Name of Applicant Degree or Award: Specialization in Project Management

Self Assessment Report v-final_Aug 02 (1)Page 31 of 141

 Application of
Knowledge and Skills
Autonomy,
accountability,
adaptability, and
judgment to:
• Manage complex
professional and
technical activities and
the execution of
complex projects. •
Develop new
knowledge,
Skills
procedures, and
Knowledge Analytical, communicative,
processes integrating
Advanced and creative, and technical skills
knowledge from
integrated to: • Scope and solve
different fields.• Reference
understanding of complex problems that
Develop innovative Materials/
the management traverse fields of work or
solutions and Evidence
of projects* disciplines in unpredictable
proposals relevant to Course Overview Supporting
discipline; its contexts.
Course/Subject an Provide narrative response Narrative
interface with • Interpret and synthesize
Name & academic/professional demonstrating how course/subject Insert Page # in
other fields of relevant concepts, choices,
Number field, field of work, or addresses the expected level of SAR &/or
work and consequences, events, and
discipline. • Provide achievement. Supplement # with
disciplines; and strategies. • Engage
specialized counsel and supporting
recent multidisciplinary teams to set
expertise to predict evidence of levels
developments in and realize objectives.•
and navigate risk in of achievement.
allied research, Propose innovative pathways
unfamiliar contexts. •
methods, and through complex situations
Leverage complex
practice. that minimize risks and
sociocultural factors to
optimize impacts.
promote successful
management of
people, procedures, or
processes. •
Consistently and
sensitively manage
complex and diverse
ethical issues; self-
awareness to guide
and evaluate one’s
own decisions and
actions to continuously
grow and improve.
Core (Mandatory/Required) Management of Projects Courses/Subjects
The course offers students information
and practical exercises through which
they acquire techniques and skills to
Project
determine the requirements and
management / S P P Supplement 13
deliverables of a project. With these
Scope Planning
practices, the students solve situations
of real projects, relating to the corporate
and project objectives..
The course offers students information
and practical exercises through which
they acquire techniques and skills to
Project
plan the activities and the schedule of a
management / S P P Supplement 13
project. With these practices, the
Time Planning
students solve situations of real projects,
relating to the corporate and project
objectives.
The course offers students information
and practical exercises through which
Project
they acquire techniques and skills to
management /
plan the costs and acquisitions of a
Costs and S P P Supplement 13
project. With these practices, the
procurement
students solve situations of real projects,
Planning
relating to the corporate and project
objectives.

Self Assessment Report v-final_Aug 02 (1)Page 32 of 141

 The course offers students information
and practical exercises through which
they acquire techniques and skills to
Project plan the quality metrics, standards and
management / S P P standards of a project. With these Supplement 13
Quality Planning practices, students solve situations of
real projects, relating to the corporate
objectives, the project and the triple
restriction.
The course offers students information
Project and practical exercises through which
management / they acquire techniques and skills to
Resources, plan resources, the management of
Stakeholders S P P stakeholders and the communications of Supplement 13
and a project. With these practices, students
Communitations solve situations of real projects, relating
Planning to the corporate objectives, the project
and the triple restriction.
The course offers students information
and practical exercises through which
they acquire techniques and skills to
Project
plan the risks of a project. With these
management / S P S Supplement 13
practices, students solve situations of
Risks Planning
real projects, relating to the corporate
objectives, the project and the triple
restriction.
Projects The course offers students information
formulation / and practical exercises through which
Fundamentals in S N/A P they acquire techniques and skills to Supplement 13
Project formally start a project, in complete
Management alignment with corporate objectives.
This course develops activities and
Projects
contents through which students
formulation /
S P N/A understand the strategic objectives of an Supplement 13
Strategic
organization, and make decisions based
Planning
on them.
In this course, students receive content
Accounting
and perform practices through which
Systems /
N/A N/A N/A they understand the most relevant Supplement 13
Financial
concepts of mathematics necessary to
Fundamentation
perform financial evaluation of projects.
Through MS Project and Microsoft Excel,
Accounting students put into practice the concepts
Systems / seen in other classes of the program. In
P N/A N/A Supplement 13
Computer Tools this course, students strengthen their
I skills in the management of these
programs.
In this course, students receive content
Management and perform relevant activities to
Skills / understand the implications of the
Organizational P S P changes generated by projects in Supplement 13
Change organizations. Decision making is
management strengthened based on change
management exercises.
In this course, the students, through
readings and practical exercises,
Management
understand the importance of the
Skills /
P P N/A market relationship between the Supplement 13
Marketing
organization and the environment and
fundamentation
how this affects the projects. Decision
making exercises are done.
Social and
economical Students learn in this course to analyze
evaluation of the social components of a project.
P N/A P Supplement 13
projects / Social Through readings, review and analysis of
evaluation of films, these topics are discussed in class.
projects

Self Assessment Report v-final_Aug 02 (1)Page 33 of 141

 Social and
economical In this course, students understand the
evaluation of importance of analyzing the necessary
projects / P N/A P resources and location of projects. With Supplement 13
Technical exercises in class, students acquire skills
evaluation of for decision making.
projects
Social and
economical In this course, dynamics are established
evaluation of and readings are shared so that students
projects / P N/A P understand the most important Supplement 13
Private concepts in the financial analysis of a
evaluation of project and all its variables.
projects
This course offers students, through
Research
support to their degree work, the
methodology /
P N/A N/A understanding of a correct definition of Supplement 13
Research
the objectives of a project, as well as its
methodology
correct justification.
This seminar gives the students all the
Research guidelines for the development of their
methodology / project of work of degree. They are
F P N/A Supplement 13
Grade work given tools and concepts that will be key
seminar to the proper development of their
project with which they graduate.
Through readings, discussions and
Management practical exercises, students develop in
Systems / this class the necessary skills to make
N/A S P Supplement 13
Leadership in decisions with the support of a team of
projects collaborators. Strengthening leadership
competencies, fundamental in projects.
In this course the students carry out
Management
practical exercises and case analysis
Systems /
N/A S P through which they strengthen their Supplement 13
management
abilities to work in teams, resolve
competences
conflicts and make decisions.
In this course, through practical
Management
exercises in class, readings and
Systems /
N/A S N/A participatory discussion, students are Supplement 13
Relationship
given skills and concepts to improve
management
their relationships with others.
Management
Theoretical and practical course in which
Systems /
N/A N/A N/A students develop skills to design and Supplement 13
Effective
argue effective presentations.
presentations
Through this course, and the in-depth
Execution,
analysis of several scenarios designed for
control and
the case study of the program, through
closure of
practical exercises, readings and
projects /
F F F discussions, students develop skills to Supplement 13
Execution,
implement comprehensive decision
control and
making, taking into account all the
closure of
variables internal projects and those of
projects
the environment.
In this course students read and develop
Economics / exercises to understand the influence of
N/A P N/A Supplement 13
Economics the environment and make decisions
adjusted to a changing reality.
Students understand the most relevant
aspects of labor relations, so through
readings, review of videos and
Economics /
discussions, students acquire
Labor N/A P N/A Supplement 13
competencies to address different work
implications
situations, based on legal and
administrative guidelines, to make
better decisions.

Self Assessment Report v-final_Aug 02 (1)Page 34 of 141

 In this course students receive the main
Finances / financial concepts that must be taken
Corporative N/A P N/A into account to understand the reality of Supplement 13
finances the organization. Exams, practices,
situation analysis help in this purpose.
Through MS Project and Microsoft Excel,
students put into practice the concepts
Finances /
seen in other classes of the program. In
Computer tools S N/A P Supplement 13
this course, students strengthen their
II
skills in the management of these
programs.
The strategic planning carried out in
practice. In this course students
Strategic control understand the importance of correctly
tools / Balanced P P P locating the organization's projects and Supplement 13
Scorecard aligning them to the corporate strategy.
Readings, case analysis and simulation of
Balanced Scorecard are made.
In this course, students, through
Strategic control
readings, exercises and discussion
tools /
P P P understand the importance of managing Supplement 13
Knowledge
the knowledge of the organization to
Management
capitalize on best practices.
During this course, students perform
practical exercises and review readings
with which they understand the
Normativity and
relationships between groups of
standardization
F S S processes. They develop skills and Supplement 13
/ Integration
techniques to make decisions caused by
Management
changes in projects. They analyze
specific situations presented based on
the case study of the program.
This is an introductory course to agile
Normativity and
project management methodologies.
standardization S P P Supplement 13
Concepts and tools are delivered to use
/ Agile projects
these good practices in the projects.
In this course, the students advance a
little more in the understanding of the
Normativity and relationship of the projects with the
standardization organization and the environment. They
/ Organizational S S P understand, through readings and Supplement 13
Projects practical exercises, the main concepts of
Management organizational management of projects,
the most relevant maturity models and
the management of PMOs.
Through lectures, case analysis and
lectures, students understand the main
Bioethics /
N/A P N/A concepts of bioethics and the Supplement 13
Bioethics
relationship of the human being with the
environment
Through the project of work of degree,
the students carry out to the practice all
Project Degree
the concepts related with Management
Work / Project F F F Supplement 13
of projects, take decisions and relate all
Degree Work
the concepts with real and changing
environments.

D.2.7: Description and evidence of how the achievement of program learning outcomes are assessed
for each academic degree or award.
The expectation for continuous academic performance is based on:
• Weighted average grade by semester
• Cumulative average grade

Self Assessment Report v-final_Aug 02 (1)Page 35 of 141

The Project Management Specialization program follows the admissions and academic performance
expectations described in the Postgraduate Regulation Manual of Universidad El Bosque at:
http://www.uelbosque.edu.co/sites/default/files/2017-
06/reglamento_posgrados_Universidad_El_Bosque_mar2015.pdf

The Postgraduate regulation manual contains the relevant information that students should keep in mind with
reference to their behavior at the university. This institutional document contains:
• Principles and values that govern the University
• Academic and administrative organization of the University
• Postgraduate academic structure
• Definition of who is considered as a student at the University
• Requirements and processes of admission to the University and its possibilities.
• Definition of academic processes, such as curriculum, academic fees, credit definition, etc.
• Postgraduate academic system.
• Granting degrees, processes and requirements to obtain a diploma.
• Rights and duties of students

Note: Screenshot of scale of qualifications according to Postgraduate regulations is posted in Supplement 10

The system of qualification and / or evaluation of learning of the students of the program is based on different
techniques and mechanisms, among which we can name:
• Reading checks
• Tests to validate concept learning
• Collective participation forums
• Conducting practice workshops
• Presentation of essays and exhibitions
An example of Assessment sheet is posted in
Supplement 11

In the program the teachers must present a Didactic Guide in which the percentages of qualification for each
activity are established. In the same way, students are given an Activity Guide that contains the details of what
they should do and the indicators of success.

Examples of Didactic Guide and Activities Guides are posted in Supplement 12 and in
Supplement 14

D.2.8: A detailed outline for each course or subject (e.g., aim and objectives, learning outcomes
assessed, content, teaching, learning and assessment strategies, reading and resources, and
major assessable activities) relevant to the management of projects.
Syllabus/course outline for each course/module, relevant to the management of projects are posted in
Supplement 13

D.2.9: Description and evidence of how consistent delivery of curricula is assured across all locations
and delivery modalities.
The course is delivered physically in the Universidad El Bosque Campus in Bogota. Each course is delivered in
a classroom with all the required audiovisual aids. The students attend the lectures, workshops and activities
scheduled for each subject in a previously assigned classroom. All the subject´s activities, as per the attached
Activity Guide evidence, are available for the students in our virtual classroom.

Self Assessment Report v-final_Aug 02 (1)Page 36 of 141

Assurance policy/process document related to ensuring consistent delivery of curricula across all
locations/modalities, Postgraduate Regularion and Institutional Educational Project are posted in Supplement 15
and Supplement 16

D.3 Program Information in the Public Domain

D.3.1: A description and examples of the information provided to students, prospective students, other
stakeholders, and the general public on the academic degree or award, such as university
catalogs/prospectuses, websites, and any other institutionally authorized printed and digital
materials.
The academic degree of our Project Management program is Project Management Specialist, which is a
postgraduate program with a two semester duration and 28 academic credits as approved by the Colombian
Education Ministry. Also, there is public information on the sign in schedule, requisites and tuition fees.
The following information is found on the program's website: A registration form, through which the applicant
requests more information. Mission, Vision and objectives of the program, Occupational profile of the program,
Academic information of the program, Specifications to whom it is addressed, Curriculum and Information ofhe
Program Director. The above information is shown in the following URL:
http://www.uelbosque.edu.co/especializacion/gerencia-de-proyectos. A Screenshoot is posted in
Supplement 1,
Supplement 22, Supplement 23,
Supplement 24, Supplement 25,
Supplement 26 and Supplement 27
As “Supplement to Section D.3: Program Information in the Public Domain”, we are including the Project
Management program brochure, used for marketing purposes. An image of this brochure is posted en
Supplement 21

D.4 FACULTY AND STAFF

D.4.1: The roles and responsibilities of academic leadership, administrative leadership, and support
staff, by position.
Organizational Structure of El Bosque University Resolution Number 210 of April 18, 2001, reforms the
General Regulations of the El Bosque University in which its Academic and Administrative Organization is
established and the Governing Bodies are regulated. As expressed in the General Regulations of the University,
the institution is directed, governed and administered by: The Cloister, The Board of Directors, The Rector, The
Academic Council, The Administrative Council, The Vice Rectors, The General Secretary, The Directors of
Division, Deans, Program Directors:
The Cloister: It is the Superior Organ of the Institution and its decisions are called resolutions. They are
mandatory for the entire University Community. The members of the Cloister are called Full Members and are
permanent. It meets twice a year and is in charge of the election of Rector, Vice Rectors and Secretary General
every two years. The functions of the Cloister are to approve the new academic programs, create or abolish
academic dependencies and the others expressed in Article 5 of the General Regulations of the University.
The Board of Directors: The Board of Directors is composed of 9 members: The President of the Cloister, 6
members elected by the Cloister, 1 representative of the professors and 1 representative of the students; each of
them has its respective substitute. The Board of Directors that meets periodically to exercise the direction,
guidance and surveillance of the institution. Among its functions is to name and remove Division Directors,
Deans, Academic Secretaries, Area Directors and everything stipulated in Article 15 of the General Regulations
of the University.

Self Assessment Report v-final_Aug 02 (1)Page 37 of 141

The Rector: He is the legal representative of the University and responsible for his academic and
administrative direction. He is elected by the Cloister for a period of two years. Its functions appear in Article
20 of the General Regulations of the University.
The Academic Council: Exercises the direction, orientation and monitoring of the academic process of the
institution. Reviews and approves research policies, and approves the contents and modifications of academic
programs. Its composition, as well as its functions are expressed in Article 24 of the General Regulations of the
University.
The Administrative Council: Advises the Rector in the administrative and financial processes of the
institution. Article 38 of the General Regulations expresses in detail the functions of the Administrative Council
The Vice-Rectories: The University has two Vice-Rectories: Academic Vice-Rectory and Administrative Vice-
Rectory. The Vice Rectors are elected by the Cloister for a period of two years.
The Secretary General: He is elected by the Cloister for a period of two years and is responsible for recording
the resolutions and agreements issued by the Cloister, the Board of Directors and the Academic Council.
Division Directors: They are appointed by the Board of Directors for a period of two years and their function is
to provide interdisciplinary and transdisciplinary services to the different academic units for the development of
the Mission and the educational project of the institution.
The Deans: They are appointed by the Board of Directors for a period of two years and are responsible for the
administrative and academic tasks that ensure the proper development and functioning of each of the different
Faculties.
Program Directors They are appointed by the Board of Directors for a period of two years and are in charge of
directing and coordinating the development of the teaching, research, extension, welfare and management
activities corresponding to their program. Likewise, the University has Divisions, Faculties, Areas, Departments
and Institutes with their respective directors, as it is presented in the respective organization chart. The functions
of the other governing bodies are found in the General Regulations of the University. (Avalialable in
Supplement 65)
Organizational structure of the program
As established in the General Regulations of the University in its Article 27, the Faculties have a Dean elected
by the Board of Directors of the University, for a period of two (2) years, which begins on April 1 and ends on
March 31. March of the following year.
The Dean is responsible for the administrative and academic tasks that ensure the correct development and
functioning of the faculty.
The Faculty Council. It is an advisory body of the Deans for academic aspects and is composed of: The Dean,
who presides, a delegate of the Board of Directors, the Program Director, the Academic Secretary, a
representative of the students, a representative of the teachers, a representative of the graduates, and a
representative of the Graduate.
The Program Director. The director of the program is appointed by the Board of Directors and its functions
are defined, in accordance with the provisions of the Agreement of the Board of Directors No. 10241 of 2010
The Secretary. The Program Secretary attends the program's logistics and support activities. Assists the
Director in communications work, archiving, assistance to teachers and students in their administrative and
logistical needs.
The Curricular Committee. Its function is to maintain an updated curriculum, according to the needs and
trends within the field of Project Management. If the restructuring of the program is required, the
recommendations of the Self-evaluation and Curriculum Committee are presented to the Faculty Council and
subsequently brought before the Academic Council. Once the case has been studied by the academic affairs
committee of the Academic Council, the channel is followed to obtain the respective agreement by the Board of
Directors.

Organizational and program charts are posted in

Supplement 28, Supplement 29, and Supplement 30

Self Assessment Report v-final_Aug 02 (1)Page 38 of 141

 D.4.2: Institutional/program standards for hiring and retaining faculty.
Institutional and programas standarts for Hiring and retainig faculty are fully aligned with the Institutional
Policy for Academic Human Talent Management of the University. Also, the mechanism for teachers’ career
path and promotion is described.
Specifically, for the Project Management Specialization, the selection criteria include:
• Academic Background
• Experience as teacher
• Practical experience in the subject of expertise
There are several ways of hiring/contracting teachers, the different ways and percentage of each of them are
detailed.
For retention and evaluation, the students provide evaluation of each teacher. This help us to improve the
teacher´s performance and build improvement plans.
El Bosque University has an Academic Human Talent Management Policy that includes the guidelines defined
by its Academic Units, the Vice-president for academic affairs and the Department of Human Talent. This
policy is fully consistent with the regulations established in the Teaching Statute and coherent with the level of
importance given by the institution to human talent, confirmed in the Institutional Development Plan (IDP).
• In this context, the Teaching Statute, through agreement 7268 of 2002, issued by the University's
Board of Trustees, regulates the relations between the University and people who work for it in
teaching, research and social projection.
• Chapter III of the same Statute in Article 6, establishes the procedure for selecting and recruiting
faculty. This process is carried out by the Division Director or the corresponding Dean, who
allows the participation within the contest system for this purpose. It is important to note that as a
result of the self-evaluation processes carried out by the University, the Human Talent Division
has been working on a new process, in which the competition system is prioritized through open
calls and published in different staff recruitment media, which allows greater efficiency,
coordinated, organized and transparent processes in the selection of personnel.
The process is described below:
• The Division Director, the corresponding Dean or the Program Director, request the appointment
of new faculty along with the position profile, through the web of the University and the Human
talent link.
• Once the request is received, the Human Talent area publishes the profile in the different media
for personnel recruitment. Applications and resumes of the candidates suggested by the academic
unit are then received to carry out the first pre-selection process.
• If requirements are fulfilled, candidates are selected for taking psychotechnical, English and IT
tests. Based on the results, 3 candidates with the highest scores are pre-selected and scheduled
for an interview with the Dean, the Psychologist, the Human Talent Leader and a specific test is
performed, related to the position to be performed.
• The Human Talent Department verifies the documents: titles, work and personal references to
select the candidate who meets the profile requirements for the position and who obtained the
highest percentage during the process.
• Once completed, the selection is followed by the recruitment, contracting and induction of
selected candidates.
• The Division Committee or the Faculty Council establishes the classification in the career ladder,
according to the titles and accredited experience, which must be verified by the Academic Vice-
Presidency.
The management policy of human talent and the teaching state are posted in Supplement 31
The relevant points of this supplement are:

Self Assessment Report v-final_Aug 02 (1)Page 39 of 141

Human Talent Policy – Relevant Points
The Academic Human Talent Management Policy contains specific policies that reproduce the management
cycle of human talent from its planning and attraction to its retirement.
It contemplates the management of the Academic Human Talent that is developed at the University, from its
Academic Units, the Academic Vice Rectory and the Human Talent Department.
General purpose
Gives direction to the full cycle of the integral management of Academic Human Talent, from planning,
attraction and conservation to its retirement, in accordance with the Mission, the biopsychosocial approach and
autonomy of the institution.

Specific objectives
• Strengthen the self-evaluation and planning processes of the academic human talent at the Institutional
level and in the Academic Units.
• Strengthen the process of attraction and selection of academic human talent articulated with the needs
and opportunities of the institution of the Academic Units.
• Strengthen the recruitment process of academic human talent.
• Strengthen the compensation process of academic human talent.
• Strengthen the induction process of academic human talent.
• Strengthen the process of planning activities of academics.
• Strengthen the process of executing the activities of academics.
• Strengthen the process of self-assessment of academic human talent.
• Strengthen the career development process of academic human talent.
• Strengthen the institutional process for the development of academic human talent.
• Strengthen the disciplinary process of academic human talent development.
• Encourage academics to develop their academic vocation through the complete cycle of the integral
management of Academic Human Talent.
• Strengthen the process of well-being, culture and climate of academic human talent.
• Strengthen the process of stimulation of academic human talent.
• Provide support, accompaniment to the academic human talent that is close to retirement.
• Provide support and maintain contact with retired academic human talent.

The Human Talent Management Policy ratifies the commitment of the University with continuous
improvement, based on the strengthening of his human talent, the constant process of improving of the
conditions of well-being and the quality of working life, the culture and organizational environment. This is a
characteristic of the Mission and the cultural and biopsychosocial approach of the El Bosque University. This
policy consolidates an appropriate environment and favorable conditions to satisfy the academic and working
expectations besides the recognition and relationship needs of each one of the academic collaborators of the
University.
This policy´s principles are: Respect, cooperation, reciprocity, social responsibility and ethics.

Mechanisms for continuity of faculty:

As noted in the faculty item, the Teaching Statute establishes in its Article 14, the criteria that should be
considered for the evaluation of faculty of the different programs. In the first place it establishes the periodic
evaluation of academic performance of faculty, regardless of their category and dedication, in order to achieve
better quality in their work and for promotion purposes in the career ladder.

Self Assessment Report v-final_Aug 02 (1)Page 40 of 141

It also establishes that faculty must submit their corresponding work plan for each academic period and that its
compliance will be one of the general criteria that will be taken into account in the performance evaluation.
Faculty Councils define the procedures and instruments that were considered most appropriate for the
evaluation, taking into account each of the general criteria established in the regulation.
The IDP defines a complete axis for human talent which is Axis 4: "We build a better team", with five
programs: Institutional Development, Disciplinary Development, Welfare, Integral Development and its quality,
Life Quality, Internationalization and ICTs.
The intention is to implement the programs of axis 4 of the IDP; to articulate the composition, skills and
development of human talent with the Strategic Institutional Orientation to respond to changes in teaching-
learning paradigms, boost the qualification of work teams, and promote learning and participatory culture and to
promote a stimulating organizational environment in which community can be built.

D.4.3: Curriculum vitae for all faculty currently teaching within the program.
D.4.3.1: For each applicant academic degree or award, complete the following grid and add rows
as necessary.
Type of
contract YEARS IN YEARS OF
FIRST AND Full time / PROFESSIONAL PROJECT EXPERIENCE YEARS AT
ID PROGRAM CATEGORY ACADEMIC TITLES
LAST NAMES Parcial CERTIFICATIONS MANAGE AS A INSTITUTION
time / MENT TEACHER
Tutor

ADMINISTRATOR OF
COMPANIES 1) Coach and
ESP.
ALBERTO SPECIALIST IN neurolinguistic
79.590.860 GERENCIA 24 HOURS SPECIAL
CASTELLANO MANAGEMENT OF programming 16 2 2
de Bogotá DE /WEEK TEACHER
S GARCIA MARKETING practitioner
PROYECTOS
MAGISTER IN 2) Coach de marketing
ADMINISTRATION OF
COMPANIES
CIVIL ENGINEER
SPECIALIST IN
1) Project Manager
ENGINEERING
Professional- (PMP) 10 years in
MANAGEMENT
2) Risk Manager Project
SYSTEMS WITH
ROBERTO ESP. Professional – (PMI – Managem
EMPHASIS IN
ANDRÉS 12.754.617 GERENCIA 40 HOURS SPECIAL RMP) ent
PROJECT 8 5
MORENO de Pasto DE /WEEK TEACHER 3) Scheduling 4 years in
MANAGEMENT
SOUZA PROYECTOS Professional - (PMI - SP) Program
MAGISTER IN
4) Agile Certified Managem
DESIGN,
Practitioner – (PMI- ent
MANAGEMENT AND
ACP)
DIRECTION OF
PROJECTS
INDUSTRIAL
ENGINEER
ECONOMIST
ESP. MAGISTER IN
ANDRES
80.412.019 GERENCIA 20 HOURS SPECIAL FINANCES AND 1) Project management
VILLEGAS 11 11
de Bogotá DE /WEEK TEACHER FINANCIAL MARKETS (diploma)
CORTES
PROYECTOS MAGISTER IN
BUSINESS
ADMINISTRATION
MBA
PROCESS ENGINEER
ESP.
CATALINA SPECIALIST IN
41.951.087 GERENCIA 30 HOURS PROFESOR 1) Project Manager
OVIEDO MANAGEMENT OF 6 4 3
de Armenia DE /WEEK ESPECIAL Professional- (PMP)
AMEZQUITA MAGISTER PROJECTS
PROYECTOS
IN ADMINISTRATION

Self Assessment Report v-final_Aug 02 (1)Page 41 of 141

 1) Lead Quality Auditor
in ISO 9001-2000,
Bogotá DC, Colombia
2) Internal Auditor ISO
9001: 2000, Bogotá DC,
Colombia
3) Project Management
SYSTEMS ENGINEER Professional, Bogotá
SPECIALIST IN DC, Colombia
CLAUDIA ESP.
PROJECT 4) ITIL V3 fundamentos,
LILIANA 52.273.094 GERENCIA 36 HOURS SPECIAL
MANAGEMENT IN Bogotá DC, Colombia 13 10 10
PAIPA de Bogotá DE /WEEK TEACHER
ENGINEERING 5) Risk Management
AMAYA PROYECTOS
MAGISTER IN Professional, Bogotá
ADMINISTRATION DC, Colombia
6) Risk Manager ISO
31000, Bogotá DC,
Colombia
7) COBIT 5 Bogotá DC,
Colombia
8) TOGAF 9 - Program
Certication
SYSTEMS ENGINEER
ECONOMIST
1) Management skills
SPECIALIST IN
DAVID ESP. (course)
MANAGEMENT OF
GUILLERMO 80.189.216 GERENCIA 48 HOURS ADMINISTRA 2) Financial analysis
PROJECTS MAGISTER 9 6 6
PANQUEVA de Bogotá DE /WEEK TIVE (course)
IN MANAGEMENT
HERNÁNDEZ PROYECTOS 3) University teaching
AND
(diploma)
ADMINISTRATION OF
COMPANIES (MBA)
1) Information
technology
infrastructure library -
ITIL Foundation V3
(2009)
2) Project management
professional PMP
(2011- 2014)
3) Structure and
analysis of The ISO
9000: 2000 Standard
(2008)
ERNESTO
91.288.323 ESP. 4) Management and
PIANETA
de GERENCIA 40 HOURS SPECIAL SYSTEMS streamlining of 2
MESTRE 10 9
Bucaraman DE /WEEK TEACHER ENGINEERING processes:
(recently left
ga PROYECTOS International ISO
the program)
standard 9001: 2000
(2008)
5) Documentation of a
quality management
system: International
Standard ISO 10013
(2008)
6) TOGAF Training - The
Open Group
Architecture
Framework Version 9.1
- (2014).
LILIAM ESP. ENGINEER OF
1) PMP® - Project
JALIME 21.112.734 GERENCIA 36 HOURS SPECIAL MAGISTER SYSTEMS
Management 18 10 5
ELHADEM de Villeta DE /WEEK TEACHER IN BUSINESS
Professional
MADERO PROYECTOS ADMINISTRATION

JORGE ESP. GRAPHIC DESIGNER

1) PMP® - Project
ALBERTO 79138506 GERENCIA 40 HOURS CORE SPECIALIST IN
Management 10 20 5
OSORIO de Bogotá DE /WEEK FACULTY MANAGEMENT OF
Professional
VILLA PROYECTOS MAGISTER PROJECTS
IN ICT-MEDIATED

Self Assessment Report v-final_Aug 02 (1)Page 42 of 141

 EDUCATIONAL
PROJECTS

JOSÉ ESP. PUBLIC COUNTER

FERNANDO 79.297.509 GERENCIA 40 HOURS ASSOCIATE MAGISTER IN
25 11 11
BONILLA de Bogotá DE /WEEK INSTRUCTOR PROJECT
BALLESTEROS PROYECTOS MANAGEMENT
ELECTRICAL
ENGINEER SPECIALIST
ESP.
JOHN IN MARKETING 1) PMP® - Project
79.136.991 GERENCIA 10 HOURS
DOUGLAS ASSISTANT MAGISTER IN Management 2 2
de Bogotá DE /WEEK
CABRERA TEACHER MANAGEMENT OF Professional
PROYECTOS
THE HYDROCARBON
INDUSTRY
ELECTRONIC
ENGINEER SPECIALIST
IN COMPUTER
TECHNOLOGY AND
TELECOMMUNICATIO
NS SPECIALIST IN
11
MANAGEMENT
JOSE IVORRA ESP.
SYSTEMS OF
VALERO 150551 de GERENCIA 40 HOURS ASSOCIATED 1) PMP™ del PMI™
ENGINEERING 22 38
(recently left Bogotà DE /WEEK TEACHER (2015)
SPECIALIST IN
the program) PROYECTOS
PEDAGOGY AND
UNIVERSITY
TEACHING
INTERNATIONAL
MBA MAGISTER IN
PROJECT
MANAGEMENT

1) Project Offices:
Portfolio, Program &
Project Office P3O
2) Project
Management: Project
Management
Professional PMP-PMI
3) Risk Management:
Risk Management
Professional RMP-PMI.
4) Service
Management: ITIL-IT
Service Management
Version 3.
5) ICT Governance:
13.844.900 ESP. MAGISTER SYSTEMS
COBIT-ISACA Version 4.
JOSE MIGUEL de GERENCIA 36 HOURS SPECIAL ENGINEER IN
6) Service 25 7 4
DIAZ SILVA Bucaraman DE /WEEK TEACHER INNOVATION
Management: ITIL-IT
ga PROYECTOS PROJECT
Service Management
MANAGEMENT
Version 2.
7) Expert in Virtual
Learning Environments
EVA, Virtual Educa
Teaching Training
Institute and OAS
Program.
8) JDEdwards:
Purchases, AP, AR,
Accounting, Address
book, Faster
9) Cargill IT College
SEMINARS WORKSHOP
10) Project
management

Self Assessment Report v-final_Aug 02 (1)Page 43 of 141

 11) Maps and risk
matrices in processes
of the organization
12) Communication,
leadership and
teamwork
13) Problem Solving
and Decision Making.
14) Quality Assurance
in Computer
Management
15) Strategic Planning

1) Auditor in integrated
JUANA ESP.
LAWYER SPECIALIST quality management
ALEJANDRA 51.849.457 GERENCIA 36 HOURS SPECIAL
IN HUMAN RIGHTS systems and social 8 10 5
GOMEZ de Bogotá DE /WEEK TEACHER
MAGISTER IN responsibility.
GUZMAN PROYECTOS
HUMAN RIGHTS 2) Business consulting
ESP. INDUSTRIAL
JULIO CÉSAR
79.519.129 GERENCIA 40 HOURS ASSOCIATED ENGINEER MAGISTER 1) Business Coach
SANDOVAL 15 11 11
de Bogotá DE /WEEK TEACHER IN PROJECT 2) Internal Quality
VILLARREAL
PROYECTOS MANAGEMENT Auditor
1)
Professional in Project
Management (PMP)
2) Internal Auditor ISO
14001: 2004 (sgs)
LUCAS
3) Courses in
RAFAEL ESP. INDUSTRIAL
1.020.733.9 Environmental
IVORRA GERENCIA 20 HOURS SPECIAL DESIGNER MAGISTER
59 de Management and 10 7 4
PEÑAFORT DE /WEEK TEACHER IN ENVIRONMENTAL
Bogotá Education
(recently left PROYECTOS MANAGEMENT
4) Diploma in
the program)
Environmental Law
(2009, 2013, 2014)
5) Expert in Virtual
Learning Environments
(2016)
MARTHA ESP. PSYCHOLOGIST
CECILIA 35509674 GERENCIA 36 HOURS SPECIAL SPECIALIST IN LABOR 15 10
URQUIJO de Bogotá DE /WEEK TEACHER LAW SPECIALIST IN
PUERTO PROYECTOS HIGH MANAGEMENT
1) PMI - RMP
2) Effective Risk
Management for the
Project Manager
3) Audit Based on Risk
Management
4) VII International
Congress of Project
ESP.
MAURICIO INDUSTRIAL Management -
79.798.277 GERENCIA 20 HOURS SPECIAL
JOSE PAEZ ENGINEER SPECIALIST "Uncertainty, Risks and 7 7 4
de Bogotá DE /WEEK TEACHER
SANCHEZ IN PROJECT Opportunities"
PROYECTOS
MANAGEMENT 5) Practical Cases of
Risk Management in
the Oil and Gas
Industry -
Methodological
proposal for the
Monitoring of Risk
Management

Self Assessment Report v-final_Aug 02 (1)Page 44 of 141

 1) Diploma in Course
Design for Significant
Learning
2) Virtual Classroom
Course
3) Seminar of cases and
other discussion
methods in class
4) Significant learning
workshop
5) Dissemination of
tools and sources for
training of trainers in
basic business plans
Technology
6) XV International
Seminar Perspectives in
Bioethics: Dignity,
Integrity and
Vulnerable Populations
7) Basic Pedagogical
Training
8) Approaches and
TECHNOLOGY IN pedagogical models
INDUSTRIAL 9) Integral Teacher
ESP. PRODUCTION Training
ORLANDO
79.427.338 GERENCIA 40 HOURS ASSOCIATED INDUSTRIAL 10) Teaching in Higher
TARAZONA 6 20 13
de Bogotá DE /WEEK TEACHER ENGINEER MAGISTER Education, a
MORALES
PROYECTOS IN DOCTORAL professional activity
ADMINISTRATION IN 11) Diploma in
EDUCATION Community
Management and
Social Management
12) Teaching Strategies
and Learning
Environments
13) 1st International
Congress Economy,
Ethics and Values
14) This is how people
speak in public
15) Skills in Written
Communication and
Writing
16) Teacher evaluation
instrument workshop
17) Design of courses
for greater student
commitment and
better learning
18) Postgraduate
Course in Virtual
Learning Environments.

1) Management of
productivity (diploma)
2) Course -
INDUSTRIAL Fundamentals of
OSCAR ESP.
ENGINEER MAGISTER research
DARIO 79396419 GERENCIA 16 HOURS SPECIAL
IN INDUSTRIAL 3) Course - Virtual 11 16 11
GALINDO de Bogotá DE /WEEK TEACHER
ENGINEERING - classroom
URIBE PROYECTOS
QUALITY SYSTEMS 4) Innovation in the
classroom.
5) Technologies for
teaching.

Self Assessment Report v-final_Aug 02 (1)Page 45 of 141

 SAMUEL
GERARDO ESP.
MAZ 79.720.252 GERENCIA 12 HOURS SPECIAL SYSTEMS ENGINEER
1) ITIL Foundations 15 5 3
GUAQUETA de Bogotá DE /WEEK TEACHER SPECIALIST IN
(recently left PROYECTOS PROJECT
the program) MANAGEMENT MBA
ANGELA
ESP.
MARIA
21.067.976 GERENCIA PROFESSOR
JARAMILLO TUTOR ECONOMIST N/A 0 38 14
de Bogotá DE OF CHAIR
(recently left
PROYECTOS
the program)
Seminario ejecutivo – El
poder de la CO-
CREACIÓN para generar
prácticas innovadoras
Diplomado en sistemas
de gestión integral bajo
el enfoque serie ISO
9001:2008,
ISO14000:2004 y
OHSAS 18000:2007
Curso de acciones
correctivas y
preventivas
Auditor Líder,
certificado por el IRCA
bajo la norma ISO
9001:2008
Taller “Gestión por
procesos: un enfoque
de la calidad hacia el
cliente” 32
CARLOS horas (Cámara de
ESP. INDUSTRIAL
JULIÁN Comercio de Bogotá)
14.797.060, GERENCIA PROFESSOR ENGINEER,
VALENCIA TUTOR Taller “Aprenda a 0 2 2
de Tuluá DE OF CHAIR Specialist in Strategic
(recently left negociar” 24 horas
PROYECTOS Management
the program) (Cámara de Comercio
de Bogotá)
Taller “Como opera mi
empresa, enfoque
administrativo,
comercial
y !financiero” 38 horas
(Cámara de Comercio
de Bogotá) !2007
Curso de logística
método del caso
Harvard Business –
Centro de
emprendimiento
“HONTANAR”
Taller “Plan de
empresa” 40 horas
(Cámara de Comercio
de Bogotá) !2006
Auditor Interno en la
ISO 9001:2000 – CIDET
(2004)

CONSUELO ESP.
PSYCHOLOGIST,
PEÑAFORT 41´715. 451 GERENCIA PROFESSOR Diploma in Logotherapy
TUTOR Specialist in Systemic 0 11 11
(recently left de Bogotá DE OF CHAIR and Existential Analysis
Family Intervention
the program) PROYECTOS

Self Assessment Report v-final_Aug 02 (1)Page 46 of 141

 GABRIEL ESP.
GÓMEZ 19.311.344 GERENCIA PROFESSOR
TUTOR Industrial Engineer, N/A 0 12 12
(recently left de Bogotá DE OF CHAIR
the program) PROYECTOS

ESP. Metallurgical
JAIRO BARÓN
79.456.770 GERENCIA PROFESSOR engineer,
(recently left TUTOR N/A 0 5 5
de Bogotá DE OF CHAIR Master in Industrial
the program)
PROYECTOS Engineering

PMP, PMI-RMP, CGEIT,

ITIL,
Electronic Engineer,
INTERNAL AUDIT OF
JUAN Specialist in
ESP. MANAGEMENT
GABRIEL telecommunications
16.839.718 GERENCIA PROFESSOR SYSTEMS
GANTIVA TUTOR project management, 10 8 2
de Jamundí DE OF CHAIR SECURITY OF
(recently left Master in innovation
PROYECTOS INFORMATION
the program) for business
ACCORDING TO
development
ISO 27001 STANDARD,
COBIT

ESP. ECONOMIST,
LUIS 19.245.103 GERENCIA PROFESSOR Specialist in Projects,
TUTOR N/A 25 32 3
GONZÁLEZ DE BOGOTÁ DE OF CHAIR Magister in financial
PROYECTOS management

Systems Engineer,
MÓNICA ESP. System technologist,
LEIVA 52 353 347 GERENCIA PROFESSOR Master in project
TUTOR N/A 4 10 3
(recently left de Bogotá DE OF CHAIR management of
the program) PROYECTOS technological
innovation
Agroindustrial
Production Engineer,
PALOMA ESP.
52.585.533 Doctor in Logistics
MARTÍNEZ GERENCIA PROFESSOR
de B TUTOR and Supply Chain, N/A 0 20 7
(recently left DE OF CHAIR
ogotá Specialist in Strategic
the program) PROYECTOS
and Competitive
Management

HERNÁN ESP. Lawyer, Politologist,

GONZÁLEZ 17 182 836 GERENCIA PROFESSOR Doctor in Diplome au Sección
TUTOR 0 40 10
(recently left de Bogotá DE OF CHAIR Administrative Tax Juridique
the program) PROYECTOS Law

ESP.
SONIA MESA
51 874 698 GERENCIA PROFESSOR Bacteriologist,
(recently left TUTOR N/A 0 4 4
de Bogotá DE OF CHAIR Master in Business
the program)
PROYECTOS Administration

Seminars: Statistical
Update, Iquartil March
2003, Portfolio
Management,
developed by M. Lynch,
New York. , Japanese
PEDRO JOSÉ ESP. management quality.
BENÍTEZ 19.163.916, GERENCIA PROFESSOR by Vargas Rincón y Cía,
TUTOR Industrial Engineer 0 14 14
(recently left DE BOGOTÁ DE OF CHAIR Strategic Planning
the program) PROYECTOS Javeriana University.
Strategic planning,
Arthur Young Company
Col. Financial Planning
in banking institutions.
FELABAN. Course with
the Faculty of

Self Assessment Report v-final_Aug 02 (1)Page 47 of 141

 Administration of
Uniandes for
Certification as a
Consultant to evaluate
projects of Proinvest,
carried out in Nov of
2003.

LEONOR ESP.
GARCIA 55.151.400 GERENCIA PROFESSOR Professional in Project
TUTOR System Engineer, 8 8 8
(recently left de Neiva DE OF CHAIR Management (PMP)
the program) PROYECTOS

ROMMEY ESP. Specialist Engineering

EDWIN RUIZ 79.868.250 GERENCIA PROFESSOR Management Systems,
TUTOR Electrical engineer Professional in Project 14 2 2
(recently left de Bogotá DE OF CHAIR
the program) PROYECTOS Management (PMP),
Program Management
Professional (PgMP)

ESP.
91.012.707 GERENCIA PROFESSOR Magister in Economics,
CARLOS DIAZ TUTOR Electrical engineer 0 13 6
de Barbosa DE OF CHAIR Doctor in Bioethics
PROYECTOS

ESP.
NILTON 80.425.711 GERENCIA PROFESSOR Lawyer and
TUTOR 0 2 2
ROSAS de Barbosa DE OF CHAIR Politologist
PROYECTOS

D.4.3.2: Include curriculum vitae for all faculty currently teaching within the program in
Supplement to Section D.4: Faculty and Staff.
Curriculum vitae for all faculty currently teaching is posted in Supplement 32

D.4.4: A schedule of courses/modules offered, by term/semester over the past two years that includes
course title and assigned faculty.
COURSE SUBJECT 2016 (January - SUBJECT 2016-2 (July - 2017-1 2017-2 (July - 2018-1
June) December) (January - December) (January –
June) June)

FIRST SEMESTER

PROJECT SCOPE PLANNING ANDRÉS SOUZA SCOPE PLANNING ANDRÉS SOUZA JOSÉ IVORRA JALIME JALIME
MANAGEMENT JOSÉ IVORRA JUAN GABRIEL ELHADEM ELHADEM
GIOVANNI ROJAS GANTIVA CLAUDIA PAIPA
(recently left the (recently left
program) the program)
OSCAR GÓMEZ
(recently left the
program)

TIME PLANNING ANDRÉS SOUZA TIME PLANNING CATALINA CATALINA CATALINA CATALINA
CATALINA OVIEDO OVIEDO OVIEDO OVIEDO OVIEDO
JORGE OSORIO JORGE OSORIO

COST PLANNING JOSÉ IVORRA COST PLANNING JOSÉ IVORRA JOSÉ IVORRA JOSÉ IVORRA
(recently left
the program)

Self Assessment Report v-final_Aug 02 (1)Page 48 of 141

 QUALITY PLANNING ANDRÉS VILLEGAS QUALITY ANDRÉS ANDRÉS ANDRÉS OSCAR
OSCAR GALINDO PLANNING VILLEGAS VILLEGAS VILLEGAS GALINDO
OSCAR OSCAR
GALINDO GALINDO

RESOURCES, LUCAS IVORRA RESOURCES, LUCAS IVORRA LUCAS LUCAS IVORRA MARTHA
COMMUNICATION COMMUNICATION IVORRA CALLE
AND AND
STAKEHOLDERS STAKEHOLDERS
PLANNING PLANNING

RISKS PLANNING MONICA LEIVA RISKS PLANNING JALIME JALIME JALIME JALIME
SAMUEL MAZ ELHADEM ELHADEM ELHADEM ELHADEM
MÓNICA LEIVA
(recently left
the program)
SAMUEL MAZ
(recently left
the program)

PROCUREMENT OSCAR GÓMEZ PROCUREMENT JALIME SAMUEL MAZ SAMUEL MAZ

PLANNING PLANNING ELHADEM (recently left
MÓNICA LEIVA the program)
(recently left
the program)
SAMUEL MAZ
(recently left
the program)

COSTS AND SAMUEL MAZ

PROCUREMENT
PLANNING

FORMULACION DE FUNDAMENTALS IN ANDRÉS SOUZA F FUNDAMENTALS LUCAS IVORRA DAVID DAVID DAVID
PROYECTOS PROJECT DAVID PANQUEVA IN PROJECT (recently left PANQUEVA PANQUEVA PANQUEVA
MANAGEMENT JORGE OSORIO MANAGEMENT the program) JORGE ALBERTO JOHN
LEONOR GARCÍA DAVID OSORIO DOUGLAS
(recently left the PANQUEVA JOHN DOUGLAS CABRERA
program) ANDRÉS SOUZA CABRERA
LUCAS
IVORRA(recently STRATEGIC ORLANDO ORLANDO ORLANDO ORLANDO
left the program) PLANNING TARAZONA TARAZONA TARAZONA TARAZONA
OSCAR GÓMEZ GIOVANNI JULIO C JULIO C
(recently left the ROJAS (recently SANDOVAL SANDOVAL
program) left the
program)

ACCOUNTING FINANCIAL JAIRO BARÓN FINANCIAL ANGELA MARÍA JAIRO BARÓN JOSÉ FERNANDO JOSÉ
SYSTEMS FUNDAMENTATION (recently left the FUNDAMENTATION JARAMILLO BONILLA FERNANDO
program) (recently left LUIS GONZÁLEZ BONILLA
ANGELA MARÍA the program)
JARAMILLO JAIRO BARÓN
(recently left the (recently left
program) the program)
PEDRO J BENÍTEZ LUIS GONZÁLEZ
(recently left the
program)

COMPUTER TOOLS I ANDRÉS SOUZA COMPUTER TOOLS ANDRÉS SOUZA ANDRÉS ANDRÉS SOUZA ANDRÉS
LEONOR I LEONOR SOUZA MAURICIO PÁEZ SOUZA
GARCÍA(recently GARCÍA
left the program) (recently left
the program)

MANAGEMENT ORGANIZARTIONAL JULIO C SANDOVAL CHANGE JULIO C JULIO C JULIO C JULIO C

SKILLS CHANGE MANAGEMENT SANDOVAL SANDOVAL SANDOVAL SANDOVAL
MANAGEMENT

Self Assessment Report v-final_Aug 02 (1)Page 49 of 141

 STRATEGIC GIOVANNI ROJAS MARKETING ALBERTO ALBERTO ALBERTO ALBERTO
PLANNING (recently left the FUNDAMENTATION CASTELLANOS CASTELLANOS CASTELLANOS CASTELLANOS
program) GABRIEL LEONARDO
ORLANDO GÓMEZ LÓPEZ (recently
TARAZONA (recently left left the
the program) program)
SONIA MESA
(recently left
the program)

SOCIAL AND TECHNICAL LUIS GONZÁLEZ TECHNICAL LUIS GONZÁLEZ LUIS ERNESTO ERNESTO
ECONOMIC EVALUATION OF EVALUATION OF GONZÁLEZ PIANETA PIANETA
EVALUATION OF PROJECTS PROJECTS (recently left (recently left
PROJECTS the program) the program)

PRIVATE ANGELA MARÍA PRIVATE ERNESTO ERNESTO ERNESTO ERNESTO

EVALUATION OF JARAMILLO EVALUATION OF PIANETA PIANETA PIANETA PIANETA
PROJECTS (recently left the PROJECTS (recently left (recently left (recently left (recently left
program) the program) the program) the program) the program)
PEDRO J BENÍTEZ JAIRO BARÓN
(recently left the (recently left
program) the program)
LUIS GONZÁLEZ PEDRO JOSÈ
JAIRO BARÓN BENÍTEZ
(recently left the (recently left
program) the program)

SOCIAL JUANITA GÓMEZ SOCIAL JUANITA JUANITA JUANITA JUANITA

EVALUATION OF MAURICIO EVALUATION OF GÓMEZ GÓMEZ GÓMEZ GÓMEZ
PROJECTS PENAGOS (recently PROJECTS MAURICIO
left the program) PENAGOS
(recently left
the program)

RESEARCH RESEARCH ANDRÉS VILLEGAS RESEARCH ANDRÉS ANDRÉS ANDRÉS

METHODOLOGY METHODOLOGY PALOMA MARTÍNEZ METHODOLOGY VILLEGAS VILLEGAS VILLEGAS
(recently left the ORLANDO ORLANDO
program) TARAZONA TARAZONA

MARKETING GABRIEL GÓMEZ

FUNDAMENTATION (recently left the
program)
SONIA MESA
(recently left the
program)

SECOND SEMESTER
MANAGEMENT ORGANIZATIONAL JORGE OSORIO
SYSTEMS PROJECT MATURITY JUAN GABRIEL
GANTIVA

PROJECT JOSÉ MIGUEL DÍAZ RELATIONSHIPS JORGE OSORIO

MANAGEMENT MANAGEMENT
OFFICE

LEADERSHIP IN JULIO C SANDOVAL LEADERSHIP IN JULIO C JULIO C JULIO C

PROJECTS PROJECTS SANDOVAL SANDOVAL SANDOVAL

MANAGEMENT MARTHA URQUIJO MANAGEMENT MARTHA MARTHA MARTHA

COMPETENCES COMPETENCES URQUIJO URQUIJO URQUIJO

Self Assessment Report v-final_Aug 02 (1)Page 50 of 141

 EFFECTIVE JORGE OSORIO EFFECTIVE JORGE OSORIO ORLANDO ORLANDO
PRESENTATIONS ORLANDO PRESENTATIONS ORLANDO TARAZONA TARAZONA
TARAZONA TARAZONA

SYSTEMIC CONSUELO SYSTEMIC CONSUELO JORGE

APROACH OF PEÑAFORT (recently APROACH OF PEÑAFORT OSORIO
ORGANIZATIONS left the program) ORGANIZATIONS (recently left
the program)

ORGANIZATIONAL JOSÉ MIGUEL

PROJECT DÍAZ
MANAGEMENT

EXECUTION, EXECUTION, CLAUDIA PAIPA EXECUTION, CLAUDIA PAIPA CLAUDIA CLAUDIA PAIPA
CONTROL AND CONTROL AND CONTROL AND PAIPA
CLOSURE OF CLOSURE OF CLOSURE OF
PROJECTS PROJECTS PROJECTS

COMPUTER TOOLS MAURICIO PÁEZ

II

ECONOMICS ECONOMICS DAVID PANQUEVA ECONOMICS DAVID DAVID DAVID

PANQUEVA PANQUEVA PANQUEVA

LABOR JUANITA JUANITA

IMPLICATIONS GÓMEZ GÓMEZ

FINANCES CORPORATE JOSÉ FERNANDO CORPORATE JOSÉ JOSÉ JOSÉ FERNANDO

FINANCES BONILLA FINANCES FERNANDO FERNANDO BONILLA
BONILLA BONILLA

COMPUTER TOOLS MAURICIO PÁEZ MAURICIO MAURICIO PÁEZ

II PÁEZ

STRATEGIC CONTROL BALANCED CARLOS JULIÁN BALANCED CARLOS JULIÁN CARLOS JULIO C
TOOLS SCORECARD VALENCIA (recently SCORECARD VALENCIA JULIÁN SANDOVAL
left the program) (recently left VALENCIA
JULIO C SANDOVAL the program) (recently left
JULIO C the program)
SANDOVAL JULIO C
SANDOVAL

KNOWLEDGE ORLANDO ORLANDO ORLANDO

MANAGEMENT TARAZONA TARAZONA TARAZONA

NORMATIVITY AND KNOWLEDGE INTEGRATION JOSÉ IVORRA CLAUDIA PAIPA

STANDARDIZATION MANAGEMENT ORLANDO MANAGEMENT JORGE
TARAZONA OSORIO

TAX ASPECTS HERNÁN GONZÁLEZ ORGANIZATIONAL JORGE OSORIO ROMMEY ROMMEY RUIZ
(recently left the PROJECT RUIZ (recently left
program) MATURITY (recently left the program)
the program)

LABOR JUANITA GÓMEZ PROJECT JOSÉ MIGUEL JOSÉ MIGUEL JOSÉ MIGUEL
IMPLICATIONS MANAGEMENT DÍAZ DÍAZ DÍAZ
OFFICE

Self Assessment Report v-final_Aug 02 (1)Page 51 of 141

 BIOETICA BIOETHICS NILTON ROSAS BIOETHICS NILTON ROSAS NILTON NILTON ROSAS
CARLOS DIAZ CARLOS DIAZ ROSAS CARLOS DIAZ
CARLOS DIAZ

Clarifications:
• Costs Planning was a module of the subject Management of projects, until 2017-2. Starting in 2018-1,
this module was unified with Procurement Planning in just one.
• Organizational Project Maturity and Project management office, were module dictated, as for part of the
subject Management Systems, until 2017-1. As of 2018-1 they were unified in a single module called
Organizational Project Management, which addresses both topics.
• Relationship Management was part of the Management Systems subject from 2017-1, as a replacement
for the Systemic Approach of Organizations module.
• The following are the teachers who at this moment are not part of the teaching body of the program, and
the reasons for their retirement
o Giovanni Rojas: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Óscar Gómez: On the occasion of the number of students, the teacher is unified for the module,
so the decision is made not to continue with the teacher.
o Juan Gabriel Gantiva: Voluntary retirement
o José Ivorra: On the occasion of the number of students, the teacher is unified for the module, so
the decision is made not to continue with the teacher.
o Mónica Leiva: On the occasion of the number of students, the teacher is unified for the module,
so the decision is made not to continue with the teacher.
o Samuel Maz: On the occasion of the number of students, the teacher is unified for the module,
so the decision is made not to continue with the teacher.
o Lucas Ivorra: On the occasion of the number of students, the teacher is unified for the module,
so the decision is made not to continue with the teacher
o Angela María Jaramillo: On the occasion of the number of students, the teacher is unified for
the module, so the decision is made not to continue with the teacher.
o Jairo Barón: On the occasion of the number of students, the teacher is unified for the module, so
the decision is made not to continue with the teacher.
o Leonor García: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Gabriel Gómez: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Ernesto Pianeta: Voluntary retirement
o Pedro José Benítez: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Mauricio Penagos: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Paloma Martínez: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.
o Sonia Mesa: On the occasion of the number of students, the teacher is unified for the module, so
the decision is made not to continue with the teacher.
o Consuelo Peñafort: Voluntary retirement
o Carlos Julián Valencia: On the occasion of the number of students, the teacher is unified for the
module, so the decision is made not to continue with the teacher.

Self Assessment Report v-final_Aug 02 (1)Page 52 of 141

 o Rommey Edwin Ruíz: The module that the teacher dictated was unified with another module in
only one. The decision is made not to continue with the services of the teacher.

D.4.5: A brief summary and examples of institutional engagement and professional development of
staff and faculty that addresses the following:
D.4.5.1: The interaction between the program and other programs at the institution.

The Project Management program has extended its interaction with some undergraduate programs in
Engineering. Since the beginning of this year, conferences on Project Management have been designed in the
programs of Industrial Engineering, Environmental Engineering and Bioengineering. In the same way, a plan
has been created to intervene the Electronic Engineering and Systems Engineering programs. What has been
done is related below
Industrial Engineering:
In order to train students of this program in Project Management, classes have been taught in the subjects
Introduction to Engineering, first semester, Introduction to Administration in second semester, and Computer
Tools in Second semester.
Environmental Engineering: Classes have been given in the subject of Introduction to Engineering, first
semester, and Ecology in Second Semester.
Bioengineering: Classes have been taught in the Introduction to Engineering Course, first semester. With these
interventions, the Project Management program has contributed to the curricula of the undergraduate programs,
training students on project management issues, with which students can formulate and plan their disciplinary
projects, with tools, methodologies and techniques supported by good practices.
Some examples of students Works are posted in Supplement 33 and Supplement 34

D.4.5.2: The contributions of the faculty and administrators to the governance, intellectual, and
social life of the program, institution, and professional community.
The administrative body of the program, as well as its teachers, are seriously committed to the growth of the
program, contributing significantly, as described below:
Governance: Each semester, the teachers and the administrative body of the program hold a meeting to review
all aspects of the program and thus propose administrative and curricular improvements.
Intellectual aspects: There are several teachers who direct degree works, allowing the documents produced by
them and by the students to consult other students and the general public in the university library. Similarly, the
case study that currently has, was developed by two teachers of the program, and is currently being used for
student learning. Teachers participate in the Cafés tutorials and the Webinars carried out in the program, in
order to expand the knowledge, not only of the students, but of the general public. All videos are hosted on a
specific Youtube channel, which is
https://www.youtube.com/channel/UC8nOO7TttKcPHUisLPasetw/videos?view_as=subscriber
A screenshot of this url is posted in
Supplement 35
In the same way, teachers participate with notes, links, articles, etc. On the official Facebook page of the
program, whose url address is: https://www.facebook.com/groups/655805717823957/?ref=bookmarks
A screenshot of this url is posted in Supplement 36
Our program contributes to the broader institutional community by working with the several engineering
programs. We provide support and teachers to introduce the Project Management practice to the 1 st semester
students of Bioengineering, IT and industrial engineering programs.

D.4.5.3: Support for staff and faculty in acquiring new skills and knowledge.

Self Assessment Report v-final_Aug 02 (1)Page 53 of 141

The institutional policy for the development of human talent includes the guidelines that guide the development
of skills and knowledge of human talent of institutional interest, which allow us to appropriate the Mission and
implement the IDP (Institutional Development Plan).
Human Talent is a fundamental pillar for the implementation of the Institutional Development Plan, for the
development of the Mission, the Institutional Educational Project, the Strategic Orientation and the Institutional
Objectives of Learning throughout the Institution. The development of organizations is achieved through their
collective and must aim to achieve knowledge and strategic skills. These skills and knowledge are not uniform
upon admission to the institution, so a collective development is sought that guarantees the skills at the
institutional level and therefore the critical mass for the development of projects, programs and activities for
institutional advancement.
The Institution encourages the offer of training and development programs for its academic community in areas
of institutional interest such as proficiency in a second language, the use of ICT (Information and
Comunnication Technologies), teaching-learning skills, among others. This offer is intended to be general, but
respects the differences and individual inclinations of academic autonomy. It is the responsibility of Deanships
and Program Directorates to ensure the consolidation of a teaching body that, as a group, has the competences,
knowledge and skills in accordance with the institutional interests of the academic unit. The University provides
financial support, and involves the commitment of academics in the use of the resources offered. The activities
that are carried out are part of the teachers' annual work plans and, of course, of the teacher self-evaluation.
According to the Teaching Statute, it is from the spirit and letter of the present Regime to recognize the dignity
and importance of the teaching staff, to professionalize their performance and to stimulate their development
and well-being. In addition to what has been established in the previous chapters, the following are special
incentives for the teaching staff:
1. Discount of up to twenty percent (20%) to study in the same University undergraduate and
postgraduate higher education programs, courses, seminars, graduates, charged to the budget of the
respective program, for those who meet the following requirements:
a) Teachers with more than 2 and less than 5 years of full-time involvement or its
equivalent.
b) Children of teachers with more than 5 years of full-time involvement or its equivalent.
c) Teaching staff Ad - Honorem, in the opinion of the Board of Directors These discounts
require approval by the Director of the Academic Program or Unit and the Academic and
Administrative Vice-rectories.
2. Additional aids for special cases, charged to the budget of the respective Academic Unit, when
they are of interest to said unit or charged to the budget of University Welfare, when they are of
general benefit to the University. These additional aids must be approved by the Board of
Directors, in amounts less than one hundred percent (100%) and are authorized in the following
cases:
a) For teachers attending Courses, Conferences, Diplomats, etc in Colombia or abroad,
when they present works on behalf of the University.
b) Aid of up to fifty percent (50%) of expenses for courses or scientific activities without
presentation of work, chargeable to the Academic Unit or to Welfare as the case may be, as
stipulated by the Board of Directors.
c) Aid for studies abroad, granted by the Board of Directors as a forgivable loan by the
respective Academic Unit and in the opinion of the Board of Directors.
3. In the School of Engineering, there is a concern to keep the teaching and administrative staff
updated in different aspects, in order to acquire new skills and knowledge. Some of these actions
are presented below:
a) The teachers of the program have a virtual classroom in which they find information on how
to design and manage a virtual classroom for their students, using the Moodle platform. The

Self Assessment Report v-final_Aug 02 (1)Page 54 of 141

 url address of this VIRTUAL classroom is
https://ubosquemoodle.unbosque.edu.co/course/view.php?id=2026 (Please use this
information to get in: User: gerencia.proyectos // Password: Gerencia.proyectos
b) A screenshot of this url is posted in
c) Supplement 37
d) The program management has designed a project called Sequoia Project, which is based on
the concepts of virtual communities, and is materialized in a web portal of community input,
to learn about Teaching and Information and Communication Technology issues. The url
address of this project is http://proyectoceiba.gdpelbosque.com/. A screenshot of this url is
posted in Supplement 38

e) The Human Talent Management Policy and the Teaching Statutes are available at
f) Supplement 39

D.5 STUDENTS
D.5.1: Clear policies for program admission and ongoing academic performance expectations.
The Project Management Specialization program follows the admissions and academic performance
expectations described in the Postgraduate Regulation Manual of Universidad El Bosque. A copy od this
document is posted in Supplement 15
The policies, criteria and regulations for the selection and admission of undergraduate students of the University
are established in the Student Regulations issued through Agreement 7639 of 2003. Given the characteristics of
the students of the specialties, masters and doctorates offered by the University, a special regulation was
established for this educational level, for which the Postgraduate Regulations - Student Regulations were issued
through Agreement 9120 of 2007 that modifies the 7639 Agreement of 2003.
Likewise, when students enter the University, they are given a copy of the corresponding Regulation for their
in-depth knowledge. It is also established in the Commitment Act that they sign, proof that it was delivered to
them and that their commitment as students is to read it in order to be duly informed. In the case of Teachers,
the University is governed by the Teaching Statute, Agreement number 7268 of 2002 issued by the Board of
Directors that regulates the relations between the University and the persons who perform teaching, research
and social projection functions for it.

El Bosque University offers the possibility of registering in two modalities: Virtual and Presential. On the
website http://www.unbosque.edu.co/inscripciones/posgrado, the procedure to be followed in both cases is
described. For the virtual option the following steps must be developed. A screenshot of this url is posted in
Supplement 40.
The applicant may enter a graduate program as a new student, by re-entry or re-entry, by transfer or exchange
with other universities, national or foreign.
The Inscription. It is the act through which an applicant registers to enter an academic program and acquires
the right to participate in the selection process. The simple registration does not commit the University to admit
the applicant.
The Requirements. Applications for admission to the different programs will include, at least, the following
documents:
• Application form duly completed.
• Photocopy of the diploma or certificate of degree that accredits the professional title or proof of
completion of studies or diploma in process.
• Certificate of qualifications of undergraduate and ECAES studies if presented.
• Resume of the applicant. and.

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 • Foreign students must present: Passport, Colombian student visa, validation of the degree and other
requirements required by the DAS
SPECIFIC REQUIREMENTS TO SPECIALIZATION
Applicants must:
• Have completed their undergraduate studies
• Visit the Customer Service offices located at Carrera 7B Bis # 132-11 Edificio Fundadores - First
floor, or send the documents by certified mail to Carrera 7B Bis # 132-11 Bogotá-Colombia. These
documents must be: Copy of the identity document, Copy of the study diploma, completed registration
form, three photographs, Copy of the Health care ID.
• Schedule an appointment for an interview, by calling 6489000 ext. 1170 or to the national toll-free
line, 018000113033.
THE SELECTION. Is the academic-administrative process established by the University to admit candidates
whose interests, competences and aptitudes are in accordance with the requirements and requirements of the
respective program, for which they must present and pass the selection tests. Based on the results obtained, the
Board of Directors will determine which students can be admitted.

THE ADMISSION. Is the act by which the entry of an applicant into an academic program is accepted. Once
admitted, the appllicant can register following the established procedures. The university does not admit
students as assistants. The formal entrance to the programs of Specialization, Masters and Doctorate, demands
to have completed undergraduate studies and to have obtained the corresponding title. The University will
determine the undergraduate degree required to enroll in the program chosen by the student.

THE ENROLLMENT. Enrollment is the contract that is established between the University and the admitted
candidate, by which the latter commits, with the means at its disposal, to form the student, and this one to
comply with the statutes, regulations and other academic requirements of the college.

THE LEGALIZATION OF THE ENROLLMENT. For the legalization of the enrollment the student must
comply with the requirements indicated in this regulation, pay the pecuniary rights and sign the respective
registration. Registration must be renewed in each academic period.

PECUNIARY RIGHTS. The graduate student must comply with the payment, the sums corresponding to the
following educational services: Registration, homologation studies and sufficiency tests, registration, accident
insurance, holiday courses and special courses, preparatory exams or their equivalents, subjects taken by
extension, certificates of qualifications, and degree rights on the established dates. The values of these services
will be established by the Board of Directors.

TYPES OF ENROLLMENT. Enrollment is ordinary when it takes place within the dates indicated in the
academic calendar established by the Academic Vice-rectory. Enrollment is extraordinary when it takes place
between the date on which the regular enrollment and the date of commencement of classes end. The latter will
have a surcharge equivalent to ten percent (10%) over the value of the ordinary registration.

TRANSFERS. Transfer to the process is denominated by which the University admits an aspirant coming from
a program of Superior Education duly approved, so that it can continue in this university its studies. The student
who enters by transfer, must attend at El Bosque University at least fifty (50%) of the total credits of the
program to which he enrolls. A candidate who has lost the quality of a student in the institution of origin for
reasons of a disciplinary order will NOT be admitted to transfer. ACADEMIC.

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THE REQUIREMENTS FOR THE TRANSFER. To request a transfer, the applicant must submit the
following documentation for study:
• Original certificate of the credits and qualifications of the courses taken at the institution of origin.
• The programmatic content of the subjects studied, signed and stamped by the institution of origin.
• The certificate of good conduct issued by the competent authority in the institution of origin.
• Written and motivated request to start the transfer process.

MECHANISM OF TRANSFER. The transfer process is carried out through the homologation of subjects

HOMOLOGATION. Is understood as the act by which the University recognizes a subject taken in another
Higher Education program, similar to one established in the graduate programs of the El Bosque University,
given its agreement with the current program both in content and in the number of credits taken. The
homologation study will proceed when the following requirements are accredited before the Faculty Council:
• That there is agreement between the programs, both in content and in the number of credits taken.
• That at least eighty (80%) of the program content of the subject to be homologated has been
completed.
• That the hourly intensity is equal to or greater than that established in the curriculum of the University
program.
• That the obtained qualification is equal or superior to THREE POINT FIVE (3.5)
INTERNAL TRANSFERS. A regular graduate student may request a transfer to another program
within a similar discipline within the University, complying with the following requirements, which
will be studied by the respective Faculty Council and submitted for approval by the University's Board
of Directors:
• Submit a written and motivated request to the Postgraduate Office so that the study and transfer
process can begin.
• Bring an accumulated average of THREE POINT FIVE (3.5) or more in the Specialty, Master or
Doctorate you are studying.
• That there is agreement between the program that is being studied and the program to be transferred.
• Present the academic program that is being studied and its respective approving grades according to the
regulations of the University.
• and. A certificate of good conduct issued by the program that is studying

THE SUFFICIENCY. Sufficient sufficiency is the test authorized by the Faculty Council or Department
Committee that is presented only once, to accredit the suitability in the knowledge of the subject of a subject
that can not be approved or that has not been taken in the program academic one. The subject approved by
proficiency test, has the recognition of the corresponding credits established for it in the curriculum of the
University.

THE RESERVE OF QUOTA. A reservation of quota is understood as the act by means of which the
Institution authorizes a student enrolled, who can not start or continue an academic period, to reincorporate later
and continue the respective training program. This request will be processed before the Faculty Council or
Department Committee. The student who processes the reservation of quota before the deadline of the
enrollment period must pay thirty (30%) of the value of the tuition fees. This sum can be credited in the
following semester so that it will only pay the readjustment that would have occurred upon re-entry to complete
100% of the registration fee. If you do not use this right, this amount will not be refunded.
It is in the opinion of the Faculty Council to approve the reservation request, as long as this request is made
before the first cut of grades.

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VALIDITY OF THE RESERVE OF QUOTA. The reservation of quota is valid for two consecutive semester
academic periods. Upon expiration of this term, the student loses the reservation and the right to reimburse the
amounts canceled for said concept.

PERFORMANANCE EXPECTATIONS:
SEMESTER SYSTEM The University annually establishes two academic periods of study for graduate
programs.

THE ACADEMIC EVALUATION. The evaluation of the academic course is a permanent process or activity
that allows to record in a cumulative way the progress in the domain of understanding, assimilation and
systematization of knowledge, the development of skills and technical skills, effort, work and intellectual
performance of the student, in light of the objectives of integral formation proposed by the University in each
program.

EVALUATION PRACTICES. To make the evaluations, teachers will choose to practice oral or written tests,
works, essays or other procedures that they consider appropriate. Such procedures and methods of evaluation
should be informed by the teacher to his students at the beginning of each course.
THE FORMS OF EVALUATION. The academic evaluation process will be carried out through the
application of partial tests, final and supletorias. The director of each program will set the percentage value of
the qualification of each of these tests at the beginning of the program and at the beginning of each of the
periods that are part of it.

THE SCALE OF QUALIFICATIONS. The professors will use the following grading scale accepted by the
University and that expresses the student's performance in the following way:
• Five point Zero (5.0) Performance and excellent goal achievement.
• Four point zero (4.0) Performance and good goal achievement.
• Three point Zero (3.0) Performance and achievement of objectives acceptable.
• Two point Zero (2.0) Performance and achievement of bad objectives.
• One point zero (1.0) Performance and achievement of lousy objectives.
• Zero point zero (0.0) Performance and achievement of zero objectives

These notes apply to subjects or individual subjects. If an individual subject shows a grade below three point
zero (3.0) it must be repeated as the case may be. The mark obtained after repeating a subject or repeating a
period, will be the final grade to be taken into account for the final average.
The Faculty Council or Department Committee will establish the equivalences when students are received by
transfer or homologation of studies is made.
The final grades must be expressed in a whole number and a decimal. If they are hundredths to obtain the final
grade of each subject, module or rotation, they will be approximated to the upper decimal of the fraction if it is
equal to or greater than ZERO POINT ZERO FIVE (0.05) and the decimal lower if it is less than ZERO POINT
ZERO FIVE (0.05).
In the Postgraduate courses, no subject, module or rotation, may be subject to recovery test.

THE AVERAGE. In order to measure the academic performance, we will use the semiannual weighted
average and the cumulative weighted average as follows:
• The semiannual weighted average allows us to assess together the academic scope of a student during
an academic period. It is obtained by multiplying the final grade of each subject, module or rotation, by
the number of credits associated with it; these products are added and divided by the number of credits
taken during the corresponding period.

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 • The cumulative weighted average allows us to assess together the academic progress of a student
during the semesters studied. It is obtained by multiplying the final grade of each subject, module or
rotation by the number of credits associated with that subject, module or rotation, these products are
added together and divided by the number of credits completed up to the moment.
• The semi-annual and accumulated weighted average must be equal to or greater than THREE POINT
FIVE (3.5). Otherwise the student enters Academic Test in accordance with the provisions of Articles
49 and 50 of this regulation.
•
CLAIMS FOR QUALIFICATIONS. Claims for partial or final grades will be made in writing. In the first
instance the teacher, who will have three (3) business days to answer the claim, in the second instance to the
Program Director who will have five (5) working days to answer the request and ultimately to the Faculty
Council or Department Committee who will have fifteen (15) business days to answer the claim. These claims
will be made within three (3) business days following the date on which the ratings are disclosed.
After the scheduled date in the academic calendar for the change of notes derived from the presented claims,
changes may only be made with the authorization of the coordinator or director of the program to which the
subject belongs. Such circumstance will be immediately informed to the Admissions and Registration
Department by the respective academic unit.
The professors of the University must make known to their students the qualifications obtained, within ten (10)
business days following the practice of the partial evaluation. Except for the aforementioned period, those
corresponding to degree and / or thesis projects and academic practices.
These changes of grades can not be authorized after eight (8) days of the beginning of the academic period
following the one in which the course was given.

THE ACADEMIC PROOF. The student enters the academic test when his / her performance is deficient, that
is, when the weighted or accumulated average is less than THREE POINT FIVE (3.5).
The academic test is a period with conditional enrollment and is intended to make a formal reprimand to the
student to improve their performance during the semester test and raise it to a level that ensures you
successfully complete your graduate.
At the end of the semester academic test, the cumulative weighted average must have exceeded the minimum
established in the first paragraph of this article. Otherwise, the student incurs the cause c) of low academic
performance, established in the following article.

THE LOW ACADEMIC PERFORMANCE. Low academic performance is established when the following
circumstances occur:
• That the student loses fifty percent or more of the credits taken in an academic period.
• That the student loses a subject for the second time.
• Chapter VII
• When the cumulative weighted average at the end of the academic test period is less than THREE
POINT FIVE (3.5)
• Low academic performance leads to the loss of student quality

D.5.2: Descriptions of the academic advisement, evaluation of academic progress, and support
provided to students necessary to complete their intended courses of studies.
To ensure that students who enter the institution remain in the higher education system and successfully
complete their studies, the University has the Student Success Program. This program develops strategies to
accompany students both in the learning process and in their moral, emotional and psychosocial development.
In addition, this program periodically analyzes the results of the process in order to improve the teaching-
learning process, supports permanence and prevents drop-out. (Policy of Student Success is posted in

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Supplement 41

As part of the academic support for our students, we have virtual collaborative sessions called Tutorial Coffees.
In these sessions, hosted by one of our teachers, we provide the environment to have a dialogue around specific
topics (Knowledge Areas, Processes Groups, Tools & Techniques, etc) with the objective to clarify concepts
and strengthen knowledge in our students. We record all of the Tutorial Coffees and posted in our virtual
classroom to make them available to all of our students community. (Tutorial Coffees Screenshots are posted in
Supplement 7)

In order to provide a support space for our students, we offer webinars on a regular basis on topics that are not
only related to our studies plan but to the working and professional environment. These webinars are delivered
by recognized senior project managers that provide a reality approach on the application of Project Management
knowledge to facilitate the engagement in learning of our students. Also, this webinars are recorded and posted
to be available to all of our students community. (Webinars Screenshots are posted in Supplement 8)
Also, as part of our advisement initiatives we provide our students with a Director for their degree project
development. The directors provide our students with advisement and coaching on the academic matters and
guidance on their degree project.
In
Supplement 42 there is a sample of directors assigned to our students to coach and advise their degree project

The directors assignment is made by formal letter sent to the students and to the directors. In Supplement 43
there is a sample of this letter.
In the same way, the students know their qualifications in real time, through qualification forms located in
Google Drive, shared with them through the Virtual Classroom. They also receive feedback in the virtual
classroom, in the spaces available on the platform, as well as in the different participation Forums.

Examples of these instruments are posted in Supplement 44,

Supplement 45, Supplement 46 and
Supplement 47

D.5.3: Descriptions of the support services provided to students that are appropriate to the mission of
the program and the needs of the students.

The program has different means, tools and strategies to support students and satisfy their needs. Below we
provide a description of the different support services based on their objective:

Academic Support:
Virtual classroom: As previously stated in this document, the program has a virtual classroom, through which
the student can interact with the teacher in real time or asynchronously. In it are the courses and different topics
of specialization. With this tool the interaction of the student, the teacher, the classmates and the concept of
community is developed. The main service is to give support to the academic activity and the autonomous work
of the student.
The student finds the following environments:
• General Information: with the elements Technical Sheet; Syllabus; Teaching Guide; Teacher; Key
Aspects; Ratings.
• Consultation Material: with the elements Presentation; Web page; Video; Support material
• Interaction: with the General Forum elements; Teacher evaluation.
• Activities: with the elements Evaluation Activity

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Coffee Tutorials and Webinars: Created with the intention of extending the training process, they are born as
an initiative of the direction of specialization. They were created with the intention of supporting the academic
success of the student, creating two spaces
The Coffee Tutorials: are moments of group meeting, in virtual spaces, with support from the
teacher of the subject and students interested in updating, deepening or clarifying issues and
doubts arising from the educational process. They are taught on the subjects of specialization,
especially on those of the nuclear process of training in projects
The Webinars: These are open spaces (For all audiences, not only the students of the
specialization), who through a previous registration, can address current issues in Project
Management and relevant topics of the PMI ® and its PMBOK ®
Coffee tutorials and webinars examples are posted in
Supplement 7 and Supplement 8

Forums in the virtual classrooms: The forums are exclusive spaces for each subject and are used as a means
of communication as well as the expression of students. They can be used to request information in two ways:
from the teacher to the student or from the student to the teacher.
"Virtual forums are increasingly being configured as a powerful tool for communication and collaborative
work. These spaces of work and dialogue provide the possibility of participation in a reflective way, compared
to other tools of communication and work of a synchronic nature, where immediacy is an obstacle to reflection
and analysis. Based on this importance, the role of coordinator, moderator, played in many cases by the teacher,
takes on a role of great relevance, as it will be who re-lead, reflect, propose new directions, etc., within the
forum space . Likewise, it will try to offer some suggestions or didactic proposals to put into practice, oriented
above all to the application in the social sciences, but with possibilities of adaptation to other educational
environments. "(Http://www.quadernsdigitals.net/ web_data / archive / r_1 / nr_662 / a_8878 / 8878.html)
Direction of Degree Projects: This is a space where a professor acts as a coach for the students during their
Degree Project. In this relationship, the coach provides guidance and advice to the students so they can
complete their Degree Project successfully.
To facilitate interaction, the university provides a digital platform “MAHARA” where the team (students &
coach) can collaborate on the Degree Project documents and activities in an easier way.
MAHARA´s URL is: at http://mahara.unbosque.edu.co/,
Instructions to access:
1) Go to https://ubosquemoodle.unbosque.edu.co/
2) Username: gerencia.proyectos
3) Password: Uebjaovhapmp19720318
4) In left menu, search for: Servidores de Red // Home-Mahara.
5) Click on Home-Mahara
(Username: gerencia.proyectos // Password: Gerencia.proyectos) and screenshots can be found in Supplement
48

D.5.4: Descriptions of the library staff, services, holdings, and digital resources that are appropriate,
adequate, and accessible to support the program’s learning outcomes.
Library: El Bosque University has the Juan Roa Vásquez Library, which is available to all its undergraduate
and postgraduate academic programs. The Library provides the academic community with bibliographic
material in all areas of knowledge and offers its users individual and group study rooms, computer rooms with
Internet access, projection rooms for audiovisual material and lockers to store the belongings of its users. safely,
among other services.

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Its development is projected to respond to scientific, technological and cultural progress and to the information
needs of the third millennium. The Library has a web page through which it is possible to access from any site
with an Internet connection to the virtual services it offers:
http://biblioteca.unbosque.edu.co/ and The development of a virtual library continues. A screenshot of this
webpage is posted in Supplement 49
To achieve its objectives, the Library functions as a team made up of 25 people of which 70% are committed to
information sciences (librarians and students of librarianship between the sixth and the tenth semester). The
director of the library has a professional degree in librarianship and extensive professional experience in the
area, with a diploma of specialist in university teaching. The Information Services Coordinator is a professional
in librarianship and a specialist in networks and information systems. The administrator of the Unicornio system
is a professional in the area of librarianship and computer specialist, in charge of the system operation. In
addition to the library assistants, classified in categories I, II and III, likewise, we have professionals in other
areas of knowledge, as well as support staff in the administrative area.
A table of titles and volumes of the printed and electronic collections is available in
Supplement 50
In Supplement 51 the information on the number of titles for each one of the databases by subscription that the
university library has, is presented.

Internet Access: The University accesses the INTERNET through a radio link, with a bandwidth of 3 M for
international access and 6 M for national access. As a node, your domain is http://www.unbosque.edu.co. From
anywhere in the world that has connections to the INTERNET, you can consult the Library at the following
address: http://biblioteca.unbosque.edu.co/

National information systems. Virtual Health Library for Colombia: The purpose of the VHL Colombia is to
manage the communication of scientific, technical and administrative information produced by the different
actors of the Colombian health system, for this, it uses the information technology produced at a Latin
American level by the Library Regional of Medicine BIREME in Brazil. Access also to catalogs and
information services offered by the main libraries and national information centers, as well as with the
Colombian Library Consortium of Higher Education Institutions.

Latin American information systems.

• BIREME (Latin American and Caribbean Center for Information in Health Sciences): Its
objective is the promotion of technical cooperation in scientific information on health among
the countries of Latin America and the Caribbean
• ISTEC (Ibero-American Consortium for Education in Science and Technology): The main
objective of the consortium is to respond to the information needs of the users of the
participating libraries, this objective is carried out through the exchange of documents
between the members, This service consists in obtaining copies of journal articles, book
chapters and thesis chapters existing in the libraries, by electronic means such as mail and
ARIEL, in a very short time and without cost.
• UNIVERSIA University Network whose objective is to develop all the potentials of the
knowledge society through the new information and telecommunications technologies.

Information systems of the United States and Europe.

• University of Washington: Provides reproductions or photocopies of articles and book
chapters of international scientific publications in the area of health, that are not found in

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 Latin America and the Caribbean and are intended solely for academic and research
purposes.
• British Library: National Library for Great Britain and Northern Ireland. It houses the
largest Spanish-American collection in the United Kingdom, including material from all
fields and periods within the humanities and social sciences. It has a fund of works printed in
Mexico of more than 17,000 volumes, without counting manuscripts and brochures. Its
collections include manuscripts, rare or curious works and several famous collections.
• National Library of France: Offers on-line access to its catalogs that have more than 2
million book references since 1970, newspapers since 1960 and computer documents since
1994, as well as virtual visits to exhibitions and a database on the classics of French
literature. National Library of Spain: It allows access to its databases and through the Internet
to its digitized funds, allowing not only the consultation of bibliographical references, but
also the access to the own reproduction fund of the majority of monograph works published
in Spain.
• Virtual Library Miguel de Cervantes: Bibliographic and documentary collection that,
through the use of new technologies, makes available to its users the most important
documents of Spanish and Hispanic culture, with the objective of compiling in electronic
format the works of its tradition literary, especially in the historical aspects and spread the
culture through the virtual space.

Electronic collections
• Databases. The Library has online databases specialized in the biomedical area of referential
type and in full text. They analyze mainly international journals of high academic and
scientific level; include thesauri and indexes; they are periodically updated, they have the
Library Holding file, which stores the titles of the journals that the El Bosque University
Library and other Libraries in the city and the country have. they can be consulted in network
from any place of the university campus and also by remote access out of it.
• E-books. The library has a significant collection of books, encyclopedias, atlases, catalogs,
dictionaries, textbooks in electronic and multimedia format.
• Electronic Journals. The Library has a collection of serial publications (electronicjournals)
that cover different areas of knowledge and different years of publication, they can be
consulted inside and outside the institution (intranet and remote access) through the online
catalog of the library and the website

Information Management. The collections of the Library are developed particularly in the biomedical area,
however since mid-1994 its theoretical coverage has been extended to all areas of knowledge. The Library has
the following collections:
• General Book Collection: with more than 24,000 volumes.
• Periodicals: with more than 1000 journal titles
• Audiovisuals: Movies on VHS, more than 2,170 titles
• Electronic collection: CD-ROM, ON-LINE, floppy disk.
• Vertical File Collection: Comprised of more than 300 brochures.

Products and Services

• Loan in room: This service provides documents (reference books, general collection,
magazines and videos) for consultation within the Library only.
• Home loan: you can take home general collection books, reserve books and magazines.

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 • Interlibrary loan: the user has the possibility of having books from other libraries, which is
requested in the Reference Section of the Library, this system requires agreements between
libraries.
• Guidance and training: the user is trained to correctly use the library's information
resources, collections and services.
• Reference: Attention and immediate guidance to users. This service provides immediate
answers to the demand for information on specific data, clarification and definition of ideas,
updating of knowledge, etc.
• Bibliographic information search: Provides the user with a list of bibliographic references
on the subject of interest, extracted from the databases, to which the Library has access.
• Connection with databases: INTERNET. Network of networks. Databases in CDROM.
Databases of University Catalogs. Online Databases.
• Photocopies: It is used especially for works that can not leave the library, ie the reference
works.
• Obtaining documents not available in the library: Obtaining a photocopy of journal
articles, book chapters and others; existing in other national and international libraries. To
provide this service, libraries use means such as: Air Mail, Fax, Internet, Scanner, Ariel
Software
• Projection room: It has the necessary infrastructure to consult the audiovisual material that
the library keeps.
• Consultation in other libraries: The Library issues letters of introduction for users who
require personal consultations in other libraries.
D.5.5: Descriptions of the appropriate and accessible facilities, instructional equipment, and technology
to support the program and students.
Computer and technological resources
Technology Directorate: This unit is responsible for managing and managing the university's technological
platform, develops applications and proposals that focus on providing tools that serve as logistical support to the
administrative areas of the institution, ensuring constant updating thereof, in order to optimize the internal
processes and the services that are offered to the students, teachers and administrative personnel belonging to
this organization.

Infrastructure of the Technology Directorate With the support of the directives of the University, the
Technology Directorate, currently has a technological infrastructure consisting of computer equipment, systems
and electronic laboratories, and the generation that supports the work in the academic and administrative areas.
It also has a plan for the constant renewal of technological tools. In this regard, the technological update of the
computer equipment destined to improve the tools in the administrative and academic areas was recently made,
including the implementation of three new IT lines. The work areas of the Technology Directorate are:
• Servers Area: Guarantees the availability of services to the academic and administrative
community through the implementation of an adequate server infrastructure complemented with
security schemes and information backup.
• Telecommunications and technical support area: responsible for ensuring the optimal
functioning of the technological infrastructure and the LAN network of the University, develops
and executes the plan for preventive and corrective maintenance of telecommunications
equipment and computing, provides continuous support to the user through the use of the help
desk, elaborates replacement plan and acquisition of the technological infrastructure.
• Application development and support area: responsible for the design and elaboration of the
requirements of the applications developed in the university and provides permanent support to

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 the final users of the applications, elaborates and executes the training plan in the use of the
applications.

Academic information system – SALA

The Academic Information System SALA, previously mentioned in the infrastructure condition on which we
will expand the information in this point, was designed and implemented entirely with the university's own
resources in order to ensure that the Institution uses the academic system as a tool strategic for its development
and organizational strengthening and challenge the challenges that arise in the educational environment. It has
the following modules:

Module for the definition of registration fees and pecuniary services: It allows registration of registration
values in each of the academic modalities, undergraduate, postgraduate, continuing education by cohort and
semester or direct value as the case may be, also allowing the registration of the different pecuniary values
approved by the Board of Directors, for each one of the established academic periods.

Applicant selection module: Allows the selection of applicants, allows the registration of personal data of
applicants who will subsequently become students, among them are recorded the following: identity document,
telephone, address, marital status, date and place of birth, school of origin , parent data, academic information,
financial resources and state tests. Allows the parameterization of selection tests and admission status.

Student module: Supports the registration of personal data of students. In the student record it allows to consult
all the information related to the student as current graduate record, account statement, old graduate record,
preview registration, disciplinary process, tuition, audit of notes, audit of the student's situation, audit of the
type of student, pre-registration audit, miscellaneous payments, general student situation letter, student study
plan, messages, documentation, update study plan, enrollment registration, schedules, pre-registration, historical
consultation, modify history, report card, certificates, Vacation courses and shortcomings.

Curriculum module: It allows the registration of the curriculum which constitutes one of the main information
structures of the system. By means of which a large part of the controls are carried out. The curriculum reflects
the curricular structure established for each career. It defines careers, courses and subjects. It considers the
variations that curricula may suffer over time for each defined career and the coexistence between each
variation of the plans of the same career. You can establish prerequisites, academic requirements for each
subject and define lines of emphasis establishing the appropriate sequence, as the case may be. In the definition
of the curriculum, elective and elective subjects can be contemplated, as well as the definition of the credit
system by career.

Degree management module: It enables the academic secretaries of each faculty and the general secretary of
the university to control the different events generated for the management of degrees such as verification of
completion of studies, verification of degree conditions (student letter, general situation), application / approval
/ rejection of degree, degree certificates, title registration, update of the resumes, recording of records and title
registration, window degrees, degrees of honor, certificates and reports.
This system url is
https://artemisa.unbosque.edu.co/serviciosacademicos/consulta/facultades/consultafacultadesv2.htm

Services offered to the university community:

Computer rooms. There are 15 computer rooms equipped with 446 computers with high technical
characteristics exclusively for academic use, fulfilling the conditions requested by the different academic
programs, which allows the attention of the undergraduate and postgraduate academic population of the
university, in a timetable of attention from Monday to Friday from 7:00 am to 10:00 pm, Saturdays from 7:00

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am to 5:00 pm, all students can access the classrooms with the current card of the institution. The classrooms
have some free spaces within the semester programming, which are available for students to access them.
For the optimal management and control, and as a support tool for teaching, the Technology Directorate
implemented a control tool on the operating systems of the teams in the service areas, and a software to support
and control the sessions during the academic days, which allow to guarantee the protection of the facilities in
the teams against malicious acts, and a better control of the teacher towards the assistants and users in the
classes.

WIFI: Available for all university communication with a 100% coverage within the university campus with two
exclusive internet channels for students and visitors that add up to 40 MB in ADSL technology.

Internet: 60MB dedicated internet access channel, which guarantees the availability of virtual services offered
by the university and access to the internet.

Moodle 2.04: Learning Management System used to support virtual education.

Email The e-mail service is available through the GoogleApps platform, with storage capacity of 7 GB and life
for students with domain @ unbosque.edu.co. The University made the decision to migrate its administrative
email accounts, teachers, students and graduates, to the Google Apps platform for education. The above
presents the following benefits for users:
• Storage capacity (6GB).
• Filters for SPAM and high quality viruses.
• Instant messaging and voice calls. Connection instantly with other users to solve any doubt.
• Google Calendar. Schedule meetings, create events and share calendars with other users.
• Google Docs and spreadsheets. Create documents and collaborate in real time with other users.
• Homepage. You can add the favorite gadgets to the home page.
• Access to information at any time and place. All content is available online. You can even access email
from a mobile device.
• Reliability. The Google Apps for Education products are designed with speed and reliability in mind.

Computer equipment: The University has a total of 1325 equipments, located in different places.

Equipment to support the academy A portable mini-computer, connected to a video beam, and to the Internet
as a technological resource for the support of face-to-face education is available in each classroom.

Datacenter: The Data Center of the University offers an advanced environment to keep the servers in service
24 hours a day, with the highest level of Internet interconnection. The facilities match the quality of advanced
data centers in Colombia.

Current Agreement Open ValuesSuscripcion or Campus Agreement, It has a licensing agreement with
Microsoft, for applications such as office, operating systems for desktop and servers, This agreement brings
benefits for officials of this institution, where teachers and administrative staff can purchase original software
from Microsoft at very low costs, Only by presenting the current university card, the detail of this agreement
can be found on the institution's website.

Audiovisual resources: The Department of Audiovisual Resources of the Universidad El Bosque, arises as a
result of the consolidation of new means and forms of communication based on technological progress. The
audiovisual media market has grown exponentially worldwide in recent years, as a result of the technological
development towards digitalisation and the optimization of broadcasting systems.

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The fundamental purpose of the Department of Audiovisual Resources during this time has been the
implementation and administration of the technological tools, with which the process of teaching and learning
of our university community is complemented and strengthened. In recent years the Department of Audiovisual
Resources has focused its efforts on the provision and modernization of the audiovisual equipment in various
academic settings, among which we have classrooms, laboratories, computer rooms, library and auditoriums,
likewise , the necessary adjustments and connectivity facilities have been made in each of these places. In next
Table, the audiovisual resources of the Institution are presented.
Audiovisual equipment Cantidad
Video projectors 149
Laptopts 180
Video conference 2
Radio tape recorders 8
Projectors of acetates 6
Slides projectors 2
Video cams 2
Photo cams 2
Home Teathers 5
Digital Voice recorders 10
Turning point 4
Plasma TV 14
Auditorium equipment 3

Auditoriums: In 2007, five auditoriums were placed inside the campus, for different events, today that offer is
eight. The new auditorium of the "Founders Building", furnished with a retractable silletería set, constitutes a
multipurpose and versatile space for different institutional events. Classrooms In 2007, the physical plant had
104 spaces destined to classrooms, in 2012, the amount is 152 units, with varied alternatives of capacity and
specifications. The offer includes: Generic Classrooms, Drawing Classrooms, Dramatic Art Classrooms, Music
Classrooms and more.

Additional educational resources for the Specialization program in Project Management

Students, professors, administrators and other members of the human team of the Specialization Program in
Project Management benefit from the endowment, services and means that El Bosque University provides for
all its academic programs, constituting an environment conducive to development with quality of teaching,
research and service.

Specific bibliography for the Specialization Program in Project Management: As mentioned in previous
paragraphs, the Juan Roa Vásquez Library provides face-to-face, digital and web 2.0 services and has printed
collections, a digital collection, an online catalog, an out-of-campus consultation and Google Scholar
consultation. The Specialization Program in Project Management benefits from all the Library services which
has the following specific titles to support the program. This collection is enriched and updated according to the
suggestions of the academic community of the program.
The number of titles in physical and electronic media available in the Juan Roa Vásquez library according to
specific program topics, is shown in Supplement 52

Databases: Among the databases held by the Library, the following are especially relevant for users of the
Specialization Program in Project Management Example:
• Proquest. This is a multidisciplinary database, made up of 32 databases in all areas of
knowledge, among which the data subbases stand out

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 • ABI / INFORM Global, which provides a deep and academic coverage of business and
economic conditions, management techniques, business theory and practice, advertising,
marketing, economics, human resources, finance, taxes, IT and many other topics
• The ABI / INFORM Trade & Industry, which offers the latest industry news, product
information and competition, marketing trends from all major industries, including finance,
insurance, transportation, construction and many others.
• The Accounting and Tax, based on the AccountantsIndex, provides up-to-date information on
accounting policies and rules, state and national tax legislation, taxes on businesses and
individuals, pension and compensation plans and corporate financial management, as well as
profiles of accounting firms, CPA (Authorized public accountants) and management consulting
firms.
• The Banking Information Source, provides information on the industry of financial services,
banking and trends in the sector.
• The Business Dateline, with access to news and analysis of local and regional companies,
difficult to find. Comprehensive coverage of local and regional business news about large
corporations, private companies, local initiatives, executive profiles and marketing, finance and
industrial news.
• The Financial News (NF) is a news service of the IMS Group, produced in conjunction with 34
of the largest publishing organizations in Latin America. NF provides financial and economic
news in full text and real time of Latin America. The NF database tracks more than 11,200
corporations and organizations.
• Dissertation Abstract and Thesis, where the best doctoral degree works of the United States are
published.
• Human management. It is a database of business cases of practices in human resources applied
by national and international companies, in topics such as: Training, Outsourcing, Compensation,
Customer Service, Communications, Teamwork, Balanced Score Card, High Performance
Teams, Negotiation , Ethics and values, Intranet Management, Mergers and acquisitions,
Leadership, Knowledge management, Competency management.
• MDConsult - TheClinics. Online database with exclusive access on the university campus; of
the Editorial Legis, specialized in law, allows access to the codes, regimes, legislation and
jurisprudence of Colombia.
Note: Screenshots of Academic information system – SALA is posted in Supplement 53

D.5.6: Descriptions of opportunities for students to participate in student and/or professional societies
and activities.
The students of the Project Management Specialization program are eligible to fully participate in the
University Alumni Program even when they are not graduated yet. This policy seeks to support students who
are taking the last third of their academic training in preparation for working life. Also, in generating awareness
of the importance and relevance of continuing to be part of the academic community.
Likewise, it seeks to generate in them an awareness of the importance of the impact on the community of the
bio-psychosocial and cultural approach to their learning, the permanent updating in the area of knowledge of
their interest and the exchange of professional experiences with other members of the academic community
upon graduation.
The students of our program can take advantage of the following:
· Integral Health
· Sports and fitness
· Culture and Hobbies
· Interests groups

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Besides the above, there is a strong relationship of the program and the PMI Bogotá, Colombia Chapter. Our
students are encouraged to participate as chapter members and have special student rates for the events of the
local PMI Chapter.
In Supplement 54, a picture of our program Facebook Group with information on the PMI Bogota, Colombia
Chapter information.
The program monitors graduates to assess their performance and the social impact of the program. Today the
University recognizes that its greatest impact on society is exercised through its graduates, natural multipliers of
the Institution, in addition to its direct action in its missionary tasks of training, research and service. This
awareness has generated the growing interest of Higher Education Institutions to strengthen the relationship
with their graduates. El Bosque University, from its bio-psychosocial approach, works to maintain a close
relationship with its graduates in such a way that there is a permanent feedback on the programs developed in
response to the demands of the world of work, their needs for updating in the area of knowledge, the exchange
of professional and investigative experiences with the other members of the academic community and in
particular on the strengthening of their belonging to the Alma Mater.
Given the importance of graduates in the university community of El Bosque University, it was necessary to
adopt an Alumni Policy whose purpose is to define the guidelines and conditions to manage and consolidate the
relationship with graduates. This policy is aimed at graduates of undergraduate and postgraduate both face-to-
face and distance learning and university students from the moment they enter the university until they acquire
their status as graduates. A copy of this Policy is available at
Supplement 55.
It is focused on facilitating the communication and relationship between the graduates and their respective
faculties by generating awareness of belonging to the academic community and the constant reinforcement of
the social responsibility of the graduate with their local, regional and national environment, acquired through
education received with the bio-psychosocial and cultural approach taught by the University.

The Graduate Policy of El Bosque University was based on the experience and institutional programs under
development and according to the guidelines contained in the General Regulations of the University, in the
Student Regulations and taking the Institutional Development Plan 2011 as a reference. 2016, in which
programs are contemplated in the different axes and specifically in the Axis 3: Student success, through its
projects for Management for Professional Performance and Strengthening of Business Practice; and, of the Axis
5: Development of the Environment for Learning, in its project of Relationship with the Graduates.
The Graduates Policy contains the following specific Policies:

Policy of upcoming graduates. This policy seeks to support students who are studying the last third of their
academic training, in their preparation for working life and in the generation of awareness of the importance and
relevance of continuing to be part of the academic community. Likewise, it seeks to generate in them the
awareness of the importance acquired by the impact in the community of the bio-psychosocial and cultural
approach to their learning, the permanent updating in the area of knowledge of their interest and the exchange
of professional experiences with the other members. of the academic community upon graduation.

Politics of recent graduates: Define the guidelines that will allow the newly graduated to strengthen the
relationship of continuity in the academic community through the resources, services and programs that the
Institution develops especially for them.

Politics of graduates in professional consolidation: This policy seeks to maintain the relationship with the
professional in consolidation offering the services and resources of the University and the offer of continuous
education tailored. In the same way, it fosters the generation of immersion possibilities in working life through
their professional development, for recent graduates.

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Senior Graduates Policy: Accompany Senior Graduates by offering them the benefits of being part of the
academic community through the use of resources and services, such as continuing education courses and
preparation for retirement. Promote the culture of mobilizing resources for the University and strengthening the
mechanisms of job options for newly graduated and consolidating professionals.
The management, implementation and development of the Graduate Policy through programs, strategies and
activities is the responsibility of the Development Office through the Graduates Area, with the active
participation of the faculties through their respective representatives of Graduates and Graduates. . Currently,
the following strategies that are part of the policy components are developed:

Strengthening relationships with graduates. Establish and maintain channels of continuous communication in
two ways with graduates that allow a relationship with benefit for them as well as for the university.
Support, through the Area of Graduates with collaboration of the academic programs and curricula, the
organizations of Graduates and the link with other organizations and associations that contribute to strengthen
and protect the professional exercise.

Integration to university life

• Establish, support and strengthen the mechanisms for the representation of graduates
in the governing bodies of the university.Prioritize the employment relationship of
graduates and their participation in activities that allow them to learn from their
experience and provide feedback on the design and updating of the curriculum to
ensure the relevance and quality of education offered by the University.
• The graduates of El Bosque University will have access to the services offered by the
university and the activities carried out by University Welfare.

Management for professional performance.

• Promote, coordinate and disseminate, with the collaboration of the academic units and
University dependencies, actions and programs of academic participation to support
students who are about to graduate and graduates covering their needs for
professional updating and labor incorporation.

Institutional Observatory of graduates.

• Update and integrate information about them in a computer platform, which takes into
account the interests of the entire university community, associations, employers, and
other people or organizations that want to know this information.
• Conduct studies that deepen the needs, expectations and satisfaction of the graduates
with their training, on their employment status and on their impact at the local,
regional, national and international level.
• Participate in the Monitoring Network for Graduates promoted by the Ministry of
National Education and the Colombian Association of Universities.
• Make use of the information provided by the Ministry of National Education through
the Labor Observatory for Education and other systems available for monitoring
graduates and their employability in the labor market.

Professional and personal development

• Support the different academic and cultural activities, through permanent updating
programs managed by Continuing Education and other academic units.
• Support intermediation and labor promotion programs.
• Commitment to the university.

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 • To develop in the graduates the sense of belonging with their alma mater and their
commitment to contribute to their growth and development.

Currently, the Program works as a team with the Development Office through the Graduates area of the
University to support the implementation of the established policy of graduates and direct their monitoring
strategies in harmony with those defined at the institutional level. However to identify their graduates, maintain
a relationship with them and know their location and provide support the program develops actions such as:
Database: It has information and data of all graduates of the program, which is constantly updated, in order to
make the appropriate follow-up. This information is complemented with that registered by the student in the
SALA Program.

Communication channels with graduates: The university website and email are today the most agile
communication media; Through this mechanism graduates have updated information about events and
publications of the Faculty.

Participation of the graduates in the evaluation of the Institutional Educational Project (PEI): Through
the self-evaluation day that takes place each semester with the students, the graduates have participated in
changes that today are reflected in the way the curriculum is developed.

Continuing education activities and advanced training for graduates: There are some benefits that the
University has established in terms of discounts on the payment of tuition for graduates of the basic training
program, in academic events, diploma courses and advanced education courses.

Participation of graduates in scientific, academic and research activities: The program carries out each year
the Research Week in which both undergraduate and postgraduate students and graduates can present their
research to the academic community of the Faculty and with them participate in the research contest. With this
activity, it is also intended to stimulate scientific activity, strengthen the bonds of belonging of students and
graduates of advanced training programs, the Faculty and the University in general.

Participation of graduates in the publications of the program: As a last link in the chain corresponding to
scientific activity, graduates also have the possibility to present their work to the publications office of the
Faculty so that they can be studied there and if necessary. approved, may be published in any of the means of
disclosure available to the Faculty.

Exchange of professional and investigative experiences with graduates: Through the aforementioned, the
different mechanisms and spaces through which the Specialization Program in Project Management and the
University in general, promote the exchange of experiences are described. academic, scientific and professional
with their graduates.

Linking graduates to the teaching staff: The Specialization in Project Management program is open to the
possibility of having the participation of graduates of the program who express vocation for this activity and
who also have sufficient competences to work as teachers in This level of advanced training.

Note: At this time, it is clear that our program must work much more in promoting the participation of students
and graduates in activities, communities or professional groups. We do not have a clear and forceful example
that evidences these participations, and without a doubt this point becomes an aspect of improvement in our
program.

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At the moment, we only have an active group on Facebook, in which our students and graduates participate.
This group already has more than a thousand active members. In Supplement 56 there is a group image, and this
is your url:https://www.facebook.com/groups/655805717823957/?ref=bookmarks

Examples of opportunities for participation in groups, clubs, communities, etc.

Although there is no formal strategy for students to participate in groups, clubs or communities, the following
has been advanced:
• A virtual group of the Specialization has been created on Facebook, at the following address:
https://www.facebook.com/groups/655805717823957/, which can be entered, requesting permission
from the administrator. In this group there are currently 1211 members, and shares of jobs, articles
on project management, surveys, etc. are shared. This group has been growing and there are more
and more active people.
• In the same way, steps are being taken with the Bogota Chapter of the PMI in the following aspects:
o Conformation of a Sectional Project Management, in which students can participate through
volunteering, using the model already implemented in Peru, successfully. This initiative is barely
in its initial stage, because these sectionals (SEDIPRO) are being included in the Bogotá Chapter
very recently.
o Alliance with the PMI Bogotá Chapter, in order that our students have access to a memebresia of
the chapter with the benefits that this entails. Nothing has been consolidated for the time being,
however, the talks began, with a view to reaching the pertinent agreements.

D.6 FINANCIAL RESOURCES

D.6.1: Description of how the program maintains financial adequacy and sustainability.

The Specialization Program in Project Management is financially viable for the offer and development of the
program as shown by the budget and investment plan.
The University and the program have a policy on financial resources. A copy of this policy is available at
Supplement 56
The University has a General Regulation that includes, among other aspects, the institutional policies regarding
the management of physical and financial resources. Some of them are summarized below:
The University manages its resources under the premise of optimizing its revenues and rationalizing its
expenses for an adequate balance that allows it to fulfill its institutional mission. There is a Budget organized by
Centers Costs where the different academic programs are identified.
The University, through the Administrative Vice-rectory and the Budget Department, carries out the budget
execution. Each program receives the execution status quarterly for analysis. The authorization of expenses
must be processed before the bodies designated by the General Regulations for the approval of the expenditure
in its order, the Senate, the Board of Directors, the Administrative Council, the Purchasing Committee, the
Rectory and the Vice-Rectories.
For each term the academic program, using the budget tool calculates your income and estimates your expenses
according to the development needs of the program, indicating among the most important: the number of
students, payroll, fees, human resource management, research projects, projects of social projection, continuing
education courses, investment expenses in adaptations, equipment and furniture.
Each academic program has its own Income and Expenses Budget. If the result of the program is positive, these
resources serve the Institutional Institutional Investment or to help the subsidy of the programs whose result is
negative.
Likewise, the academic programs make a projection on a complete cohort, generally of 5 years in the
undergraduate programs, with the exception of Medicine whose cohort is of 6 years. This projection determines
whether the program will be financially viable or what additional resources it needs.

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The main source of resources of the academic programs are the enrollments, followed by other academic
income that includes the inscriptions, carnets, certificates, habilitations, etc., and in third order, the projects,
consultancies or services that the program provides.
However, as mentioned above, the University subsidizes programs that by their nature have high costs and few
students.
Structure of the Budget The budget of the El Bosque University is composed of:
• Income:
▪ The operational income corresponds to enrollments, inscriptions and forms,
certificates, degree rights and cards.
▪ Non-Operational Income, which includes projects with external financing,
consulting and advisory services, among others.
▪ Operational in which enrollments and other income are included, such as
registrations, certificates, ratings, etc., and non-operational income, including
projects with external financing, consulting and advisory services, among others.

•
Expenses: Expenses are constituted by operational, investment and indirect expenses.
▪ Personnel expenses refer to salaries, fees, transportation assistance, contributions
to compensation funds, contributions to social security, severance payments,
vacations, severance interests, and bonuses.
▪ In general expenses are included, maintenance, repairs and adjustments, cleaning
services, monitoring and technical assistance, insurance, computer elements,
photocopies and fillings, press and advertising notices, stationery and office
supplies.
▪ The indirect operational expenses are for academic support units such as the
Library, the Faculty of Sciences, the Humanities Division and the Bioethics
Division, University Welfare, Research Division, Research Projects, among
others.
▪ Direct non-operational expenses are fees, educational grants and scholarships and
agreements
▪ Investments are made in computer equipment and technology, furniture and
equipment, laboratory equipment and teaching and research.
Examples of main Budget files, are available at Supplement 57 and Supplement 58

D.7 PROGRAM IMPROVEMENT

D.7.1: A description of the program’s continuous improvement process and timeline with respect to all
of the GAC Accreditation Standards.
El Bosque University has identified the need in Colombia to train project managers, with comprehensive
knowledge for the management of better projects that add value to the overall development of our country.
Bearing this in mind, the training offer has focused on the development of technical and cognitive skills in
project management.
Project management seeks to increase knowledge about methodologies implemented in the execution of
projects, following the guidelines of the PMI, in order that they comply with the stipulations during their
planning. A project manager must have comprehensive competencies such as being a professional and being
able to count on the best human qualities, expertise, knowledge, ethics, maturity, character, and also ability to
adapt to the challenges of any project of any magnitude.
The program has identified the following specific competences of training:

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 • Communication skills: Effective exchange of accurate, appropriate and relevant information with
the interested parties, using methods to the measure of each one.
• Leadership Competencies: Guiding, inspiring and motivating team members and other stakeholders
to manage and solve problems to achieve the project's objectives.
• Management Competencies: Effectively manage the project to through the deployment and use of
human, financial, material, intellectual and intangible resources
• Cognitive ability: Apply an appropriate level of depth of perception, discernment and judgment, to
effectively direct a project in a changing and evolving environment.
• Effectiveness: Produce the desired results using the appropriate tools, resources and techniques in all
the activities of the Project Management.
• Professionalism: Maintain an ethical behavior guided by responsibility, respect, friendship and
honesty in the practice of Management of Projects.
The pedagogical strategy of the program is the implementation of the institutional pedagogical model where
teaching is centered on learning and learning is centered on the student. The institutional pedagogical model is
the "meaningful learning" proposed by Professor Dee Fink and based on elements constructivist, and
experiential, which poses a taxonomy in which there are different types of learning.
"An important feature of this taxonomy is that each type of learning is interactive, which means that each type
of learning can stimulate other types. The six dimensions of this taxonomy for Fink L. allow us to know the
type of learning that students are expected to achieve, as follows:

• Fundamental knowledge: Understand and remember the relevant content in terms of terms,
concepts, theories, principles, etc.
• Application of learning: They will use the content appropriately.
• Integration: Identify the interactions between the contents seen and other content classes.
• Human dimensions of self learning: They will learn about themselves: (who is, who can be or will
be) Others: Will be able to understand and interact effectively with others.
• Commitment or assessment: Develop new feelings, interests or values in relation to the subject that
is being studied.
• Learning how to learn: Involves student "skills", skills self-directed research and learning ".
• This approach to "learning" is an essential part of the Integrated Course Design model, based on the
same components that are part of most instructional design models, but assembles such components
in an integrated, non-linear model. The basic concepts of the instructional design model are broken
down below:
• Situational factors: They involve carefully reviewing information about the situation and are used to
make important decisions about the course. The general and relevant categories to take into account
are the general and specific context of the learning situation, the nature of the subject, the
characteristics of the apprentices and the teacher.
• Objectives (goals) of learning: When teachers appeal to the focus on learning, they usually identify
several additional types of meaningful learning, although their responses usually include "understand
and remember" type learning. However, it is important to emphasize critical thinking, to learn to use
the knowledge of the course creatively, to learn to solve real-world problems, to change the way
students think about themselves and others, to understand the importance of learning for all life, etc.
The learning goals according to the instructional design should be clear, although they should also be
important and significant in terms of the educational value they provide to students.
• Learning activities: Through the incorporation of active learning, meaningful learning is created,
which allows students to learn and retain for longer what they have learned in an active way and
offers students experiential learning opportunities in order to generate a reflective dialogue . In order
to create a complete set of activities capable of creating meaningful learning, a holistic perspective of

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 active learning is required that includes three integral modalities: obtaining information and ideas,
experience and reflective dialogue.
• Evaluation activities: A focus on learning is based on feedback and evaluation procedures called
"educational evaluation", which enhance the quality of student learning. The four components of the
educational evaluation are the anticipatory evaluation, the criteria and standards, the self-evaluation
and the feedback.
The training process is developed as follows:
First semester: It is an immersion in the stages of Start and Planning. At this moment the student takes a tour
of the Planning of:
• Scope,
• Time,
• Costs,
• Risks,
• Quality,
• Procurement,
• Human Resource and,
• Communications
In these subjects, the different Plans as well as the Integration Plan are expected as main deliverables. It
highlights processes such as: (the most relevant)
• Product and Project Life Cycle
• Project Charter
• WBS and Dictionary
• Scope Statement

Second Semester: It is an immersion in the stages of Execution and Monitoring-Control, as well as in Closure.
In this cycle, students must make evident the advances and deliverables that were planned in the first semester;
make progress reports (of management)
On the other hand, Company applications are made, typical of the Management, such as the classes of: Strategic
Management, Financial Management, among others.
During the same semester, the company dives into business issues such as Economy and Finance; as well as in
Research (Research Methodology) and a Group Work is formulated as a Group
Both first and second semester have a space dedicated to the Presentation and Sustainability of the Degree
Projects, which are evaluated and qualified as part of the training process and condition for obtaining the
degree.
The main strategies used are:
• Flipped Class
• Case Study (case applied to projects)
• Degree Work (Real, in a company)
These strategies are based on (mainly):
Significant Learning: The evaluation process is done as follows:
• Previous readings, inverted class: through this methodology the student prepares the class, makes
comprehensive reading, creates retention and reading comprehension, explores new concepts.
• Case Study: Through this strategy, the student in an integrative process, unites and reinforces
concepts and criteria. On the other hand, this methodology allows you to make group decisions
(group work)
• Exhibitions and Sustainability Degree Work: Thanks to this methodology, the student develops the
ability to work as a team, creation and explanation of concepts, integration of topics and apprehension
of new knowledge.

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 • Exams (oral and written): With these memory is reinforced, the ability to analyze, the ability to
discern, among others. The exam allows the student to demonstrate their knowledge.
• Debates: Two-way action system, on the one hand, the teacher places an activity, question or general
topic, on the other side, students interact at the request of the teacher, and, the results are constructed
collaboratively.
• Forums and Virtual Classroom: As already mentioned, it is the main mechanism of evaluation and
academic interaction of the training model of the Specialization. Thanks to this, dynamics such as
real-time access to subjects and contents are achieved, the results of the evaluation are known and the
results and notes of the different classes are known.
The final document, with which the students demonstrate to have acquired sufficient knowledge in Project
Management, and be prepared to assume the role of Managers, under the good practices established by the PMI,
is the Work of degree. This document demonstrates that students are able to conceive, plan, execute, control and
close a project. The process of construction of this process is detailed below:

D.7.2: A program-level summary of notable strengths, areas for improvement, and future directions.
• Provide a narrative demonstrating how the degree or award aligns with the GAC Accreditation
Standard.

Strengths of the Program: The main strengths of the program are:

The training of teachers: the program has a high percentage of teachers who are PMP certified and other PMI
(r) certifications, which contributes to the training of students.

National recognition: The program has national recognition, which places it among the programs of greatest
recall and eligibility by candidates for this type of project training studies.

REP: The REP (Registered Education Provider) certification is obtained, which means that the courses of the
program are approved in advance so that their training hours comply with the requirements for certification
eligibility, as well as for granting PDUs in the manner of Comply with the Continuous Certification
Requirements (CCR)

Flipped class methodology: in which is based on four fundamental pillars:

• Flexible environment. Concepts such as "spaces", "frames", "individualized follow-up" or
"diversity of means" are included. All this with the purpose of allowing students to access the
inverted class model as clearly and naturally as possible;
• Culture of learning. In this second field, students should be offered opportunities to value the
content provided and, what is more important, to make them protagonists in their learning
process without the teacher being the "epicenter of content";
• Objective and direct contents. The most important contents are those that will be included in
the video edited by the teacher, making sure that students can access it;
• The teacher as a guide. Once the students have visualized the contents, it is time to reinforce
them in class. The teacher guides them in the classroom acting as a "content coordinator" in real
time, solving their doubts while they learn, something that is not possible if they did the
homework at home. All the above in the framework of Significant Learning which has the
following goals (Fink 2014) a) reduce the content emphasis; b) Increase emphasis on active
learning. c) Apply the course to real-life problems. d) Incorporate lessons of the course into
life lessons.

Self Assessment Report v-final_Aug 02 (1)Page 76 of 141

Case Study: There has been a constant concern to incorporate and develop a practical case, in which students
can apply the concepts of projects seen during their training. This is how a case develops during their training
that takes them through different processes, such as Scope, Time or Costs, as well as Quality and Risks. The
teacher shares the case in the virtual classroom and the students apply the concepts seen in class in a practical
way. In the different topics and points of development, students are asked to participate actively through the use
of tools such as the Forum, or, in cases such as the Scope, to develop the WBS and its dictionary (using tools
such as the Project ® from Microsoft.) Topics such as Time Planning (and its schedule), Risks, etc. are
discussed. The case is an intellectual production of a group of professors specialized in Projects. To date, one
case model has been used: Taxi census in the city of Bogotá (real case, adapted for academic purposes). A
detailed desciption of this case is avalilable in this link:
https://docs.google.com/document/d/1EFFWm0XIisKRPIUYRGR-JN_DY8sZGdJ-
exPldXryLg0/edit?usp=sharing
The methodology is based on the case method, which seeks to illustrate possible solutions (never unique
solutions) and to adopt the good practices of the projects in a comprehensive manner.

Degree work based on real projects: Students of the Specialization, once they have started their training
cycle, they are asked to look for real practices in real companies, hopefully in the participation in projects of the
company where they work or any type of project, where they can apply the acquired knowledge in a practical
way. This is how in groups (on average 4 people) a real practice is done, in a real company, in a real project,
which must go through the Planning and Execution phases with Monitoring and Control. There may be
moments such as start or closure, or, only apply for a single phase of the project life cycle (due to its size or
effort). The important thing here is for the student to operate in the planning as well as in the execution. They
are asked to name a Project Manager and the others to participate as Project Team, with assigned roles,
reporting line and assignment of specific tasks. They must also participate in the preparation of the final product
or Deliverable, or, in partial deliveries of the final deliverable. They must prepare minutes of meetings, actively
participate with the Sponsor of the project, prepare progress reports, etc. One of the points that gives more
seriousness to the subject, is perhaps the requirement of having a letter of endorsement by the company, in
which he states that he supports this project and assigns a Sponsor to it. During the two training cycles, partial
deliveries are made, a tutorial by a Grade Work Director and several plenaries to advance the Planning and
Execution phases, which is an integral part of the final qualification and essential procedure for opt for the title
of Project Specialist.

Areas for improvement

Virtual Classroom: Work should continue to inculcate and create a culture of work in the classroom by
teachers mainly; this in order to strengthen the methodology of inverted class and support in Significant
Learning (Nuclear bases of the program and the University) The above is achieved through two major
strategies, which are already implemented. The first is to train teachers and students in the use and applications
of the virtual classroom, through face-to-face and virtual sessions (through the use of the BlackBoard ®
platform). These sessions are available for review and consultation by teachers and students. . The strategy must
be intensified. The second is the development of tutorial cafes and webinars. This practice allows both students
and teachers to be part of the training and extension process, through the use of computational tools (again the
BlackBoard ® is the basic tool, as well as Youtube ®)

Case Studies: Although the case study is currently being used as a tool and educational strategy, it is
imperative to create a case bank, to be able to rotate them and use them according to the needs of the
specialization. The strategy is for teachers to create cases, strengthen them and put them at the service of
specialization. This takes a prudent amount of time, which is why other alternatives should be studied, such as
buying cases for study, reusing past (updated) cases or others.

Self Assessment Report v-final_Aug 02 (1)Page 77 of 141

Curricular Flexibility: As part of the improvement and growth strategies of educational processes, the
program expects to be able to update its training content, incorporating elective training units, which by training
centers allow the specialist to deepen in topics or take lines of work of your own interest. This process is not
dynamic enough, because these changes, modifications or additions should be consulted with the Ministry of
Education (entity in charge of surveillance and control of universities in Colombia). These procedures take
important waiting times, which makes these procedures slow and delayed.

Transversal Projects: The faculty of engineering has taken the initiative to create cross-cutting projects, which
involve teaching undergraduate courses in engineering (industrial, environmental, electronic, bioengineering
and systems) postgraduate subjects, especially in project topics, in topics such as Planning (scope, time, costs,
risks, quality ...) or, Execution (Execution, monitoring and control) as well as Closing. This issue was initiated
and is in the consolidation phase, to incorporate undergraduate students into the training processes and include
them in postgraduate training. On the other hand, through the implementation of a culture of projects, the
engineering faculty is supporting processes and projects of other schools, with the aim of sharing knowledge
and knowledge, especially the issues inherent in the projects. These dynamics are in the process of
development. Currently subjects are being taught in the first semesters of engineering.

Tools and Technological Software: Currently, Project ® classes are being taken by the students of the
specialization. Being the only software used for projects (besides Excel ®). The idea is to incorporate other
types of technological tools and softwares specialized in topics such as Risk, WBS, Budgeting, etc.

Future Directions
Within its growth and expansion plan, the program has as future plans and development guidelines the
following:

Strengthening of Virtual Teaching: At present, specialization advances to the Ministry of Education the
presentation and approval of a 100% virtual program management projects. This process is fully advanced by
the University and is only awaiting the response of the Ministry, to implement it. It will be virtual in its entirety
and with this it is expected to expand the base of students interested in the subject and who for various reasons
can not study face-to-face, they can do it virtually. It has the support of the areas of distance education and
information technology, with the technological and on-line support to teach the classes synchronously or
asynchronously. It will have the support of the Virtual Classroom, repository of documents, cases, exercises,
etc.

Master in Organizational Project Management: Currently working on the design and offer of a Master's
program in Organizational Project Management. It is also expected to be virtual and asynchronous, so that
students from many parts of the national or foreign territory can acquire skills in the subject of projects at the
Master's level. The basic cycle is the same as that of specialization (face-to-face or virtual) the second cycle, it
is expected to deepen by areas of interest, such as organizational maturity, project portfolio, project maturity,
PMO, etc. In this way, the Master in Projects can better serve your line of work, or, you can generate a new
work space for your organization.

Project Simulator: A virtual simulator (software) is planned to be designed and to put into operation in project
management, which serves as a support tool for the current training process, but which additionally serves as a
strategy of the specialization program to offer the simulation service to other areas of the university or, as an
accompanying strategy in project consulting. This allows you to enter the current "Lean" project trends. The
simulator allows us to attend the planning and follow-up phases, with control of the variables and parameters of
the project, with which the project manager is able to make relevant decisions about his project. On the other
hand it allows learning by doing, as an educational strategy for training. The parametrization and the use of

Self Assessment Report v-final_Aug 02 (1)Page 78 of 141

variables, allow the formand to make appropriate decisions and allows him to anticipate events and situations of
daily life in the projects.

D.7.3: Evidence of curricular improvement and student learning, including:

D.7.3.1: A description of the program learning outcome assessment process.
In next table, there are all the assessment process addressed to the standard and program learning outcomes:
Learning Outcome Assessment process

Identify and understand the main concepts of Project Management, understanding the existing Students must carry out a project charter and carry out a
relationship of projects, programs and portfolios with the strategic objectives of the Organization. stakeholder analysis based on the Taxi Census study case,
Students develop skills to recognize and understand organizational objectives and the main aspects with which they demonstrate their knowledge in the
of strategic fulfillment that allows organizations to meet their strategic objectives. fundamentals of Project Management.
Students understand the stages of the strategic planning process; They differentiate the types of Students must design Mission and vision for a company, as
planning, its orientation and term; They use tools to develop the stages of strategic planning; Review well as determine strategic objectives.
and rethink a mission and vision according to guiding questions; They relate the strategy with the
management of projects in the organization, identify interactions between the elements of planning
and projects and recognize the responsibilities of the project manager and the importance of their
work for the achievement of the corporate strategy.
Students identify the basic elements of project management, the role of the Project Manager and Students participate in a class contest, in which process
their relationship with the Organization; Evaluate the relevance of the current project management groups are identified and a project configuration plan is
processes for the creation and application of a Plan for the Management of a Project; They developed, based on the case study, Taxi Census in Bogotá
appropriately integrate the groups of processes and knowledge areas of the international model, are
recognized as integrating agents of the project management model and identify the appropriate
sources of information on project management approaches for further debate and application in the
academic processes of the project. course.
Develop specific and general skills to plan projects, taking into account all areas of knowledge.
Students develop techniques and skills to design plans for Scope, Time, Quality, Costs, Human
Resources, Communications, Risks, Acquisitions and Management of stakeholders.
Develop skills and techniques to plan the work necessary to meet project objectives, compile and Throughout the first semester, students must develop all
analyze requirements, develop timelines, correctly estimate project costs, define and plan key subsidiary plans of the case study.
indicators of projects, relevant standards and regulations, as well as make plans for human resources
and communications; Identify negative and positive risks; define response plans and reserves
necessary to ensure the success of the projects.
Understanding of basic concepts and principles related to the way organizations present their
accounting information through the basic financial statements and the analysis of how these
financial statements reflect the generation of value. Elaboration of the budgets and financial
projections for the evaluation and analysis of projects and, finally, the basic tools that financial
mathematics have for the management decision-making about investment and financing situations
will be studied. In the same way, the students identify the necessary elements to automate a project
such as resources, tasks, times; framed in the components of project management: Scope, cost and Students present exams in which they must solve questions
time. and cases presented by the teacher.
Students know and understand the basic accounting and financial fundamentals involved in the
evaluation and analysis of projects; apply concepts, tools and fundamental techniques of Financial
Engineering to making decisions about the best use of resources in a project; They relate the
importance of budgets and financial projections in the planning stage of projects and in the
monitoring and control stage and they are sensitized on the need to continuously train themselves in
accounting and financial issues in accordance with the dynamics of the labor world.
Students develop and apply competencies of the Project Manager as change manager; They connect
Change Management with Leadership skills, Negotiation management skills, teamwork and
communication skills; They interact with their group colleagues to understand change management Students must identify a project that has failed because it
and individually propose the application of the model and acquire skills to create a development has not generated adequate change management, describe
plan for change management by understanding the obstacles to change the project and the causes of failure and apply the eight
Recognize and understand the different stages of change in organizations and their staff, developing steps seen in class to achieve a successful change in the
a strategy that allows change to be a positive aspect in projects. In the same way, students recognize project and ensure its success. success.
the value of a business for the client as an important aspect in the preparation of projects and
business plans.
Students recognize the elements to identify opportunities in a market to develop or develop Students must write their professional presentation letter;
business plans and strategies conducive to meeting the objectives of companies or businesses, goods They should also create a collaborative dictionary of
or services through the analysis of geographical, demographic and psychographic factors; They Marketing concepts
understand the importance of differentiation as a fundamental factor to create positioning and
preference, and know how they can leverage the digital world to communicate to their relevant
audiences the differentiation of their value proposition, a good, service or their own personal brand.

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• Understanding which are the external and internal variables that can significantly influence the
planning and execution of projects, allows a successful decision making in projects. The students
know, understand, and make a correct technical evaluation of the projects; conceptualize on the
Financial Evaluation of Projects, elaborate different cash flows used for the financial evaluation of
projects and recognize the tools provided by financial mathematics for the analysis and evaluation of
the financial convenience of carrying out investment and / or financing projects.
Acquire the competences for the evaluation of the projects from the financial point of view, through
the understanding and execution of the different modalities to determine an evaluation in The students carry out technical, social and financial
agreement with the other previous studies on the evaluation of an investment project; They apply evaluations of different cases presented by the teachers.
concepts, tools and fundamental techniques of accounting and financial engineering to the decision They also present concepts validation exams.
making about the convenience of carrying out a project. Relate the importance of cash flows as a
support tool for investment decisions and financing. Develop skills to interact more easily with
professionals from other disciplines related to accounting and financial issues; Acquire the
competences for the evaluation of the projects from the technical point of view, through the
understanding and execution of the different modalities to determine an evaluation in agreement
with the other previous studies on the evaluation of an investment project.
Assume documented positions on social problems and accentuate the human factor, deciding on
social problems, their indicators, objectives and assumptions.
• Strengthen soft skills as a future project manager, developing practical activities where you can The students carry out problem-solving workshops, do
identify strengths and weaknesses and know how to improve them day by day. readings and present essays with those who analyze the
different situations and present reading control exams.
Students strengthen their skills as exhibitors and acquire and apply tools to make effective Students must design and make a presentation, taking as
presentations, taking into account the main aspects and elements of a presentation: theme, their subject their degree work. The presentations are
exhibitor and graphic material. recorded and analyzed by everyone in class.

Students develop skills to perform interventions to correct situations that interfere with their own Students perform and socialize a self-assessment in relation
performance and that of their collaborators, through the application of the tools acquired during the to 16 competences related to the concepts of an
process; They use the knowledge, skills and abilities acquired during the class, to carry out effective extraordinary leader
actions on a day-to-day basis in their work. In the same way, they recognize their managerial
management as a system, in which the people who make them establish internal and external
relationships that impact the development and welfare of both individuals and their environment in
the organizational context.
Apply good practices of monitoring and control in projects, based on the guidelines of the Project
Management Institute, through practical exercises that allow to know situations of real projects
The students are able to:
Understand the importance of good planning, as it will be the guide for the execution of the project.
Identify the changes to planning that must be managed through the process of change control.
Identify and resolve situations, which during the execution of the project, could generate "Scope
Creep" and "Gold Plating"
Solve problems, strengthening decision-making processes through the evaluation of different
scenarios that represent the most common situations that may arise during the execution of a The students present validation exams of concepts and
project throughout the semester they present management reports
Write follow-up reports, through the use of indicators. Putting in context information through the of control of the proposed project in the case of study of
collection of data that will be valued against the project management plan Census of taxis.
Evaluate the correct planning of risks, reason, argue and re-evaluate action plans that allow them to
be managed.
Understand the concept of integration in the context of Project Management.
Identify the iteration between planning and project execution, through the application of change
controls.
Relate the contents and connections that link to the different plans that make up the project
management plan.
Integrate decision making with the change management process and the project management plan
Recognize basic concepts in economics and labor law, to be implemented in the development of Students present validation exams of concepts and develop
projects. Students identify the common language of economy, basic concepts, frames of reference analysis of some scenarios proposed by the teacher, with
and generalities about the different models, and recognize the main elements that make an which they demonstrate their appropriation and
employment relationship, so that it is clear that from the legal framework for labor relations in understanding of the main concepts of Microeconomics,
which reality prevails over formality. Macroeconomics and economic equilibrium.

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 The students are capable of:
• Understand the proper use of the terms of supply and demand.
• Identify the consumer choice system and the price function.
• Understand the behavior of microeconomics and macroeconomics as a whole.
• Analyze the behavior of the trade balance, exchange rates and be able to understand the different
exchange models.
• Recognize the necessary elements for decision making as consumers and / or producers.

Students acquire competences to: Students expose and exemplify the different types of
• Evaluate, and analyze the content of a contract - employment relationship employment contracts, clarifying the human nature of labor
• Write a work contract and / or labor agreement. relations from the perspective of the theory of capabilities
• Make decisions based on the revision of the contents of a contract, whether or not the parties are and the idea of freedom of Amartya Sen
obliged to work
Acquire the knowledge and skills to design and implement strategies, applying modern management
techniques such as strategic maps, BSC, value proposal and customer experience curve. Similarly,
students develop skills to properly manage knowledge, which constitutes a powerful strategic tool
for companies to be more efficient, more profitable and have a better position in the market with
respect to the competition. Students present validation of concepts and reading control
Understand the concepts of: Strategy, Strategic Objectives, Balanced Scorecard, Creativity & tests, as well as present their proposals for a strategy based
Innovation. on a case offered by teachers, using a simulation tool
Evaluate strategies that generate impact for the organization Balanced Scorecard
Analyze environmental factors for the development of strategies
Create innovative strategies
Develop indicators of objectives
Make strategic decisions
Strengthen the integration processes during the planning and later in the execution, monitoring and
closing of the projects as well as knowing the purpose of the Project Management Offices (PMO) and The students present validation exams of concepts and carry
the Programs, Projects and Portfolio Offices. Students develop skills to make decisions regarding the out an analysis of a complex change request, about the
allocation of resources, balance objectives and competing alternatives and manage the proposed project in the case of the Taxi Census study in
interdependencies between the Knowledge Areas of project management. Bogotá.

Understand, differentiate and relate the concepts of:

- Project deliverables, business results, benefits and business objectives.
- Project Selection / Prioritization and Efficient Frontier
- Projects, Program and Portfolio (Definition, Management, Governance)
- Opportunities, business benefits and Business case for a PMO-P3O
- Services, functions and structure of a PMO-P3O
- Approach, scope and nature of a PMO-P3O Students present concepts validation exams and write a
Build a model for the selection and prioritization of projects integrating the concept of efficient Project charter of a PMO. They also design a model for the
border selection and prioritization of projects, applying the efficient
- Establish the route: Deliverables, outcomes and benefits frontier concept.
- Determine criteria for the selection and prioritization of projects
- Build the project selection model and efficient frontier
Develop the strategic intention for a PMO-P3O of the company to which the student belongs.
- Determine justification and benefits for the PMO-P3O
- Set SMART goals for the PMO-P3O
- Establish Vision, Mission
Recognize and show and implement the tools and methodological procedures of bioethics in relation Students apply PMBOK and bioethics concepts to a project
to decision making in the business environment and the social responsibility that implies. It also chosen by the students and socialize it for analysis and
studies those transformations and ethical dilemmas that appear around new technologies in relation evaluation of the whole group.
to life, in particular, and in society in general.

The students:
• They know the different modes of expression of human and philosophical thought in the West, in
order to explain the way in which bioethics is inscribed in discussions about man and his
relationship with nature and to identify the social political economic aspects of the 20th century
that they propitiated the emergence of bioethics.
• They recognize the methodologies and tools of Bioethics and their contributions for their
professional training and to face the ethical problems raised by the advances and techno-
scientific developments.
• They assume a critical, responsible and reflective position in the decision-making process, in the
judgments that are issued and in the options that are contemplated in the face of a dilemma,

Self Assessment Report v-final_Aug 02 (1)Page 81 of 141

 with the aim of developing a plural ethical attitude and with this they will walk along the path of
professional excellence.
• Recognize the social, political and ethical factors that affect human decisions and that are part of
an ethical tradition.
• Developed skills to permanently identify visions about the concept of person and human dignity
and its influence on health decisions.
• Develop the ability to learn and update to become autonomous subjects and responsible for their
ethical training.

A large part of these learning outcomes are validated through grade work, which students develop throughout
the program, in parallel with the curriculum. Advances in degree work are reviewed by qualifying juries
through rubrics designed for this purpose.

Notes:
• A copy of Graduate Project Guides are available at
• Supplement 59
• Copies of Rubric for the presentation of the degree project, first and second semesters, are
avalilable at
• Supplement 60

D.7.3.2: Analysis of assessment data showing the extent to which students have achieved the GAC
core areas of focus for program learning outcomes and use of these data for continuous
program improvement.
The Self-Assessment Policy of the Academic Units defines the Self-Assessment Model of the Academic Units,
includes the guidelines and guidelines for the development of the activities to be carried out, in the Self-
Assessment process of the Academic Units in the fulfillment of their substantive teaching functions, research
and social projection.
The steps followed in the self-assessment process of the Academic Units are described below:
• The Academic Units carry out periodic self-evaluations of their programs that allow generating the
documents related to the Qualified Registry and Accreditation, they will obtain the institutional
information from the evaluations made by the Administrative Units and by the Institutional
evaluation, as the case may be.
• This model articulates the self-assessment processes that are carried out for the assurance of
Quality (obtaining and renewing Qualified Records) and the improvement of the programs
(Accreditation and Renewal of the accreditation of high quality of the academic programs) and
institutional (Accreditation Institutional).
• The self-evaluation of the Academic Units is done following the guidelines of the Institutional
Self-Assessment Model.
• The model takes into account the minimum quality conditions that academic programs must meet
for their operation, as well as the quality conditions demanded by the different accrediting entities
and certifiers.
• The El Bosque University's self-assessment model strengthens the integration of the management
of strategic processes based on the quality reference, promoting the culture of self-evaluation, self-
reflection, self-analysis, self-criticism and self-regulation in all academic and administrative
programs and areas.
• The model contemplates the respective information and awareness that includes constant
communication with the University Community and that allows them to know and identify the
importance that it has for the Academic Program, to count on their participation in the different
evaluation processes, insofar as The task of the Academic Unit involves and directly favors them,

Self Assessment Report v-final_Aug 02 (1)Page 82 of 141

 in such a way that it is the university community that allows to have a more precise knowledge of
how the program is doing what it intends to achieve.
• All the information obtained from the self-assessment processes that come from the application of
instruments must have the due feedback from the academic community (teachers, students,
administrative staff, etc.).
Here is a table with the results:
Recommendations for continuous improvement

STUDENTS GRADUATES BUSINESSMEN

It is proposed to include within Take courses outside the Increase hours of the
the curriculum a Practical specialization in order to leadership module.
Laboratory of Projects in the prepare students for the
Company. This would have as certification as PMP.
its purposes: (1) The applicant
from the first moment is going
to find an affinity of the
academic with what labor. (2).
The applicant's company
would involve in processes of
the Management of Projects
and would accompany
constant, at the same time that
I would perceive tangible way
the benefits of adapting the
processes
Offer the curriculum from the The importance of the classes Emphasize the modules that
Web page of the Specialization are much more practices with allow it in the risk area.
in Project Management so that real organizations exercises in
those people who consider it which practice Project
so necessary to evaluate the Management.
contents offered
In the same way, include the Create a newsletter for Take into account as cross-
profile of each of the teachers graduates and students about cutting issues to most of the
that make up the faculty of the Management of Projects. subjects the environmental and
Specialization in order that the social issue.
applicant have an idea of the
quality, experience and
professional career of each
teacher.
Try to show the importance of Conduct seminars and follow-
Bioethics in Project up involved companies Increase the hourly intensity of
Management (improve focus). Proyect Management. the modulecommunications.
Include within the Include topics within the The people interviewed they
specialization curriculum, program as a pre-investment speak in general of the subject
either as a thematic module or for projects and preparation of planning and costs; without
inserted in each of the modules modules for achieve However, it is recommended
a separate one that includes the certifications (PMP). These evaluate the relationship and
steps or instructions to follow topics can be given as elective, the approach, looking for this
or may be offered by the

Self Assessment Report v-final_Aug 02 (1)Page 83 of 141

 for creation of companies in university as courses always be directed to project
Colombia, with contents that complementary with benefits management
they could be: for graduates of the
• Entities that support creation specialization.
Company in Colombia.
• International Entities that
support projects in Colombia.
Procedures to be carried out in
each of the entities (Chamber
of Commerce, notaries, DIAN
and all others that are
involved).
Creation of elective for the Link state entities with the Promote inside students a
deepening of risk management topics of the Management of thought innovative.
and best practices project Projects.
management with an intensity
8 hours
A clear competitive advantage Degree projects and class work Integrate some modules
that specialization has is its with real examples of the (resource management human,
multidisciplinary approach, Project Management. communication, among others)
wants say, that a professional with the theme of conflict
of any discipline is in the management.
ability to acquire the tools to
specialize no matter what kind
of project that you face.
Therefore, a recommendation
is to try to "sell" a massive and
aggressive way the great
opportunity that they have
professionals from all areas
disciplines for specialize as
Project Managers in La El
Bosque University.
It is recommended to do a Increase the hourly intensity of Increase intensity of the matter
direct job with the companies the tool module computational of computational Tools or offer
and the productive sector of or perform a pre-graduate extracurricular courses Project
the city with In order to course for leveling in Project, or other computational tools in
encourage and publicize the because the content that is Project Management.
high managers, the importance offered in the program is very
and benefits that involves basic for what which requires a
specializing its leaders and / or manager Projects.
managers of the projects in a
Specialization of Project
Management and with the
possibility to same time to
apply the knowledge that
acquires for the benefit itself

Self Assessment Report v-final_Aug 02 (1)Page 84 of 141

 and that of the company where
he works.
Open a group of specialization Improve the module It is recommended to do semi-
between week. computing tools, showing annual activities feedback with
different options to Project, or ex students and entrepreneurs
increasing the hourly intensity (they can be seminars or Work
of this module. tables).
Create an elective in the Topics such as Pre investment Implement sessions practices
second semester that deepen Projects and Preparation for from the university, with visits
the creation of an office PMP certification are essential from field and experiences
projects with an hourly to include within the current
intensity of 8 hours. curriculum of the EGP.
Create a new subject with a The importance of carry out The importance of carry out
duration of 12 contact hours, activities with graduates as activities with graduates as
to talk about the Impact conferences, meetings updates conferences, meetings updates
Environmental and impact on in GP. in GP..
the community of Projects

The following is the process of integral evaluation and improvement for the Program:
• Qualifications: Through an on-line qualification system, which allows access to both students and
teachers in the work assessment sheets, and, with access attributes (restriction of modification by
students) the teacher assembles the results in the DRIVE and in the Virtual Classroom; This process
is reviewed by the program director.
The following tables contain a summary of the results (weighted averages) of the final grades of
first and second semester students of the program in 2017, first semester:

%
COURSE SUBJECT AVERAGE
WEIGHING
SPECIALIZARION IN PROJECT
12,00
MANAGEMENT

FIRST SEMESTER
PROJECT MANAGEMENT 1,00
SCOPE PLANNING 0,19 3,9
TIME PLANNING 0,19 4,1
COSTS PLANNING 0,13 3,9
QUALITY PLANNING 0,13 4
RESOURCES, COMMUNICATIONS AND
0,13 3,5
STAKEHOLDERS PLANNING
RISKS PLANNING 0,19 4,1
PROCUREMENT PLANNING 0,06 4,6
PROJECTS FORMULATION 1,00
PROJECT MANAGEMENT FOUNDATION 0,63 4,4
STRATEGIC PLANNING 0,38 4,5
ACCOUNTING SYSTEMS 1,00
FINANCIAL FOUNDATION 0,43 4,2

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 COMPUTER TOOLS 0,57 4,2
MANAGEMENT SKILLS 1,00
CHANGE MANAGEMENT 0,50 4,4
MARKETING 0,50 4,3

SOCIAL AND ECONOMIC

1,00
ASSESMENT FOR PROJECTS
TECHNICAL ASSESMENT FOR PROJECTS 0,33 4,1
PRIVATE ASSESMENT FOR PROJECTOS 0,33 4,1
SOCIAL ASSESMENT FOR PROJECTS 0,33 4,8
INVESTIGATION METHODOLOGY 1,00
INVESTIGATION METHODOLOGY 0,50 4,4
GRADE PROJECT SEMINAR 0,50 4,4

SECOND SEMESTER
MANAGEMENT SYSTEMS 1,00
LEADERSHIP IN PROJECTS 0,13 4,6
GERENCIAL COMPETENCIES 0,38 4,4
RELATIONSHIP MANAGEMENT 0,38 4,5
EFFECTIVE PRESENTATIONS 0,13 4,4
EXCECUTION, CONTROL AND
1,00
CLOSING
EXECUTION, CONTROL AND CLOSING 1,00 3,8
ECONOMICS 1,00
ECONOMICS 0,50 4,5
LABOR IMPLICATIONS 0,50 4,6
CORPORATE FINANCE 1,00
CORPORATE FINANCE 0,50 4,5
COMPUTER TOOLS II 0,50 4,1
STRATEGIC CONTROL TOOLS 1,00
BALANCED SCORECARD 0,63 4,4
KNOWLEDGE MANAGEMENT 0,38 4,5
RULES AND STANDARIZATION 1,00
INTEGRATION MANAGEMENT 0,25 4,2
ORGANIZATIONAL MATURITY 0,38 4,4
PROJECT MANAGEMENT OFFICE 0,38 4,2
BIOETHICS 1,00
BIOETHICS 1,00 4,5
GRADE PROJECT 1,00
FIRST PRESENTATION 0,50 4,3

Self Assessment Report v-final_Aug 02 (1)Page 86 of 141

 SECOND PRESENTATION 0,50 4,1

• Curricular Committee: It meets in one of its sessions, exclusively to review the qualifications,
reviewing the historical and the results obtained, both by Asignaturas, as by Modules. The objective
of this meeting is to obtain relevant information about the training processes, the contents taught,
the tasks carried out; in order to establish improvements and changes in the subjects as in the
modules, through a process of revision-improvement, in order to modify and improve in a
continuous process.
• Plenary Evaluations: They are a system through which, through support of the work projects of
degree (by students), on the one hand, and, on the other, with the participation of different teachers,
who act as juries, they rate the degree of progress and appropriation of Project Management
concepts. This is a mechanism to determine strengths and weaknesses of students in their training
process, in addition to serving to make the necessary changes and adjustments.
• Coffee Tutorials: This strategy aims to improve training processes, through a system of
reinforcement of learning, which is voluntary participation (by the student) and in which doubts and
questions arising from the class are clarified.

With all these self-assessment processes, in which observations have been taken into account by students and
teachers, some adjustments have been made in the curriculum, which are specified in changes in intensity,
elimination, modification or inclusion of topics. For example:
• A module was included in Agile Projects
• The topics of cost planning and procurement were united in a single module.
• An integration Management module was included.
• More time has been given to the Execution, control and project closure module.
• Hours of Computer Tools increased
• A case study was designed that did not exist a few years ago.
• Hace dos años se diseñaron e implementaron los cafés tutoriales
• Las aulas virtuales son, precisamente, una innnovación resultado de la autoevaluación
• Two years ago, the tutorial coffees were designed and implemented
• Virtual classrooms are precisely an innovation resulting from self-evaluation

D.7.3.3: The means by which faculty, students, and staff are involved in curricula review and
revision.
The Specialization in Project Management has the following means for the involvement of teachers and
students in the curricular review.
• Curricular Committee: One of the responsibilities of this committee is to review the current and
historical qualifications results obtained by both Subjects and Modules. The objective of the
committee is to obtain relevant information about the training processes, the taught contents, the
activities carried out; to establish improvements and changes in the subjects and or modules,
through a process of revision-enhancement, in order to modify and improve in a continuous cycle.
Note: Two examples of Curriculum Committee minutes can be seen in:
• Supplement 61
• Evaluations: Mechanism by which the students, through tools, such as the satisfaction
survey, are consulted about aspects of the program content. From their answers and
interaction, important issues are extracted for making decisions regarding content, academic
load, new projects and programs. It is important to highlight that the participation is
significant, since for a student to be able to consult his grades and degree of progress in his

Self Assessment Report v-final_Aug 02 (1)Page 87 of 141

 formative process, he must have carried out the surveys, which once completed, allows access
to the consultation system.
• The Surveys evaluate aspects such as:
o Proper of the academic contents and their relationship with their work or project
performance.
o Proper of the teaching performance, the class, the academic contents and their
relationship with their work or project performance.
o Own their relationship with the university environment and their immersion in the
academy, as well as their satisfaction in said process
o Note: All the evaluations can be seen at: https://drive.google.com/drive/folders/0B-
v47ozWSI4Efk8tZ0N5enZCS2VmeTN2c2NTMC1vUlJwVGdLRkNRMjdoZjJIVHRvS
mZHUkE?usp=sharing
• On the other hand, there is the Qualified Registry (government assessment mechanism, which
certifies the quality of training processes in the country.) Meetings with teachers and graduates, as
well as with students.

D.7.4: Evidence of how the effectiveness of faculty and staff is assessed and how the assessment data
are used to inform continuous improvement.

This program evaluates the effectiveness of teachers through assessments made by students at the end of each
course. In these evaluations, topics corresponding to the pertinence and convenience of the contents are
analyzed, as well as the capacities of each teacher.

The Program Staff is evaluated through a system established by the University, called Performance Evaluation,
because in the University we believe that the evaluation is central to the continuous improvement in the
Institution and we align ourselves with the mission and the Plan of Institutional Development of El Bosque
University to fulfill this commitment to improvement.
Faculty assessment: this is the axis from which the improvement in the services and programs offered by the
University is supported. The UEB promotes respectful, constructive evaluation mechanisms aimed at
identifying opportunities for consolidation and improvement of the task.
The evaluation activities correspond to what is proposed in the work plan according to the vocations and to the
programmed by the Unit and involves the evaluation from different perspectives emphasizing the consolidation
of individual strengths. According to the resulting exercise of self-evaluation, in the company of the immediate
manager or whoever is under his direction, his own improvement plan will be defined, taking into account the
opportunities for consolidation and improvement
Staff assessment: According to the work regulations of El Bosque University and labor regulations, the
Performance Evaluation is a procedure through which we measure the level of efficiency, effectiveness and
productivity, with which a collaborator develops the activities and work proper to his position; thus measuring
their suitability, commitment, knowledge, responsibility, initiative, teamwork, among others.
This process allows the administrator to express their concerns regarding the valuation that is made.
In the UEB we consider evaluation as a fundamental process to measure the performance of the administrative,
based on the principles of objectivity, impartiality, equity and confidentiality, which identifies opportunities for
consolidation and improvement of workers, besides being an important input for design strategies, propose
actions and programs, aimed at overcoming the opportunities identified in said process.
This process will be carried out in conjunction with the immediate supervisor and the official to be evaluated, it
is implemented in three stages:
1. Administrative test period: it is clearly defined in the contract by which it is linked to the University.
If in the evaluation of the trial period there are opportunities for improvement, the follow-up evaluation

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 will be applied four months after the evaluation of the trial period, with the objective of evidencing the
improvement. In the event that the expectation of improvement is not made by the collaborator, the
established legal procedure will continue.
2. Annual evaluation: the institution for all its administrative staff will apply annually, at the end of the
second semester of the year, the performance evaluation.
3. Extraordinary evaluation: the institution will apply an extraordinary evaluation for those cases where
the employment situation warrants it.
It is the responsibility of the immediate manager to evaluate in a timely manner the performance of the
administrative in each of the phases, for this will have our advice. Finally, within the performance evaluation
there will be a part called "Improvement Plan", which will allow to establish opportunities for improvement and
consolidation of competencies, behaviors, skills, and other aspects that are considered relevant for the
performance of the position. , likewise, the commitments acquired by the parties will be reflected, as well as the
agreed period for the fulfillment of these commitments.
These evaluations are carried out in face-to-face meetings in which the official and his direct supervisor
participate, in which several aspects are reviewed. Both the boss and the official sign the document, it is sent to
Human Talent and an improvement plan is determined, which must be hosted on the university website, in a
space that is only enabled on specific dates.

To ensure the continuous improvement in our program, we perform a main assessment:

• Teacher´s performance appraisal by students: Each student receives, at the end of each
subject, a questionnaire to assess the subject and the teacher's performance. Below please find a
sample of the questionnaire.
Note: a screenshot of an example is avalilable in Supplement 62
o All the answers are tabulated and a final score for each teacher is calculated. Below
please find a sample of the spreadsheet used for this purpose.
Note: an example of this tabulation is avaliable in
Supplement 63
o Each teacher receives an assessment report with the main feedback and possible areas for
improvement. In Supplement 64, please find a sample of the report.

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 Supplements
SUPPLEMENT 1: SCREENSHOT OF PROGRAM MISSION PUBLISHED IN PROGRAMS URL ..............................................................................................91
SUPPLEMENT 2: SCREENSHOT OF INSTITUTIONAL MISSION PUBLISHED IN PROGRAMS URL ........................................................................................92
SUPPLEMENT 3: DESCRIPTION OF THE POTENTIAL STUDENTS OF THE PROGRAM .......................................................................................................92
SUPPLEMENT 4: LIST OF SUBJECTS AND MAIN CONCEPTS .....................................................................................................................................92
SUPPLEMENT 5: SCREENSHOT OF VIRTUAL CLASSROOM ......................................................................................................................................97
SUPPLEMENT 6: SCREENSHOT OF A COURSE VIRTUAL CLASSROOM ........................................................................................................................98
SUPPLEMENT 7: SCREENSHOT OF TUTORIAL COFFEES IN VIRTUAL CLASSROOM ........................................................................................................98
SUPPLEMENT 8: SCREENSHOT OF WEBINARS IN VIRTUAL CLASSROOM....................................................................................................................99
SUPPLEMENT 9: SCREENSHOTS OF ACTIVITIES FOR TIME PLANNING AND QUALITY PLANNING ....................................................................................99
SUPPLEMENT 10: SCALE OF QUALIFICATIONS ACCORDING TO THE POSTGRADUATE REGULATIONS .............................................................................100
SUPPLEMENT 11: EXAMPLE OF ASSESSMENT SHEET ..........................................................................................................................................101
SUPPLEMENT 12: EXAMPLE OF DIDACTIC GUIDE .............................................................................................................................................102
SUPPLEMENT 13: SYLLABUS/COURSE OUTLINE FOR EACH COURSE/MODULE, RELEVANT TO THE MANAGEMENT OF PROJECTS .........................................109
SUPPLEMENT 14: EXAMPLE OF ACTIVITY GUIDE ..............................................................................................................................................109
SUPPLEMENT 15: POSTGRADUATE REGULATION..............................................................................................................................................111
SUPPLEMENT 16: INSTITUTIONAL EDUCATIONAL PROJECT .................................................................................................................................111
SUPPLEMENT 17. SCREENSHOT OF "GENERAL INFORMATION" SECTION IN VIRTUAL CLASSROOM .............................................................................112
SUPPLEMENT 18: SCREENSHOT OF "REFERENCE MATERIAL" SECTION IN VIRTUAL CLASSROOM ................................................................................112
SUPPLEMENT 19: SCREENSHOT OF "INTERACTION" SECTION IN VIRTUAL CLASSROOM ............................................................................................113
SUPPLEMENT 20: SCREENSHOT OF "ACTIVITIES" SECTION IN VIRTUAL CLASSROOM ................................................................................................113
SUPPLEMENT 21. IMAGE OF PROGRAM´S BROCHURE ........................................................................................................................................114
SUPPLEMENT 22: SCREENSHOT OF INFORMATION REQUEST AT WEBPAGE .............................................................................................................114
SUPPLEMENT 23: SCREESHOT OF PROGRAM´S, OBJECTIVES AT WEBPAGE .............................................................................................................115
SUPPLEMENT 24: SCREENSHOT OF OCCUPATIONAL PROFILE AT WEBPAGE ............................................................................................................115
SUPPLEMENT 25: SREENSHOT OF ACADEMIC INFORMATION AT WEBPAGE ............................................................................................................116
SUPPLEMENT 26: SCREENSHOT OF CURRICULUM AT WEBPAGE ...........................................................................................................................116
SUPPLEMENT 27: SCREESHOT OF DIRECTOR´S INFORMATION AT WEBPAGE...........................................................................................................117
SUPPLEMENT 28: INSTITUTIONAL ORGANIZATION CHART ..................................................................................................................................117
SUPPLEMENT 29: NAMES AND POSITIONS OF THE PROGRAM .............................................................................................................................118
SUPPLEMENT 30: ORGANIZATION CHART OF THE PROGRAM ..............................................................................................................................118
SUPPLEMENT 31: MANAGEMENT POLICY OF HUMAN TALENT AND THE TEACHING STATE. .......................................................................................119
SUPPLEMENT 33: CURRICULUM VITAE FOR ALL FACULTY CURRENTLY TEACHING .....................................................................................................119
SUPPLEMENT 35: COLLABORATIVE MENTAL MAP PREPARED BY STUDENTS OF FIRST SEMESTER INDUSTRIAL ENGINEERING ..............................................120
SUPPLEMENT 36: SCREENSHOT OF A PROJECT DESIGNEN BY STUDENTS OF FIRST SEMESTER OF AMBIENTAL ENGINEERING..............................................121
SUPPLEMENT 37: SCREENSHOT OF PROGRAM´S CHANNEL IN YOUTUBE ................................................................................................................121
SUPPLEMENT 38: SCREENSHOT OF PROGRAM´S GROUP PAGE AT FACEBOOK.........................................................................................................122
SUPPLEMENT 39: SCREENSHOT OF FACULTY CLASSROOM .................................................................................................................................122
SUPPLEMENT 40: SCREENSHOT OF VIRTUAL COMMUNITY PAGE, SEQUOIA PROJECT ...............................................................................................123
SUPPLEMENT 41: THE HUMAN TALENT MANAGEMENT POLICY AND THE TEACHING STATUTES ................................................................................123
SUPPLEMENT 42: SCREENSHOT OF REGISTRATION PROCESS URL AT EL BOSQUE UNIVERSITY WEB PAGE .....................................................................124
SUPPLEMENT 43. POLICY OF STUDENT SUCCESS ..............................................................................................................................................124
SUPPLEMENT 44. SAMPLE OF DIRECTORS ASSIGNED TO OUR STUDENTS TO COACH AND ADVISE THEIR DEGREE PROJECT ................................................125
SUPPLEMENT 45. SAMPLE OF LETTER SENT TO STUDENTS AND DIRECTORS ANNOUNCING FORMAL DIRECTORS ASSIGNMENT FOR DEGREE PROJECT ............126
SUPPLEMENT 46:SCREENSHOT OF FORUM SECTION IN VIRTUAL CLASSROOM ........................................................................................................127
SUPPLEMENT 47: SCREENSHOT OF STUDENT-TEACHER INTERACTION IN FORUM ....................................................................................................127
SUPPLEMENT 48: SCREENSHOT OF ASSESSMENT SECTION IN VIRTUAL CLASSROOM ................................................................................................128
SUPPLEMENT 49: SCREENSHOT OF ASSESSMENT FORM FOR A COURSE IN GOOGLE DRIVE .......................................................................................128
SUPPLEMENT 50: SCREENSHOTS OF AN EXAMPLE OF MAHARA PORTFOLIO OF DEGREE PROJECTS .............................................................................129
SUPPLEMENT 51: SCREENSHOT OF LIBRARY WEB PAGE .....................................................................................................................................130
SUPPLEMENT 52: TITLES AND VOLUMES OF PRINTED AND ELECTRONIC COLLECTIONS ..............................................................................................130
SUPPLEMENT 53: DATABASES AND NUMBER OF TITLES .....................................................................................................................................131

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 SUPPLEMENT 54. SPECIALIZED BIBLIOGRAPHY FOR THE PROGRAM, AVAILABLE IN THE LIBRARY ..................................................................................131
SUPPLEMENT 55. SCREENSHOTS OF SALA SYSTEM ..........................................................................................................................................132
SUPPLEMENT 56: A PICTURE OF OUR PROGRAM FACEBOOK GROUP WITH INFORMATION ON THE PMI BOGOTA, COLOMBIA CHAPTER INFORMATION........134
SUPPLEMENT 57: GRADUATES POLICY ...........................................................................................................................................................134
SUPPLEMENT 58: INSTITUTIONAL POLICY OF FINANCIAL RESOURCES ...................................................................................................................135
SUPPLEMENT 59. PICTURE OF PROGRAM´S BUDGET FOR 2018 .........................................................................................................................136
SUPPLEMENT 60: PICTURE OF PROGRAM´S BUDGET FOR 2017 .........................................................................................................................137
SUPPLEMENT 61: GRADUATE PROJECTS GUIDES..............................................................................................................................................138
SUPPLEMENT 62: RUBRIC FOR THE PRESENTATION OF THE DEGREE PROJECT, FIRST AND SECOND SEMESTERS...............................................................138
SUPPLEMENT 63: EXAMPLES OF CURRICULUM COMMITTEE MINUTES..................................................................................................................138
SUPPLEMENT 64: SCREENSHOT OF TEACHER´S ASSESSMENT FORM ......................................................................................................................139
SUPPLEMENT 65: EXAMPLE OF TABULATION OF EVALUATION RESULTS MADE TO TEACHERS, BY STUDENTS. .................................................................139
SUPPLEMENT 66: EXAMPLE OF TEACHER ASSESSMENT REPORT. ..........................................................................................................................140

*Provide a detailed listing of each Supplement included, plus page numbers for reference.*

Supplement to Section D.1: Program Mission

Supplement 1: Screenshot of Program Mission published in programs URL

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Supplement 2: Screenshot of Institutional Mission published in programs URL

Supplement 3: Description of the potential students of the program

Supplement to Section D.2: Curricula and Core Areas of Focus for Program Learning Outcomes

Supplement 4: List of subjects and main concepts

SUBJECTS – FIRST SEMESTER

SUBJECT MAIN SUBJECTS CONCEPTS

Strategic The permanent evolution of the markets and the high degree of uncertainty that derives
Planning from it, demands from the organizations, a great effort to satisfy the needs of
consumers, increasingly demanding, with innovative products and services, of excellent
quality and competitive prices. To achieve this, companies require better response times

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 and a culture of strategic thinking that allows them to anticipate consumer trends and to
be at the forefront of technological advances.

Fundamentals in This introductory course to Project Management allows the inclusion of a common
Project language, basic concepts, reference frames, generalizations about models, guides or
Management methodologies of Project Management. A standard project management standard and
the code of ethics that governs every project manager is presented, in accordance with
global standards in project management

Marketing In this course, knowledge is provided about the methods applicable to the analysis of
Fundamentation business situations conducive to the fulfillment of the objectives of a company, for its
development in relation to the market, through the use of competitive advantages with
respect to the competition and the market itself

Computer Tools It is the practical application of all the plans developed for the development of a project.
I In this module students will learn to identify the elements necessary to automate a
project such as resources, tasks, time.

Financial This course leads to the knowledge and understanding of the concepts, tools and
Fundamentation techniques of Financial Engineering for the best use of these resources and, in the same
sense, to the understanding of the expected financial results in the stage of execution of
a project

Private The financial evaluation is one of the decisive factors to accept or reject an investment.
Evaluation of In the corresponding analysis that is carried out both in the Formulation and in the
Projects Evaluation of private projects, it is necessary to resort systematically, validly and
selectively to the application of relevant criteria, techniques and methodologies to
streamline the decision-making process in the field investment

Technical The Technical Assessment is framed in the broad context of the projects as one of the
Evaluation of most important studies where aspects such as location, size, process of preparation and
projects environmental impact that will be generated with the completion of the project are
determined. This is the contribution to the Project Management because the Project
Manager must know, understand, and do a proper technical evaluation of it, based on
the learning tools contained in this module.

Social With this course students will be able to identify a social problem (causes and
Evaluation of consequences) and in this way they will be able to propose alternative solutions to the
projects identified problem.

Scope Planning This course prepares the student to identify, know, disseminate, appropriate and use
intensively the different techniques and tools for the planning of the scope management
in the projects. In the projects, different stakeholders of the organization interact
(internal and external),

Time Planning Time planning is a key area within project management since it provides a logical
framework that allows identifying how and when products or results will be developed
during the execution of the project and implies an interrelation with other areas of
knowledge such as management of scope, management of human resources and risk
management, among others.

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 Cost and The module covers the costs planning of a project based on planning scope and time.
Procurement Based on the WBS and the schedule, it covers the costs of each material, the human
Planning resources needed to cover the costs of the activities, deliverables, and the cost of the
project.
If the costs of the project are covered, the triple constraints (scope, time and cost) are
met.

Quality Planning The management of quality processes is carried out through tools that support the
administrator in his work of control and improvement, and that lead to the quality of the
product of the process. On the other hand, the Quality Assurance of the project is
managed and applied

Resources, This course prepares the student to identify and plan the main actions to link, develop
Stakeholders and direct the human resource of the project, as well as to manage the involvement of
and the interested parties and manage the communications of the project, in an effective
Communication way.
Planning

Risk Planning The object of study of the subject is to provide general knowledge to the student about
the planning process for risk management in any type of project, starting with the
preparation of the risk management plan, then making the identification of risks, the
qualitative analysis , if a quantitative analysis is required and they make a risk response
plan

In Project Management is required to have the work and support of independent

Cost and suppliers or third parties who with their expertise and timelines of opportunity and costs
procurement respond to the requirements of the project. Hence, it becomes relevant to exercise a very
planning good process that guarantees the definition of contracts, risk management, indicators
and demands that compromise the success of the project.

Organizational This course focuses on students acquiring the knowledge and skills to know and
Change implement a model to manage change, effectively, in organizations that guarantee the
management commitment of all

Research applied to any area of knowledge allows an approach and deepening in

Research various aspects of the social problems of any country or region. Every professional
methodology must contribute not only with good management, in turn, must promote, develop and
use research in order to make changes that enable the proper development of any sector
in all fields

ASIGNATURAS II CICLO (SEMESTRE)

Balanced Today it is necessary to migrate to new managerial technologies that contribute to

Scorecard achieve better results, that lead to competitiveness and of course, to better levels of
profitability. It is necessary to design differentiating strategies through the
implementation of the Strategic Plan process and The Balanced Scorecard (BSC), the
most complete methodologies used internationally for strategic management; has been
described by the Harvard Business Review as the most innovative and successful

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 concept in management practice in recent years to design, communicate, monitor and
evaluate the effectiveness of short, medium and long term strategies.

Computer Tools The MS Project and MS Excel computer tools are addressed in order to provide the
II student with tools for application in Project Management, in the Execution, Monitoring
and Control phases. Especially these two tools have become the right hand of the
Project Management, because they allow the application of the processes described in
the PMBok ® of the PMI (Project Management Institute).

Execution, In order to exercise a correct monitoring and control of the project, it is necessary for the
Control and Project Manager to devote as much time as is necessary to monitor the status of each of
Closure of the tasks that are being developed, paying special attention to those that are suffering
Projects from some delay. At the moment in which any deviation is detected, the causes must be
analyzed in order to make the appropriate corrections and recover the lost time.
This subject will provide and strengthen the tools and minimum techniques required to
perform an integrated control of the activities that have been planned to carry out the
work of the project.

Economics In such a dynamic world, organizations must have the capacity to respond to market
demands and adapt to change; thus, during the strategic planning process, those efforts
that must be executed in order to close the identified gaps are defined. Therefore, Project
Management can be seen as a process that supports the execution of these efforts to
achieve change and achieve the proposed objectives. Specifically, economics is a science
that provides the student with the necessary tools to be able to analyze, understand and
evaluate different market systems, using the basic concepts of microeconomics,
macroeconomics and general equilibrium.

Integration This module covers the management of the integration. It provides a practical approach
management to those things that matter most to the success of a project. Namely - communications,
management of stakeholder expectations, risk, change and quality, so that the objectives
of the scope, programming and costs are met as planned. In short, this module provides
the context and meaning of the words Integration Management

Corporate When we talk about Finance, we refer to the management of the monetary resources of a
Finances company. How the company is financed in case of having a resource deficit; what it
invests in case of having surpluses; how it structures its capital to be more efficient, etc.
We will study financial indicators, decision-making techniques for investment and we
will review the budget issue, fundamental in project management

Organizational Current organizations operate in complex and dynamic environments and at all times are
Project making investments in programs and projects to make changes and achieve the necessary
Management transformations to successfully operate their business models.
Organizational Project Management (OPM) is a strategy execution framework that uses
Portfolio Management, Programs, Projects and Organizational Practices to deliver, in a
systematic and predictable manner, organizational initiatives that lead to better
performance, better results and a sustainable competitive advantage.

Labor It is important that the student has knowledge about the main elements that make an
Implications employment relationship, so that it is clear that from the legal framework for labor

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 relations the reality prevails over formality. Know that within the framework of the
obligations there are specially protected persons and the consecration of said protection
according to the constitution of the political constitution.

Leadership in The project manager to successfully address their projects and meet the scope,
Projects deliverables and resources must first be a true leader. Leadership is a skill that can be
developed and a true project manager must work to improve their leadership skills.

Management The leader, the team and the management, form a system in which each of these parts
competencies affects the other. Without a leader there is no team, without a team there is no leader;
both team and leader have as their mission to carry out a task, which is what directly
affects the achievement of the objectives. If any of the three parts, leader, team or task
fails, the system breaks down. The process is oriented towards action, promotes a vision
focused on the needs, priorities and particular circumstances of the person and the
organization and will be carried out looking for each manager to apply it within the
framework of the culture of the company to which belongs.

Computer Tools The MS Project and MS Excel computer tools are addressed in order to provide the
II student with tools for application in Project Management, in the Execution, Monitoring
and Control phases. In the Information Age, the rise of computational tools to facilitate
everyday activities has led to having such useful tools as MS Project and MS Excel.
Especially these two tools have become the right hand of the Project Management,
because they allow the application of the processes described in the PMBok ® of the
PMI (Project Management Institute).

Knowledge Knowledge has become for all types of organizations, a critical success factor that, when
Management properly managed, constitutes a powerful strategic tool for companies to be more
efficient, more profitable and have a better position in the market with respect to the
competition.

Effective Many situations in academic and professional life require Project Managers to publicly
presentations present progress or results of projects, activities, tasks or any other type of information.
For this, it is necessary to inform the students of the Specialization, the techniques and
tools that allow them to cause the desired impact on the audience.

Agile Projects Every project will ALWAYS present inevitable changes that will impact the initial plan
agreed with the Client. To work on projects with agile methodologies is to think about
ACCEPTING that changes will happen ... "Welcome changes, even at the end of the
project ....". The above, supported on a philosophy in Project Management taught by the
Agile Manifesto that since 2001, was consolidated through principles that include: the
management of people and their interactions, the collaboration of the client on
contractual negotiation and the generation of value throughout the life cycle of the
project. Every project does not have the same methodology in Project Management and
not every project requires a single methodology. For this reason, understanding the
foundations of a traditional methodology and contrasting them with an agile
methodology, will allow any leader to recognize the strategies needed to manage the
people involved in the project. Recognize the importance of soft skills, build models of
democratic decision-making, foster trust and manage requirements in an appropriate
manner, mitigating the likelihood of having misunderstandings between the parties and

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 always seeking to generate value to the client in environments of transparency, respect
and honesty.

Bioethics The 20th and 21st centuries have been characterized as a time when techno-scientific
development has confronted the human being with a large number of ethical dilemmas to
be reflected upon. For this reflection, new thinking tools that foster a judicious analysis
of situations and decisions is required, in order to, among other matters, cover daily
issues or professional practice.
Bioethics sets ethical principles as a common moral basis that recognizes the dignity of
human beings; foresees the consequences of human actions, the interests of all those
involved; opens up plural spaces for discussions and reasonable solutions, and promotes
ethics for life, which not only involves human beings, but life in general.

Supplement 5: Screenshot of Virtual Classroom

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Supplement 6: Screenshot of a course virtual Classroom

Supplement 7: Screenshot of Tutorial Coffees in virtual classroom

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Supplement 8: Screenshot of Webinars in virtual classroom

Supplement 9: Screenshots of Activities for Time Planning and Quality Planning

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Supplement 10: Scale of qualifications according to the Postgraduate Regulations
The screenshot shows the evidence that a scale of qualifications exists and it is published as per the
Postgraduate Regulations Manual.
The qualifications or grades shows:
• 5.0 = Excellent performance and achievement
• 4.0 = Good performance and achievement
• 3.0 = Acceptable performance and achievement
• 2.0 = Unmet performance and achievement
• 1.0 = Extremely low performance and achievement
• 0.0 = Inexistent performance and achievement

Self Assessment Report v-final_Aug 02 (1)Page 100 of 141

Supplement 11: Example of assessment sheet
This screenshot shows how the performance and achievement is assessed and recorded for each student in each
subject. In this case, Project Management Fundamentals. This evidences how the final grade is distributed in the
tests and activities conducted in the subject.

UNIVERSIDAD EL BOSQUE
ESPECIALIZACIÓN EN GERENCIA DE PROYECTOS

PERIO
GRUPO 1-D 2017-2
DO

FUNDAMENTOS EN DOCEN
ASIGNATURA JORGE A OSORIO
GERENCIA DE PROYECTOS TE

Este documento debe ser entregado a la Coordinación de la Especialización en físico y con firma original 15 días después de la última clase con este grupo,
previo conocimiento de los estudiantes de todas las notas de la asignatura.
Agradecemos estricto cumplimiento

NOTA
DEFIN
NOMBRE ITIVA 2% 2% 2% 2% 0% 12% 30% 30% 0% 20%
N° C.C. No.
COMPLETO Gestión
Procesos de Project del Examen
Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Dirección Charter Interesados cambio final FALLAS
ALVAREZ HERRERA
1 1032356744 ANA BEATRIZ 4,3 2,5 4,0 3,5 5,0 5,0 4,7 4,5 3,2
ARIZA ARENAS
2 91530143 OSCAR MAURICIO 4,3 2,5 4,0 2,5 5,0 5,0 4,7 4,5 3,5
BERNAL MORENO
3 1072647927 PEDRO ANTONIO 4,3 3,5 5,0 3,5 5,0 5,0 4,7 4,5 3,2

Self Assessment Report v-final_Aug 02 (1)Page 101 of 141

 BERNAL SUAREZ
4 88248195 JHOANN ALBERTO 4,2 3,0 5,0 3,0 5,0 5,0 4,7 4,5 2,7

5 1072659870 CAPADOR HAROLD 4,3 2,5 5,0 3,0 5,0 5,0 4,7 5,0 2,3
CHALELA BONILLA
6 1075243073 JULIO CESAR 4,3 2,5 4,5 3,0 5,0 5,0 4,7 4,5 3,2
DIAZ GUISAO ANA
7 1020729803 LUCIA 3,7 3,5 4,0 2,5 5,0 5,0 4,7 4,5
GARCIA RINCON
8 3102274 LUIS FERNANDO 4,5 5,0 5,0 3,0 5,0 5,0 4,7 5,0 3,2
HERNANDEZ
AGUDELO LUIS
9 74328992 HENDERZON 4,3 3,5 3,5 5,0 5,0 5,0 4,7 4,5 3,0
JIMENEZ URIBE
10 1023919096 LEIDY PAOLA 4,2 2,5 4,5 3,0 5,0 5,0 4,7 4,5 2,8
LEAL SILVA JUAN
11 1098623842 SEBASTIÁN 4,4 3,5 5,0 5,0 5,0 5,0 4,7 4,5 3,5
LEAL VILLANUEVA
12 1013587696 JEFRY 4,5 5,0 4,0 5,0 5,0 5,0 4,7 4,5 3,7
MARTINEZ BAUTISTA
13 1056799862 ELIANA BRIDGETH 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 1

14 1049632452 MAYORGA JUAN 4,4 5,0 5,0 3,0 5,0 5,0 4,7 4,5 3,5
MOTAVITA ORTIZ
15 1020747808 LUIS ALFONSO 3,8 3,0 3,0 3,5 5,0 5,0 4,7 3,0 3,0
OLAYA RUBIO DIANA
16 52962295 ANDREA 4,2 2,5 4,0 3,0 5,0 5,0 4,7 4,5 2,5
PACHECO
JARAMILLO KRISTEL
17 1020726103 SOPHIA 4,2 5,0 3,0 3,5 5,0 5,0 4,7 4,0 3,3
PRIETO SANCHEZ
MAURICIO
18 1049625075 FERNANDO 4,2 2,5 5,0 3,5 5,0 5,0 4,7 3,0 5,0
RODRIGUEZ LOPEZ
19 79887639 EDWIN JAVIER 4,0 2,5 4,0 5,0 5,0 5,0 4,7 4,5 1,7
RODRIGUEZ MURCIA
20 1014204021 ANAMARIA 4,2 3,0 5,0 4,0 5,0 5,0 4,7 4,5 2,5
ROJAS PANIAGUA
21 53004535 MARIA DEL PILAR 4,1 3,5 4,0 4,0 5,0 5,0 4,7 4,0 2,7
ROMERO
RODRIGUEZ ANGELA
22 1020714754 PATRICIA 4,8 3,0 4,0 4,0 5,0 5,0 4,7 5,0 5,0
SANCHEZ LLANOS
23 1075874179 GUSTAVO ADOLFO 4,0 2,5 5,0 3,0 5,0 5,0 4,7 4,0 2,2
TIQUE MASMELA
24 1026257147 CLAUDIA LILIANA 3,8 3,5 5,0 3,0 5,0 5,0 4,7 3,0 3,0
TRIANA ORTIZ
25 1109490530 CLAUDIA PATRICIA 4,1 3,0 3,5 3,0 5,0 5,0 4,7 4,5 2,2
VIVAS ESQUIVIA
26 1092354510 CARLOS 4,3 3,0 5,0 4,0 5,0 5,0 4,7 4,5 3,2
ZUÑIGA PINEDA
27 80189232 MILTON JAVIER 4,5 2,5 5,0 3,5 5,0 5,0 4,7 5,0 3,3

Supplement 12: Example of Didactic Guide

The Didactic Guide gives the student all the information about each subject, in this evidence we show the
Project Management Fundamentals Didactic Guide. This includes:

Self Assessment Report v-final_Aug 02 (1)Page 102 of 141

 • Subject´s overview
• Content structure
• The expected student´s role in the subject
• Subject´s Objectives
• Activities Schedule
• Assessment criteria

Self Assessment Report v-final_Aug 02 (1)Page 103 of 141

 GUÍA DIDÁCTICA
FUNDAMENTOS EN GERENCIA DE PROYECTOS
GERENCIA DE PROYECTOS
SEGUNDO PERIODO ACADÉMICO DE 2017

FACULTAD INGENIERÍA

PROGRAMA ESPECIALIZACIÓN EN GERENCIA DE PROYECTOS

MODALIDAD PRESENCIAL

NOMBRE DEL MÓDULO FUNDAMENTOS EN GERENCIA DE PROYECTOS

HORAS DE CLASE 20

NOMBRE DE LA ASIGNATURA FORMULACIÓN DE PROYECTOS

PRESENTACIÓN DE LA ASIGNATURA
La asignatura consiste en una introducción a la Gerencia de Proyectos, incluyendo un lenguaje común, conceptos básicos, marcos de referencia,
generalidades sobre modelos, guías y metodologías.
Se presentará una norma estándar de Dirección de proyectos y el código de ética que rige a todo gerente, de acuerdo con los estándares mundiales
en gerencia de proyectos. En esta asignatura se contemplarán los primeros cuatro capítulos de la guía del PMI®, el PMBOK®.
El propósito fundamental es el de orientar al estudiante en la forma como se debe desarrollar el Plan de Dirección del proyecto, con énfasis en el
Plan de Configuración y El Plan de gestión integrado de cambios del proyecto.

ESTRUCTURA DE CONTENIDOS
Los temas que se abordarán en la asignatura son:
a) Definición de proyecto y su relación con la estrategia de la organización.
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 1.
b) Diferencias entre proyecto, programas y portafolios.
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 1.
c) Definición de la Dirección de proyectos
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 1.
d) Ciclo de vida de los proyectos y su diferencia con el ciclo de vida de la Gerencia de los proyectos y el ciclo de vida los productos.
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 2.
e) Influencia de la Organización en la Dirección de Proyectos
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 2.
f) Gestión de Interesados
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 13.
• Bibliografía complementaria: Stakeholders: “What to do when stakeholders matter“. (Disponible en:
http://cep.lse.ac.uk/seminarpapers/10-02-03-bry.pdf ).
g) Visión general de los procesos de la Dirección de proyectos
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 3.
h) El rol de las áreas de conocimiento de la Gerencia de proyectos.
• Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 3.
i) Desarrollar el Acta de Constitución del proyecto

Self Assessment Report v-final_Aug 02 (1)Page 104 of 141

 • Bibliografía recomendada: PMI®, Guía de los Fundamentos para la Dirección de Proyectos (Guía del PMBOK®). Quinta Edición, 2013.
Capítulo 4.

ROL DEL ESTUDIANTE EN EL CURSO

Se pretende que el estudiante realice la lectura del material recomendado previamente, de manera que tenga un marco conceptual previo al
desarrollo de cada sesión.
Durante las sesiones de clase se desarrollarán actividades específicas diseñadas con el fin de afianzar los conceptos estudiados previamente. Es
importante resaltar que tanto la lectura del material como la entrega de las actividades de aprendizaje debe realizarse en los tiempos establecidos
y a través de los canales de comunicación determinados para tal fin.
El correo electrónico del docente es [email protected] y los horarios dispuestos para la atención a estudiantes son los viernes
de 5:00pm a 6:00pm y los sábados de 7:00am a 8:00am. Se debe concertar una cita previamente para realizar las sesiones de reunión extra-clase.
OBJETIVOS DE LA ASIGNATURA
DIMENSIÓN DE APRENDIZAJE OBJETIVOS DE APRENDIZAJE. AL FINALIZAR LA ASIGNATURA EL ESTUDIANTE ESTARÁ EN CAPACIDAD
SIGNIFICATIVO DE:

CONOCIMIENTO FUNDAMENTAL Identificar los elementos básicos de la gerencia de proyectos, el rol del Gerente de proyectos y su relación
con la Organización.

APLICACIÓN Evaluar la pertinencia de los procesos de la gerencia de proyecto actuales para la creación y aplicación de
un Plan para la Dirección de un Proyecto.

INTEGRACIÓN Integrar apropiadamente los grupos de procesos y las áreas de conocimiento del modelo internacional.

DIMENSIÓN HUMANA Reconocerse a sí mismo como agente integrador del modelo de gerencia de proyectos.

COMPROMISO Valorar el aporte del conocimiento en gerencia de proyectos para lograr los objetivos académicos del
curso.

APRENDER A APRENDER Identificar las fuentes apropiadas de información sobre enfoques de gerencia de proyectos para su
posterior debate y aplicación en los procesos académicos del curso.

CRONOGRAMA DE ACTIVIDADES
SESIÓN NOMBRE DE INDIVIDUAL FECHA DE FECHA DE FIN CONDICIONES DE ENTREGA FECHA DE FECHA DE
ACTIVIDAD O GRUPAL INICIO EVALUACIÓN RETROALI-
MENTACIÓN

1 Ejercicio de Grupal Primera Primera 1.El docente impartirá una Primera Primera
diagnóstico Sesión Sesión clase magistral sobre los Sesión Sesión
conceptos básicos en
Gerencia de Proyectos.
2.El docente dará las
instrucciones para el
desarrollo del ejercicio.
3.Una vez concluido, el
docente dará
retroalimentación sobre los
resultados obtenidos.

2 Procesos de la Grupal 1 Semana 1 Semana 1.El estudiante leerá Segunda Segunda

Dirección de después de la después de la previamente la información Sesión Sesión
proyectos Primera Primera relacionada en la estructura
Sesión Sesión de contenidos.
2.El docente impartirá una
clase magistral sobre los
procesos para la Dirección
de Proyectos.

Self Assessment Report v-final_Aug 02 (1)Page 105 of 141

 3.El docente dará las
instrucciones para el
desarrollo del ejercicio.
4.Una vez concluido, el
docente dará
retroalimentación sobre los
resultados obtenidos.

3 Elaboración del Grupal 2 Semanas 2 Semanas 1.El estudiante leerá Tercera Tercera
Project Charter después de la después de la previamente la información Sesión Sesión
Primera Primera relacionada en la estructura
Sesión Sesión de contenidos.
2.El estudiante investigará
sobre los diferentes modelos
de Project charter y traerá
un ejemplo.
3.El docente impartirá una
clase magistral sobre el
Project Charter.
4.El docente dará las
instrucciones para el
desarrollo del ejercicio.
5.Una vez concluido, el
docente dará
retroalimentación sobre los
resultados obtenidos.

4 Identificación Grupal 3 Semanas 3 Semanas 1.El estudiante leerá Cuarta Sesión Cuarta Sesión
de Interesados después de la después de la previamente la información
Primera Primera relacionada en la estructura
Sesión Sesión de contenidos.
2.El docente impartirá una
clase magistral sobre la
identificación de los
interesados del proyecto.
3.El docente dará las
instrucciones para el
desarrollo del ejercicio.
4.Una vez concluido, el
docente dará
retroalimentación sobre los
resultados obtenidos.

5 Control Individual 4 Semanas 4 Semanas 1.El estudiante leerá Quinta Quinta

Integrado de después de después de previamente la Sesión Sesión
Cambios la Primera la Primera información relacionada
Sesión Sesión en la estructura de
contenidos.
2.El docente impartirá
una clase magistral sobre
el Control Integrado de
Cambios para los
Proyectos.
3.El docente dará las
instrucciones para el
desarrollo de la
evaluación.
4.Una vez concluido, el
docente dará

Self Assessment Report v-final_Aug 02 (1)Page 106 of 141

 retroalimentación sobre
los resultados obtenidos.

CRITERIOS DE EVALUACIÓN
Las actividades de evaluación y sus porcentajes en la calificación total de la asignatura son las siguientes:
ACTIVIDADES TIPO DE ACTIVIDAD PORCENTAJE

Procesos de la Dirección de Proyectos Grupal en clase 10%

Project Charter Grupal en clase 30%

Identificación de Interesados Grupal en clase 15%

Control Integrado de Cambios Examen Individual 15%

Examen Final Examen individual 20%

Quizzes durante el módulo Examen en parejas 10%

ESPECIALIZACIÓN EN GERENCIA DE PROYECTOS

SEGUNDO PERIODO ACADÉMICO DE 2017
GUIA PARA LA REALIZACIÓN DE ACTIVIDAD

IDENTIFICACIÓN Y CLASIFICACIÓN DE INTERESADOS

NOMBRE DE MÓDULO CÓDIGO MÓDULO COORDINADOR DEL MÓDULO

FUNDAMENTOS EN GERENCIA DE PROYECTOS

INTENSIDAD HORARIA: 20 en total en el módulo CICLO: I ( ) II ( ) III ( )

Nombre de profesor(es) Correos electrónicos de contacto

JORGE ALBERTO OSORIO [email protected]
MODALIDAD DE LA GUIA - TRABAJO A REALIZAR: Individual ( ) Grupal ()

• Objetivo
• Comprender la importancia de identificar y clasificar correctamente a los interesados en un proyecto, a fin de posteriormente
definir un plan de gestión de los mismos, reduciendo así los riesgos del proyecto.

• Recursos

Self Assessment Report v-final_Aug 02 (1)Page 107 of 141

 Lecturas
• Capítulo 2 del PMBoK
• Video, “Gestión de interesados”: https://www.youtube.com/watch?v=4nI7xcmiLbs
Plantilla para la matriz de interesados
Este trabajo se realizará en grupos, por lo que cada uno tendrá una matriz pre-elaborada en Google Drive. Los links de cada grupo les fueron
enviados por correo:

• GRUPO 1D
o GRUPO 1: Ana Beatriz Alvarez Herrera, Ana Lucia Diaz Guisao, Juan David Mayorga Sastoque, Anamaria Rodriguez
Murcia

o GRUPO 2: Sophia Pacheco, MARIA DEL PILAR ROJAS PANIAGUA, Gustavo Adolfo Sánchez Llanos

o GRUPO 3: Harold Capador Becerra, Luis Fernando Garcia Rincon, Angela Romero Rodriguez, Milton Javier Zuñiga
Pineda

o GRUPO 4: Jefry Leal Villanueva, Diana Andrea Olaya Rubio, Edwin Javier Rodríguez López, claudia patricia triana
ortiz

o GRUPO 5: Oscar Mauricio Ariza Arenas, Pedro Antonio Bernal Moreno, Luis Henderzon Hernandez Agudelo, Juan
Sebastián Leal Silva

o GRUPO 6: Jhoann Alberto Bernal Suárez , Julio César Chalela Bonilla, PAOLA JIMENEZ URIBE, Carlos Vivas Esquivia

o GRUPO 7: Luis Motavita, MAURICIO FERNANDO PRIETO SÁNCHEZ, Claudia Liliana Tique Masmela

• GRUPO 1E
o GRUPO 1: Alain Mauricio Acosta Guerra, Camilo Calderón Supelano , Kelly Howell Garcia, Mauricio Moreno García

o GRUPO 2:Giulio Leonardo Aquite Pinzon, Nivia Juliana Briceño Perez , Saúl Parra Sánchez, Oscar Fernando Soria
Osma

o GRUPO 3: Heidy Dayanna Gómez Arias, Jimmy Alexander Martinez Yopasa, Juan Pablo Palomino Chia, Julieth
Esthefin Tovar Hurtado

o GRUPO 4: Fabio Andres Caballero Esteban, Leidy Brillith Castro Almeciga, ANGELA DAYANA LIZARAZO RIAÑO,
Kaila indira Moreno ortega

o GRUPO 5: Adriana Alarcón Gómez, Daniel Cure Enciso, JENNIFER J. PATIÑO RICO, Sergio Andrés Ruíz Ruíz

o GRUPO 6: Richard Daniel Carrillo Gómez, Andrea Carolina Cruz Omaña, Jazmin Lopez Ortega, Adriana Patricia
Parada Gonzalez

o GRUPO 7: Julio David Garcia Lopez, Edison Hernández, Rodrigo Mendoza Parra, Carlos Mauricio Rodriguez

• Actividades a realizar
Las siguientes son las actividades que debe realizar cada grupo con intervenciones individuales (recuerden que el sistema nos permite revisar
quiénes han trabajado en el grupo). Recomendamos realizar las actividades en la secuencia propuesta en este instructivo. Nota: el archivo que
les comparto tiene fórmulas que se deben mantener. Eliminar las fórmulas, intervenirlas, modificarlas, etc determinará mala calidad del
entregable, por lo que en verdad es muy importante que sigan los pasos que acá se indican (no intenten adelantarse a cada paso):
• Revisar el video alojado en la sección Videos del aula, llamado “Gestión de interesados” (30 minutos)
• Ingresar al archivo compartido en el item anterior y registrar en la primera hoja (PORTADA) los nombres de los integrantes del grupo
• Ingresar a la segunda hoja del archivo (REGISTRO DE INTERESADOS) y registrar únicamente las siguientes columnas: Nombre del
interesado, Organización, Rol, Contacto, Requerimientos y expectativas. Nota: si en el documento no existen datos de contacto, será
labor del grupo ingresar datos reales, al menos de contacto general de las Organizaciones… (deben investigar), y en caso de que el
interesado o la Organización no exista en la vida real, inventarlo.
• Ingresar a la tercera hoja del archivo (MATRIZ DE ANÁLISIS DE LOS INTERESADOS) y realizar el siguiente análisis:

Self Assessment Report v-final_Aug 02 (1)Page 108 of 141

 o Con base en las definiciones propuestas en las filas 2 a 17 de esta hoja, califique cada interesado en términos de Poder,
Influencia e Interés (Columnas C, D y E). No escriba el número. Selecciónelo de la lista desplegable.
o Con base en lo explicado en el video con relación al Modelo de Prominencia de los interesados, responda Sí o No, en caso de
que el ineresado tenga PODER, LEGITIMIDAD Y/O URGENCIA. No escriba el número. Selecciónelo de la lista desplegable.
o Una vez haya respondido para cada uno de los interesados, defina la clasificación para cada uno, según lo explicado en el
Video (Inactivo, Discrecional, Demandante, Dominante, Peligroso, Dependiente y Crítico) No escriba el término. Selecciónelo
de la lista desplegable.
• En la siguiente hoja GRÁFICO DE PRIORIDAD DE LOS INTERESADOS, elabore un gráfico que identifique con claridad los niveles de
autoridad de los mismos. Puede ser, por ejemplo, una pirámide de tres colores (rojo, amarillo, verde), en la que se ubican los
interesados del proyecto. Acudimos a su creatividad y el gráfico puede ser elaborado en cualquier programa, del que pueden generar
una imagen que insertarán en este archivo.
• Al finalizar el trabajo, deberán exportar el archivo como PDF Así:
o Haga Click en Archivo / Descargar como / PDF
o En el menú de configuración del archivo, deberá definir lo siguiente:
▪ Exportar: Libro
▪ Selección: Todas las hojas
▪ Tamaño de papel: Carta
▪ Orientación: Horizontal
▪ Escala. Ajustar al ancho.
• Entregue su trabajo (el PDF) a más tardar el 28 de agosto a las 11:55 p.m. aquí. Nota: No se recibirán trabajos fuera de este horario
ni por correo.

• Evaluación
Criterios de evaluación
• Los estudiantes han analizado el documento y han podido identificar a los interesados del proyecto
• Los estudiantes clasificaron a todos los interesados, con base en la matriz Poder-Influencia-Interés y con base en el Modelo de
Prominencia
• Los estudiantes han definido con claridad los requerimientos de los interesados
• Los estudiantes han elaborado un gráfico coherente con el análisis y priorización de los interesados
• El documento no ha sido modificado en su formulación
• El documento contiene una excelente ortografía.
Nota: próximamente se les enviará una Rúbrica de Valoración para claridad de todos

• Tiempo asignado para la elaboración

La fecha máxima de entrega es el día 28 de agosto a las 11:55 p.m.

Supplement 13: Syllabus/course outline for each course/module, relevant to the management of projects

D.
2.8_Syllabus.docx

Supplement 14: Example of Activity Guide:

The activity guide is a document that establishes the information required by students to perform each activity.
This guide contains: Objective, The necessary resources that the student must take into account to meet the
objective, Description of the activity to be carried out, Achievement indicator,s Evaluation criteria, Time
allocated for the preparation and General recommendations

ESPECIALIZACIÓN EN GERENCIA DE PROYECTOS

Self Assessment Report v-final_Aug 02 (1)Page 109 of 141

 PRIMER PERIODO ACADÉMICO DE 2017
GUÍA PARA LA REALIZACIÓN DE TRABAJO GRUPAL

NOMbre del modulo CODIGO MODULO COORDINADOR DEL MODULO

Fundamentos en Gerencia de
Proyectos

INTENSIDAD HORARIA: 20 ( horas semanales) CICLO: I ( ) II ( ) III ( )

Nombre de profesor(es) Correos electrónicos de contacto

David Guillermo Panqueva [email protected]
Hernández
MODALIDAD DE LA GUIA - TRABAJO A REALIZAR: Individual ( ) Grupal (X)

1. Objetivo
- Comprender la estructura de los procesos para la Dirección de Proyectos y la interrelación existente
entre ellos.
- Identificar las 10 áreas de conocimiento, los 5 grupos de procesos y los 47 procesos que aparecen en
el PMBOK®.
2. Recursos
- El Glosario de términos que se irá construyendo a medida que avanza el programa.
- La Guía de trabajo grupal.
- Fichas Bibliográficas
3. Actividades a realizar
Al finalizar la clase, se organizarán 5 grupos de trabajo. Cada uno de los grupos escribirá los
procesos para la dirección en las fichas bibliográficas, consignando 1 proceso por cada ficha.
Una vez escritos los procesos, el docente ubicará en el tablero la matriz de procesos,
especificando en las filas las áreas de conocimiento y en las columnas los grupos de procesos.
Luego, para desarrollar la evaluación se iniciará con una ronda de preguntas que cada equipo
debe responder a través de un miembro seleccionado previamente. Se harán de 5 a 6 rondas de
preguntas para garantizar la participación de todos los miembros.
Al finalizar, se asignarán puntos a las preguntas bien respondidas. No se restarán puntos por las
preguntas incorrectas, pero se perderá la oportunidad de puntuar.
Pueden utilizar los apuntes de clase y las diapositivas suministradas por el docente para la
preparación de la actividad, pero no se podrán utilizar durante el desarrollo de la misma.
4. Indicadores de logros
- Evidenciar la comprensión de la interrelación entre los diferentes procesos de la dirección de
proyectos.
- Comprender la estructura de los procesos que aparecen en el PMBOK®.
ENTREGABLES:
Fotografía de la matriz final elaborada con las fichas bibliográficas de todos los grupos. Se debe subir
al aula virtual al finalizar la sesión de clases.

Self Assessment Report v-final_Aug 02 (1)Page 110 of 141

 5. Evaluación
Se desarrollarán 5 preguntas por equipo. Cada pregunta correcta suma 1.0 puntos.
Las preguntas incorrectas no restan puntos pero tampoco suman.
- Habrá una sexta pregunta para los grupos que al finalizar la ronda inicial, cuenten con 3.0 puntos o
menos. Esta última pregunta valdrá 0.5 puntos.

6. Tiempo asignado para la elaboración

Los estudiantes deberán leer previamente el material suministrado por el docente de acuerdo con el
cronograma de la guía didáctica.
- Se destinarán 1.5 horas al final de la clase magistral para el desarrollo de la actividad.
- La evaluación y retroalimentación se dará de manera inmediata al finalizar la sesión.

7. Recomendaciones generales
- Se podrá utilizar el material de ayuda suministrado por el docente y la bibliografía recomendada
para la actividad antes del inicio de la misma y durante la elaboración de las fichas bibliográficas.
- No se permitirá el uso del material durante el desarrollo de la ronda de preguntas.

Supplement 15: Postgraduate Regulation

Supplement 16: Institutional Educational Project

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Supplement 17. Screenshot of "General Information" section in Virtual Classroom

Supplement 18: Screenshot of "Reference Material" section in Virtual Classroom

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Supplement 19: Screenshot of "Interaction" section in Virtual Classroom

Supplement 20: Screenshot of "Activities" section in Virtual Classroom

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Supplement to Section D.3: Program Information in the Public Domain
Supplement 21. Image of program´s brochure

Supplement 22: Screenshot of information request at webpage

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Supplement 23: Screeshot of Program´s, objectives at webpage

Supplement 24: Screenshot of occupational Profile at webpage

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Supplement 25: Sreenshot of academic information at webpage

Supplement 26: Screenshot of curriculum at webpage

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Supplement 27: Screeshot of Director´s information at webpage

Supplement to Section D.4: Faculty and Staff

Supplement 28: Institutional Organization Chart
The screenshot shows the evidence of the organizational chart of the Univesidad El Bosque as described in
D.4.1.

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Supplement 29: Names and positions of the program

This screenshot shows the names and titles of the Project Management program staff.

NOMBRE CARGO

Julio César Sandoval Decano Facultad de Ingeniería

Jorge Alberto Osorio Villa Coordinador de Postgrados de Ingeniería

Jorge Alberto Osorio Villa Director de programa Especialización en Gerencia de Proyectos

Andrés Villegas Cortés Docente con dedicación parcial, miembro del Comité Curricular

John Douglas Cabrera Docente con dedicación parcial, miembro del Comité Curricular

Luisa Fernanda Patiño Secretaria tiempo completo del programa

Nubia Parra Secretaria tiempo parcial del programa

Supplement 30: Organization chart of the program

This is the evidence of the organizational chart of the Project Management program.

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Supplement 31: Management policy of human talent and the Teaching State.

Supplement 32: Curriculum vitae for all faculty currently teaching

(GAC REDACTED)

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Supplement 33: Collaborative mental map prepared by students of first semester industrial engineering

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Supplement 34: Screenshot of a project designen by students of first semester of Ambiental Engineering

Supplement 35: Screenshot of program´s channel in Youtube

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Supplement 36: Screenshot of Program´s group page at Facebook

Supplement 37: Screenshot of Faculty Classroom

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Supplement 38: Screenshot of Virtual community page, Sequoia Project

Supplement 39: The Human Talent Management Policy and the Teaching Statutes

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Supplement to Section D.5: Students
Supplement 40: Screenshot of registration process url at El Bosque University Web page

Supplement 41. Policy of Student Success

These are the relevant points of this Supplement:

Student Success Policy – Relevant Points

Student desertion is a global, multi-causal phenomenon that has great relevance in the educational field, given
the need to generate alternatives that encourage student permanence and graduation, the desertion in Colombia
constitutes a challenge for the universities.
Due to this, it is planned to promote programs that pursue for students to achieve, complete the different stages
and training moments in the established times, providing the necessary knowledge, developing the skills and
attitudes essential for professional life and ensuring mastery of the corresponding knowledge.
General purpose
Define the guidelines to the different areas and academic units to facilitate the implementation of projects and
actions that guarantee student success.
Specific objectives
• Build general guidelines to help the academic units of the university, concrete and / or consolidate
accompanying actions for students.
• Identify and prevent the potential causes of student desertion within the university community to help
each of the students to successfully complete their study programs
• Generate guidelines to strengthen the processes of immersion in the university life.
• Generate guidelines to strengthen development in the university life.
• Generate guidelines to strengthen preparation for students working life.
• This policy´s principles are:

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 • Total coverage: This Policy covers the entire academic community: students, graduates, teachers,
management and administrative staff.
• Stewardship: The responsibility for implementation, the development and success of the Policy is the
entire academic community.
• Membership and integration: The policy is owned by the entire academic community.
• Impact: El Bosque University understands that the best way to positively influence society, is to prepare
their students.

Supplement 42. Sample of directors assigned to our students to coach and advise their Degree Project

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Supplement 43. Sample of letter sent to students and Directors announcing formal Directors assignment for
Degree Project

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Supplement 44: Screenshot of Forum section in Virtual Classroom

Supplement 45: Screenshot of Student-teacher interaction in Forum

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Supplement 46: Screenshot of Assessment section in Virtual Classroom

Supplement 47: Screenshot of Assessment Form for a Course in Google Drive

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Supplement 48: Screenshots of an example of Mahara Portfolio of Degree Projects

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Supplement 49: Screenshot of Library web page

Supplement 50: Titles and volumes of printed and electronic collections

Material Audiovisual –Especial Volúmenes Títulos
Acetatos, Audiovisuales, Casetes, CD-música, CD-ROM, Disquete, 9.410 4.952
DVD, Láminas, Mapas, Partituras, Plegables, Software.

Material Impreso – Libros Volúmenes Títulos

Folletos, Libros, Libros de Referencia, Libros de Reserva 44.672 30.543
Trabajos de grado Volúmenes Títulos
Trabajos de grado 4.019 3.853
Revistas Impresas Volúmenes Títulos
Formato: Serial Periódica, y Seriada Monográfica 86.250 1.528
Libros Electrónicos indexados en las bases de datos: Volúmenes Títulos
Ebrary, E-libro, MDConsult, Nursing Consult, OvidSP, 76.133
ScienceDirect
Revistas electrónicas indexadas en las bases de datos: Volúmenes Títulos
Dentistry & Oral Sciences Source, Hinari, GreenFILE, Library, ---- 26.881
Information Science & Technology Abstracts, MDConsult, Nursing Consult,
OvidSP, Proquest, PsycArticles, ScienceDirect y Multilegis

Objetos Virtuales de Aprendizaje Volúmenes Títulos

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 Legiscomex, Naxos Music Library, Primal Picture, Sheet Music Now, ---- 8
Nursing Skill, Gestión Humana y RefWorks

Bases de Datos Volúmenes Títulos

20

Supplement 51: Databases and number of titles

No. Base de datos por suscripción No.
1 Ebrary 33.034
2 E-libro 35.894
3 MDConsult 50
4 Nursing Consult 39
5 OvidSP 75
6 Proquest 2.041
Totales 76.133
No. Base de datos por suscripción Títulos Revistas
7 Ebsco-Dentistry & Oral Sciences Source 223
8 Ebsco-GreenFILE 16
9 Hinari 3.391
10 MDConsult 87
11 Nursing Consult 127

Supplement 52. Specialized bibliography for the program, available in the library

Área Asignatura # Títulos

Gerencia de proyectos 56
Planeación 100
Gestión de Calidad 38
Prospectiva 24
Formulación de Proyectos 21
Liderazgo Gerencia moderna de Proyectos 1
Planeación Estratégica 32
Sistemas Gerenciales
Project Management Office -
Implementación efectiva. 3
Liderazgo en Proyectos. 139
Competencias Gerenciales. 2
Sistemas contables 1
Contabilidad financiera 11
Herramientas computacionales
Mercadotecnia 43
Evaluación económica y social de proyectos 2
Estudios ambientales y técnicos. 27
Evaluación privada de proyectos 4
Área Económico Costos y presupuestos 2
Gerencia del cambio e integración. 18
Economía 856

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 Microeconomía
Macroeconomía
Entorno económico 22
Finanzas 142
Gestión de tesorería Presupuesto
Finanzas corporativas 45
Metodología de la Investigación 84
Enfoque sistémico de la organización y sus
Investigación proyectos. 4
Gestión del conocimiento. 11
Herramientas de control estratégico 5

Supplement 53. Screenshots of SALA System

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Self Assessment Report v-final_Aug 02 (1)Page 133 of 141
Supplement 54: A picture of our program Facebook Group with information on the PMI Bogota, Colombia
Chapter information.

Supplement 55: Graduates Policy

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Supplement to Section D.6: Financial Resources

Supplement 56: Institutional Policy of Financial Resources

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Supplement 57. Picture of Program´s Budget for 2018

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Supplement 58: Picture of Program´s Budget for 2017

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Supplement to Section D.7: Program Improvement

Supplement 59: Graduate Projects Guides

Supplement 60: Rubric for the presentation of the degree project, first and second semesters.

Supplement 61: Examples of Curriculum Committee minutes

As evidence, we provide copy of 2 Minutes of the Curricular Committee´s meetings.
These minutes have the following structure:
• Date/time
• Attendants
• Topics and purpose of the meeting
• Topics dealt at the meeting
• Action items
• Signatures

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Supplement 62: Screenshot of teacher´s assessment form

Supplement 63: Example of tabulation of evaluation results made to teachers, by students.

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Supplement 64: Example of teacher assessment report.

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Supplement 65
Agreement 10241 of 2010 establishes the main functions of the Program Directors, proposed by the Rector and
approved by the Faculty of the University. Functions are established in relation to (among others):
• Compliance with the statutes and regulations of the University
• Development of effective academic work
• Participation in Self-evaluation events
• Direction and coordination of programs
• Promotion of academic openness of the program to various communities
• Support the institutional policy of graduates.
• Participation in assigned councils and committees.
• Representation on behalf of the program in cultural, scientific and professional events.
• Promotion of research activities.
• Participation in the preparation and execution of the program Budget

ACUERDO 10 24 1
de 20 10.doc

End of Self-Assessment Report Template

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