upc student Handbook 2019 · UPC is a member of Laureate International Universities (LIU), the...

upc student Handbook 2019

UPC Student Handbook / 2 /

FROM THE RECTOR

DEAR STUDENTS:Since its foundation, at UPC we maintain our commitment to achieving and innovating in academic excellence permanently. It has been twenty-five years of work aimed at educating professionals who are upstanding and innovative leaders, with the capacity to transform their environment and the motivation to become agents of change, to contribute to the development of Peru. UPC is an innovative institution based on principles and values that promotes learning. We have a great responsibility, which we take on with awareness, pride, and happiness.This handbook is meant to be a useful tool to know what it takes to be a UPC student and to make academic work and administrative management easier.

WELCOME TO UPC

EDWARD ROEKAERT RECTOR


FROM THE VICE-RECTOR FOR ACADEMIC AFFAIRS AND RESEARCH

DEAR STUDENTS:At UPC, we strive for academic excellence in all we do, guided by our vision, mission, and fundamental values. You are the reason that guides UPC. Therefore, our quality concept is based on your education, academic performance, and professional and personal success. In order to evolve from the concept to the learning experience, UPC has developed its Academic Quality Assurance System (SICA) to design, execute, evaluate, and continuously improve our entire academic and support processes. This Student Handbook is an important element of this quality system. It is mainly aimed at you and contains information about each program offered by the university, as well as the rules and regulations that concern you. We invite you to read the contents in this Handbook carefully. This will help you on your road to enriching your learning experience during your stay at UPC, so you are able to grow personally and professionally. With this goal in mind, you will obtain your degree and professional title to continue transforming our country’s reality like twenty-five years ago.

MILAGROS MORGANVICE-RECTOR FOR ACADEMIC AFFAIRS AND RESEARCH

ÍNDEX CHAPTER 1

About UPC History UPC Mission UPC Vision UPC Values Laureate International Universities Educational Model Assessment at UPC Accreditation

CHAPTER 2

Student Services International Office Blended courses Pedagogical Counseling Tutoring, Seminars and Workshops Freshmen´s Psychopedagogical Evaluation Counseling and Support Accessibility for people with disabilities (pc) Ombudsman’s Office Economic benefits for UPC students

(internal and external) Employment Opportunities Office Information Center University Life UPC Sports Tuitions and Fees

CHAPTER 3

Policies, Regulations and Procedures Policies Regulations Procedures

CHAPTER 4

Academic Information Authorities

• School of Communications • School of Architecture • School of Design • School of Engineering • School of Business • School of Economics • School of Law • School of Hospitality and Tourism

Administration • School of Contemporary Arts • School of Human Sciences • School of Education • School of Health Sciences

• School of Psychology

Academic Excellence Group (AEG) Research

CHAPTER 5

Student Services Enrollment Process Course Validation Academic Calendar Process to Obtain Degrees

and Professional Titles

CHAPTER 6

Security On-Site

CHAPTER 7

Additional Services First-Aid Transportation Services Student Inquiries IT Service

PLANS


ABOUT UPC

HISTORY

Universidad Peruana de Ciencias Aplicadas (UPC) was created in 1993,

with the Law No. 26276 approved by the Peruvian Congress. UPC began

activities in August 1994, with the first enrollment process as a non-

profit private university.

In 1996, UPC began to align the organization to become a for-profit

university so as to promote investment and improvement of the

Peruvian educational system.

On July 2nd 1999, the National Council for the Authorization of

Universities (CONAFU, in Spanish) through Resolution 571 a 99CONAFU

approved UPC's application to become a closely-held corporation (for-

profit entity). On February 15th 2000, the Rectors National Assembly

(ANR, in Spanish) approved Resolution 056-2000-ANR (Appendix 8) and

stated that the UPC's evaluation process was completed successfully.

In 2004, UPC became part of the Laureate International Universities

network (LIU).

MISSIONTo educate upstanding and innovative leaders

with a global vision, who will transform Peru.

To be at the forefront in higher education for

academic excellence and innovative capability. VISION

2004In 2004, UPC became part of the Laureate International Universities network (LIU).

CHAP 01CONTENT


CHAP 01 ABOUT UPC

UPC'S VALUES

UPC is guided by the following values:

(a) Leadership

(b) Teamwork

(c) Service Orientation

(d) Excellence

(e) Innovation

LAUREATE INTERNATIONAL UNIVERSITIES

UPC is a member of Laureate International Universities (LIU), the world's

largest private university network, with over 1,000,000 students and 80

institutions in 28 countries globally. Thanks to LIU, all UPC students and

graduates have the chance to complete their education studying at any

of the network universities in Europe, the Americas, Asia, Oceania, and

Africa. These institutions offer undergraduate study programs, master

study programs and doctorates in diverse fields, such as business and

management, human and health sciences, engineering, education,

law, and communication, among others.

Throughout their academic life, students will be able to access

countless possibilities for exchange and academic study programs in

top foreign universities. Additionally, they will have the chance to learn

from renowned experts and world leaders who visit UPC periodically.

Students will also have the great opportunity to share knowledge and

experiences with students from other countries around the world who

come every year to study at UPC.

LAUREATE INTERNATIONAL UNIVERSITIES OPPORTUNITIESSince the integration of UPC to this network, a world of possibilities

has opened up for students and faculty. As other Laureate members,

UPC will gradually take advantage of new development opportunities

as a consequence of being part of a unique international network.

The students and faculty will be the first to take advantage of the

international learning standards and experiences, and will be able to

obtain, among others, the following advantages:

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CHAP 01 ABOUT UPC

• Academic programs that respond to global labor market needs with a curriculum compared to an international level.

• Faculty's personal and educational material development thanks to a constant exchange among network institutions.

• Possibility to study one or more terms in any of the network universities, and validate them back at UPC.

• Student exchange that benefits a multicultural experience, which is essential to face a global professional reality.

• International job bank through the Global Career Center of Laureate International Universities.

• Laureate Certification upon completion of the study program, which has a quality seal in the countries where the Laureate

network works.

• Possibility to obtain a graduate degree with only one additional year of studies in any of the network universities.

• Access to the best universities online.• Funds that allow UPC to grow and improve its facilities on behalf of

the students.

• More information at www.laureate.net

EDUCATIONAL MODEL

In the current global scenario of the knowledge and information era, the

world faces big and disruptive changes in economy, communications,

the way we relate to each other, and the way we learn. This new historical

situation brings different challenges and new opportunities for learning

and human development (UNESCO, 2015). As a social development

scenario, higher education must create the competencies needed to face

the complexity of new realities, understand and deal with problems,

and carry out transformations (UNESCO, 2009).

Created in 1994, Universidad Peruana de Ciencias Aplicadas (UPC)

is an innovative educational institution, private and independent in

nature that educates, researches and promotes knowledge, culture

and development (UPC, 2015). Distinguished for its quality, modernity,

efficiency and international competitiveness, UPC aspires to be at the

forefront of higher education for academic excellence and innovative

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CHAP 01 ABOUT UPC

capability. This way, UPC expects to contribute with the transformation

of Peru by training upstanding and innovative leaders with a global

vision. In order to achieve this purpose, UPC has established five values

that guide its actions: innovation, leadership, teamwork, service, and

excellence, vital pillars that are part of the institutional culture.

The comprehensive training of people is an essential part of the

purpose of higher education (Peru, 2003; UNESCO IESALC, 2008;

UNESCO, 2009). To this end, UPC assumes as a commitment to educate

professionals with high quality standards with the abilities, knowledge,

attitudes and values needed to transform the country. This education

has humanist, scientific and technological foundations oriented towards

entrepreneurship, innovation and sustainable development.

According to this description, UPC study programs are designed on

the principles of significance, quality and integrity recommended by

WASC Senior College and University Commission1. These principles guarantee that the educational experience will be coherent, rigorous

and significant. In addition, they guarantee that students will achieve

the learning standards established by the university and will graduate

with the competencies established for the graduate student profile.

Having meaningful study programs implies designing and offering

study programs that are coherent and in harmony with UPC's mission

and values. These study programs are continuously reviewed by

different internal and external stakeholders in order to ensure their

alignment with the social expectations and needs, and the demand of

the professional and labor market.

Every decision, plan and effort made by the university aims to give a

high quality educational experience. UPC ensures that its study programs

have learning objectives defined in a rigorous graduate student profile

and that by the end of their academic experience students will display

the abilities, knowledge, attitudes and values expressed as learning

outcomes established in the graduate student profile.

1 WASC Senior College and University Commission is an American accrediting agency, responsible for accre-diting public and private higher education institutions throughout the West of the United States (California, Hawaii and the Pacific), as well as universities from other countries. UPC has started an accreditation pro-cess with this organization since 2011. In 2013, it qualified as eligible to proceed with the application for can-didate to Institutional Accreditation. After a long and strict accreditation process, in 2016 UPC obtained the international accreditation by WASC Senior College and University Commission (WSCUC) for a 6-year period.

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CHAP 01 ABOUT UPC

UPC reflects integrity in the study programs and the graduate

student profiles, which are a commitment to society and students.

Moreover, it uses learning outcome assessment processes that involve

the entire university community and are continuously announced to

promote a culture of continuous improvement (WSCUC, 2013).

To fulfill this commitment, UPC has established an Educational

Model as a set of guidelines that summarize its academic philosophy

and guide the educational process towards the graduates’ personal

and professional development, according to local and global demands.

PEDAGOGICAL PRINCIPLES The UPC Educational Model is expressed through the university’s

essential functions –teaching and research– and is based on five

pedagogic principles that support educational processes and actions.

These principles are the following: competency-based learning, student-

centered learning, independent and self-regulated learning, learning in

diversity with a global vision and learning towards sustainability.

Competency-based Learning

Rapid changes, globalization and the ongoing rhythm of science and

technology development require the university to be clear about the

knowledge, abilities and attitudes that students will develop and apply

effectively in their personal and professional life (UNESCO, 2015). In this

sense, UPC has chosen a competency-based educational model, which

is the foundation of the curricular design, and guides the teaching-

learning processes.

Competencies are the combination of cognitive resources (knowledge,

abilities, capacities and behaviors) and non-cognitive resources (values

and attitudes) that allow a person to efficiently perform a task, achieve a

goal, develop a project or solve a problem efficiently in different contexts

(UNESCO OIE, 2013a).

From this, a competency-based educational model makes the

development of a comprehensive education easier because it includes

all human being dimensions: knowing, being, and doing (Blanco, 2009).

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CHAP 01 ABOUT UPC

Based on this principle, UPC recognizes that successfully finishing

a university study program means not only to accumulate courses

and credits, but also to be capable of displaying competencies aligned

with social and labor expectations and needs in order to transform the

environment.

Student-centered Learning

Nowadays, there is strong evidence that individuals' minds are

considerably different; therefore, they learn in different ways. The

educational system is responsible for attending to each one of these

differences and for guaranteeing that every person obtains an education

that maximizes their own intellectual potential (Gardner, 1993).

Therefore, we value student-centered education as one of the main

pillars in order to face high levels of demand and student's real needs.

Student-centered education is an active learning approach with

students influencing the content, activities, materials, and rhythm of

the learning process (Collins & O'Brien, 2003). They talk about what

they are learning, they write and discuss about it, support it, relate

it to their experiences, and apply it to their own lives (Chickering &

Gamson, 1987). In this way, students are placed in the middle of the

learning process, from where they actively participate, and the

professor plays the key role of facilitator of the process, because he/she

designs the diverse learning activities that include different learning

styles (UNESCO OIE, 2013b).

Independent and Self-regulated Learning

The self-management ability allows us to make decisions and chose our

values. In this sense, every person deserves trust and respect for his/her

potential and abilities (Rogers, 1982). In the educational context, this

ability is developed when learning becomes significant for students.

In fact, only if the new knowledge is linked to previous experiences

or knowledge, will they have a self-management attitude during

the learning process because they will be able to link the knowledge

they have with what they want to learn. This implies involving them

comprehensively, including their affective and cognitive processes

(Rogers, 1982).

AT UPC, we value student-centered education as one of the main pillars in order to face high levels of demand and student's real needs.

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CHAP 01 ABOUT UPC

Independent learning refers to the ability to make decisions intended

to regulate one's own learning and achieve a certain goal (Monereo,

2001). Thanks to this ability, students choose the subjects they want to

learn about and the strategies and the place and time to study them.

In this way, self-regulation processes are carried out; students use these

processes to systematically guide their thoughts, feelings and actions

to obtain their goals (Zimmerman, 2000).

On the other hand, self-regulated learning is related to the students'

metacognitive ability and becoming aware of the strategies chosen

and made decisions. In this sense, self-regulation allows students to

be aware of the wise choices and difficulties they have in order to

do a certain activity or homework. It also allows them to value the

effectiveness of the strategies used, so they can decide whether they

keep them or change them in future learning situations. In light of

the above, we can conclude that UPC seeks to develop self-regulated

learning in students, i.e., that which can allow them to make decisions

about their learning process and to be able to reflect on them. With

this, students will have the strategic ability to recognize the correct

moment and way to use these tools beyond the academic environment,

in order to expand their knowledge and acquire it throughout their

lives, prepare for the labor reality, comply with citizen and private

duties, and improve free time (Aebli, 1988).

Learning in Diversity with a Global Vision

The university is an environment of pluralism, tolerance, intercultural

dialog and inclusion. Cultural diversity has become more and more

significant as an invention and innovation source and nowadays is a

valuable resource at the service of sustainable human development

(UNESCO IESALC, 2008).

This intercultural dimension is part of the process of higher education

internationalization, understood as the integration of an international,

intercultural or global dimension in the teaching-learning purpose,

functions or processes (Knight, 2004).

In correspondence with the above, UPC's principles seek to promote

learning by recognizing, valuing, and respecting all sorts of diversity.

In this sense, interculturality and internationalization are assumed

as pillars that support the university's activities and as the core of

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CHAP 01 ABOUT UPC

the professional and personal training of upstanding and innovative

leaders. It recognizes the essential value of both dimensions, through

the offer of different experiences that allow students to enrich their

local and global vision.

Learning towards Sustainability

Sustainable development is defined as the satisfaction of "the needs of

the current generation, without compromising the future generation's

ability to satisfy their own needs" (ONU, 1987). To this end, a balanced

and comprehensive approach of the economic, social and environmental

dimensions of sustainable development must be applied. (UNESCO,

2014). Sustainability is understood as the responsible action of all

individuals and societies in order to create a better future for all at a

local and global level (UNESCO, 2015).

Education as a process that allows human beings and societies to

achieve their maximum potential is decisive to obtain sustainable

development (UNESCO, 2015). UPC is oriented towards the education

of people and professionals capable of transforming, as leaders,

their environment through innovative processes and means towards

sustainability. In this way, they contribute to the country's sustainable

development. The relations kept by the university with different

stakeholders in its various processes allow it to contribute based on its

academic proposals to the economic development, social well-being

and environmental protection.

ACADEMIC PROGRAMSUndergraduate Studies

The social, environmental and technological challenges demand the

management of new knowledge and of diverse labor competencies

(Ruiz, 2013). UPC proposes a wide variety of study programs that

respond to current labor and social demands. This is evidenced by an

open and direct dialog with diverse stakeholders that allow using the

market information to foresee, design and permanently enrich the

study programs. Additionally, requirements and accrediting agencies

standards, both local and global, are taken into account.

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CHAP 01 ABOUT UPC

Based on the above, UPC proposes the undergraduate study programs

aimed at students who have finished their secondary school education,

and the Working Adult Study Program (EPE) aimed at those who have

professional experience.

Graduate Studies

The UPC Graduate School promotes knowledge, culture and

development for professionals and executives interested in achieving

a better and competitive performance in their field through the master

study programs. It proposes a change of traditional paradigms in the

training of professionals because it develops leaders capable of adapting

themselves and being ahead of permanent environmental changes.

Curriculum

The study programs at UPC are designed so that students, through

a significant, rigorous, coherent and flexible study plan, meet their

learning goals that contribute to the development of competitive

professional competencies aligned with the social, local and global

labor market needs. These competencies are part the UPC graduate

student profile.

Graduate student profile

The UPC graduate student profile consists of core competencies, co-

curricular learning outcomes, and specific competencies developed

during the study plan and their academic life. The courses and

their organization allow students to reach the level defined in each

competency progressively.

Core competencies are developed in the UPC's study programs.

These competencies, which empower students to be able to transform

their environment as upstanding and innovative leaders, are the

following: Innovative Thinking, Citizenship, Critical Thinking, Written

Communication, Oral Communication, Information Literacy and

Qualitative Reasoning.

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CHAP 01 ABOUT UPC

INNOVATIVE THINKING

The ability to detect needs and opportunities to generate projects or proposals that are innovative, viable and profitable. Students plan and make efficient decisions toward the project's goal.

CITIZENSHIP

The ability to evaluate the ethical sense of actions and decisions in relation to human coexistence in plural societies and respect for citizens’ rights and duties.

CRITICAL THINKING

The ability to explore problems, ideas or events thoroughly in order to draw strongly justified conclusions or opinions.

QUANTITATIVE REASONING

The ability to interpret, represent, communicate and use diverse quantitative information in real context situations. This implies calculating, reasoning, judging and making decisions based on this quantitative information.

WRITTEN COMMUNICATION

The ability to create messages with relevant content and solid arguments that are clearly connected, and appropriate for different purposes and audiences.

ORAL COMMUNICATION

The ability to efficiently convey oral messages geared toward different audiences, using different tools that facilitate their understanding and purpose attainment.

INFORMATION LITERACY

The ability to identify, search for, select, assess, and ethically use the required information in order to solve a problem.

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CHAP 01 ABOUT UPC

LEADERSHIP

The ability to guide, motivate, and develop together

with others a strategic vision geared toward

achieving positive changes.

SELF-DEVELOPMENT

The ability to identify personal and professional

interests and needs, taking actions to develop them.

GLOBAL VISION

The ability and interest in understanding and

working on global issues, interacting with sources

and people based on the appreciation of diversity.

SOCIALINITIATIVE

The ability to commit to and develop positive

actions with the community based on their

professional profile and their role as citizens.

Co-curricular learning outcomes are developed through academic

activities both in and outside the classroom, as well as through the

academic experience areas. These co-curricular learning outcomes are:

Leadership, Self-Development, Global Vision and Social Initiative.

Specific competencies are defined in each study program and

developed in the specific courses. These competencies comprise the

abilities, knowledge, attitudes, and values typical of the profession,

which students must meet upon completion of their studies.

With the purpose of applying the competencies acquired during the

university training, students carry out pre-professional internships in

real work conditions at institutions or companies related to their study

programs. Additionally, these internships allow proving, before their

graduation, the achievement of the core and specific competencies in

order to undertake improvement actions in the training of students.

A curriculum for each UPC study program is designed based on

the graduate student profile, which comprises required courses (core

and program-specific) and electives articulated with the competency

achievement level.

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CHAP 01 ABOUT UPC

Core Courses

The core courses are aimed at students from different study programs

or schools and are generally in the first levels of training. Their main

characteristic is that they approach the topics in a general way, aim

to develop the core competencies and the student's comprehensive

training, which will prepare them as professionals, upstanding citizens

and specialists who are constantly updating.

The purpose of these courses is to provide the tools, knowledge and

basic culture in order to successfully complete the university training. In

fact, they provide general frameworks of reference, so they can approach

courses of a higher level of specialization. With this solid basis, students will

be able to manage different contexts and scenarios: cultural, aesthetics,

social, politic, scientific and technical.

Program-specific Courses

The program-specific courses are orientated towards the development of

each study program's specific competencies and prepare students for the

demands and competitiveness in their field of professional knowledge. At

UPC, students have the opportunity to begin their professional training

up from the first levels. This way, they become familiar with and develop

the specific competencies early in order to face academic and labor

challenges.

Elective Courses

The elective courses offer flexibility to students. This characteristic

of the curriculum allows students to explore other professional fields,

strengthen certain competencies or specialize in specific aspects of the

study program in order to add value to their personal and professional

development.

Modalities

At UPC, we aim to provide students the best learning experience, which

includes the digital element, both in the interaction between student and

professor and in the development of competencies.

The courses are offered in on-site, blended or online modality, which

responds to the diversity of the student's needs. As a consequence, the

access to higher education becomes wider and the learning process

becomes more flexible, without giving up quality.

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CHAP 01 ABOUT UPC

An on-site course implies the interaction among faculty and students in

a classroom. However, a blended course consists of face-to-face learning

and virtual learning in an articulated way. Due to this fact, the blended and

virtual modalities generate a scenario where the use of technological tools

and student's autonomous work are fundamental, but always under the

professor's tutoring during the teaching-learning process.

Teaching-Learning Process

Traditionally, higher education has privileged the teaching process over

the learning process and has guided teaching towards the transfer of

knowledge from professors to students. Nowadays, the importance of

students as the main characters and its impact in the teaching-learning

process has become evident.

UPC has assumed that its responsibility is not only to transmit

knowledge, but also to provide a comprehensive training based on the

development of competencies. This is promoted through a teaching-

learning process in which students play an active role in their own

learning, and professors, taking into account and respecting each students

comprehensive diversity, guide to develop themselves and respond to

the social, environmental and economic current need, in a dependent and

self-regulated way.

This way, at UPC, all teaching-learning processes reflect the

development of competencies, from a process oriented towards the

student's progressive learning achievements. These competencies are

understood as a set of abilities, knowledge, attitudes, and values which

will allow students to cope their personal and professional life effectively

in different real situations.

Guiding efforts to the learning achievement implies that experiences

will be designed to offer students different ways to acquire new knowledge,

connect what they are learning to previous experiences and recognize

the value for their professional and personal development. Additionally,

students practice what they learn through different strategies and

methodologies. At UPC, evaluation has a comprehensive approach

orientated towards giving convenient and continuous information to

students and faculty, so they can make decisions that allow them to ensure

their constant learning process.

This process demands that faculty make strategic decisions orientated

towards:

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CHAP 01 ABOUT UPC

• Generating opportunities that allow students to get to know the current society needs, so that they can practice leadership in different

projects that produce sustainable changes.

• Recognizing and respecting each student’s integral diversity, taking into account their different learning styles when designing and

implementing each part of the process.

• Using strategies that develop the ability to think about their own learning process in students, so they can decide when and how to learn.

Throughout the teaching-learning process, students build their

learning based on reflection, analysis, discussion, evaluation, exposure

and interaction with their peers; and make connections with their previous

experiences and knowledge.

The use of technology in the classroom and virtual classroom completes,

makes easy and flexible the teaching-learning process in order to respond

to the student's diversity, promote autonomous learning, widen access to

higher education and respond to the advances of knowledge society.

ASSESSMENT AT UPC

Since 2014, Universidad Peruana de Ciencias Aplicadas has an assessment

institutional plan. In this, guidelines and processes are stated. They allow

to measure and assure the development of core and specific competencies

in the entire educational community. We define assessment culture as the

organizational environment where decisions are made. They are based on

facts, research and relevant information analysis to identify opportunities

for improvement that maximize student's learning outcome.

This plan focuses its efforts not only on having every program

implement the process, but— above all—on seeking to build a continuous

improvement culture at UPC that allows programs and areas to collect,

review, and analyze information to identify improvement opportunities

that have a positive impact on student’s learning outcomes.

In this way, Assessment UPC, as an institutional process, involves academic

directors, faculty, students, and administrative staff. In other words, it

involves the whole learning community at UPC, consolidating an assessment

culture that contributes to guaranteeing the university's educational quality

and continuous improvement of academic standards.

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CHAP 01 ABOUT UPC

ACCREDITATION

Accreditation is the formal acknowledgment of quality, proved by an

educational institution or program, which implies an external evaluation

process to guarantee the compliance with quality standards and criteria

established by an agency or an official educational authority. It is a

voluntary process that involves carrying out a deep self-study, at an

institutional or educational program level, in order to assess the quality

level and promote continuous improvement.

Attaining accreditation reaffirms the prestige and image of the

institution or program, shows a commitment to maintain a high level of

academic quality and excellence in its mission achievement, teaching and

learning processes, curricula, faculty, and academic and administrative

support processes. Furthermore, it facilitates international agreements

and the mobility and exchange of students; reinforces trust in the

employers, creating better job opportunities for students, among others.

Universities are free to choose the accrediting entity to evaluate them.

Similarly, they can voluntarily select the quality model, standards and

criteria proposed by an accrediting organization or agency to develop the

self-study process.

The Communication and Journalism, Electronic Engineering and

Software Engineering programs at UPC obtained their accreditation

before the Laureate network introduced this common objective, showing

not only their initiative, but also that the University offers quality

programs, worthy of national and international recognition.

In 2002, the Communication and Journalism program obtained the

internationalaccreditationfromtheLatinAmericanCouncilofAccreditation

in Journalism Education, (CLAEP, in Spanish), which was renewed in 2008

and 2014. This same accreditation was given to the Communication and

Publicity program in 2013 and should be renewed in 2018.

Similarly, the Electronic Engineering and Software Engineering

programs were the first two engineering programs in Peru to receive

accreditation from the Institute of Quality and Accreditation for Computer,

Engineering and Technology Programs (ICACIT, in Spanish), followed by

the Information Systems Engineering, Civil Engineering and Industrial

Engineering programs. Not quite satisfied with this achievement, the

Software Engineering, Information Systems Engineering and Electronic

UNIVERSITIES are free to choose the accrediting entity to evaluate them.

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CHAP 01 ABOUT UPC

Engineering programs also obtained international accreditation from the

Accreditation Board for Engineering and Technology (ABET). Since 2008,

the Engineering School programs have been awarded accreditations year

after year.

In 2015, the Nutrition and Dietetics and the Law programs were able to

complete the self-study and external evaluation process for accreditation

purposes. The Nutrition and Dietetics program carried out these procedures

under the quality model of the National System for Evaluation, Certification

and Accreditation of Educational Quality (SINEACE, in Spanish), a specialized

technical entity affiliated to the Ministry of Education of Peru. Similarly, the

Law program followed the model proposed by the Accreditation Council

for Legal Education (CONAED, in Spanish), a Mexican accrediting body

recognized by the Federal Government to confer formal acknowledgment to

organizations that seek to accredit higher education academic Law programs.

INSTITUTIONAL ACCREDITATION: WSCUCUPC reaffirms and maintains its commitment to excellence and academic

quality; consequently, the process of Institutional Self-Study has been

taking place since 2009 with accreditation purposes with WASC Senior

College and University Commission (WSCUC), involving the entire

University community, and obtaining the Eligibility status in 2013.

Since the year when UPC was awarded the eligibility status after this

thorough examination, the UPC Accreditation Committee, comprised by

members of the Educational Quality and Quality Assurance Departments,

supported by UPC's entire academic and administrative community,

prepared the Self-study Report to obtain the Initial Accreditation. In 2016,

this goal was achieved: the long-awaited WASC accreditation was obtained.

UPC is the first and only Peruvian university institutionally accredited

at the highest level by WASC Senior College and University Commission

(WSCUC), of the United States of America. This entity has accredited some

of the best universities in the world, such as Stanford University (#2), UC

Berkeley (#4), California Institute of Technology (#7) and University of

California Los Angeles, UCLA (#12), according to the 2015 Academic Ranking

of World Universities by the Shanghái Jiao Tong University.

UPC is proud of this important institutional accreditation, which represents

a valuable contribution to improve the Peruvian educational system.

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CHAP 01 ABOUT UPC

TYPE OF ACCREDITATION

ACCREDITATION AGENCY

COUNTRY OF THE ACCREDITATION

AGENCY

ACCREDITATION VALIDITY

WASC Senior College and University Commission (WSCUC)

Institutional

U.S.A. 2016-2022

Communication and Journalism

Communication and Publicity

Information Systems Engineering

COMMUNICATION

ENGINEERING

Latin American Council on

Education and Journalism

(CLAEP)

International Advertising

Association (IAA)

Accreditation Board for Engineering

and Technology (ABET) (*) Evaluated by The Engineering

Accreditation Commission (EAC) and The

Computing Accreditation Commission (CAC)

Instituto de Calidad y Acreditación

de Programas de Computación,

Ingeniería y Tecnología (ICACIT)

USA

USA

USA

PERU

UPC PROGRAMMATIC ACCREDITATIONS

SoftwareEngineeringENGINEERING

Accreditation Board for

Engineering and Technology

(ABET)

Institute of Quality and Accredi-

tation for Computer, Engineering

and Technology Programs (ICACIT)

USA

PERU

2002–2008

2008–2014

2014–2020

2013–2018

2018–2023

2010–2012 (*)

2012–2016 (*)

2016–2022 (*)

2010–2012 (*)

2012–2016 (*)

2016–2022

2008–2012

2012–2016

2016–2022

2008–2014

2014–2020

PROGRAMFACULTY ACCREDITATION AGENCY

COUNTRY OF THE



CONTENT


CHAP 01 ABOUT UPC

CivilEngineering

Industrial Engineering

Law

Nutrition and Dietetics

Hospitality and Business Administration

Tourism and Business Administration

Master’s Degree in ProjectAdministrationand Management

ENGINEERING

LAW

SCIENCE

OF THE HEALTH

ADMINISTRATION

IN HOTEL AND

TOURISM

POSTGRADUATE

SCHOOL

Institute of Quality and

Accreditation

for Computer, Engineering and

Technology Programs (ICACIT)

Institute of Quality and Accredi-

tation for Computer, Engineering

and Technology Programs (ICACIT)

Accreditation Council for Law

Education (CONAED)

National System of Evaluation,

Accreditation and Certification of

Educational Quality (SINEACE)

Accreditation Commission

for Programs in Hospitality

Administration (ACPHA)

Accreditation Commission

for Programs in Hospitality

Administration (ACPHA)

Project Management Institute

Global Accreditation Center for

Project Management Education

Program (GAC)

PERU

PERU

MEXICO

PERU

USA

USA

USA

2015–2021

2015–2021

2015–2020

2016–2019

2017–2024

2017–2024

2014–2021

ElectronicEngineering

ENGINEERING

Accreditation Board for Engineering

and Technology (ABET)

Institute of Quality and Accreditation

for Computer, Engineering and

Technology Programs (ICACIT)

USA

PERU

2008–2016

2016–2022

2008–2014

2016–2022

PROGRAMFACULTY ACCREDITATION AGENCY

COUNTRY OF THE



CONTENT


STUDENT SERVICES

INTERNATIONAL OFFICE

UPC offers all program students the opportunity to participate in an

international program that will allow them to live a unique international

experience. As professionals in today's globalized world, UPC students

should develop abilities and tools that will allow them to stand out in the

labor market. An international experience will give them the ability to rapidly

adapt to new environments, and to be prepared for making smart decisions

that are appropriate in the culture where they are working. Moreover, this

experience will give them a competitive advantage over their peers.

Some other benefits of living an international experience are:

• Students will acquire knowledge from a different approach.• Students’ CVs will evidence their international experience. Nowadays,

companies look for candidates with international experiences.

• Learning or improving a different language, expanding the vocabulary and achieving fluency thanks to everyday expressions that are not

normally learned in the classrooms or through text books

• Creating a global network of contacts• • Students will develop a global mindset that will allow them to

communicate with people from different countries and cultures, and

be more tolerant.

• Becoming more independent and free, learning to manage their own finances, live alone and be self-sufficient

• Acquiring new passions, hobbies and sports

CHAP 02CONTENT


CHAP 02

PROGRAMS AVAILABLE TO STUDENTS

A) DOUBLE-DEGREE PROGRAMS Double degree programs allow you to obtain the UPC Bachelor's degree

and the equivalent degree provided by the foreign university.

The Certificate program is a specialization program abroad where

undergraduate students and graduates can participate. UPC has

developed different double degree programs in cooperation with

renowned universities. These programs are delivered online and face-

to-face, depending on the university and the academic program. Special

fees are offered as per agreement for these programs. Credit transfer for

the double-degree program is done according to each academic program;

therefore, it is important to verify your program options before applying.

Requirements:

To obtain a double-degree in a program, students must meet the following

requirements:

• Applying during the term previous to the start of the program • Being enrolled in a minimum of 12 credits during the term previous

to the application (with the exception of students that are obtaining

their last program credits)

UPC has developed different double degree programs in cooperation

with prestigious universities.

Validation for the double-degree program is done according to each

academic program; therefore, it is important to confirm your program

options before applying.

STUDENT SERVICES CONTENT

WALDEN UNIVERSITY USA

UNIVERSIDAD EUROPEA SPAIN

FLORIDA INTERNATIONAL UNIVERSITY USA

UNIVERSIDADE ANHEMBI MORUMBI BRAZIL

UNIVERSIDAD DEL VALLE DE MÉXICO MEXICO

ESCOLA UNIVERSITARIA D’HOTELERIA I TURISMO ESPAÑA CETT – SPAIN

UNIVERSITAT DE BARCELONA

GLION INSTITUTE OF HIGHER EDUCATION SWITZERLAND

BLUE MOUNTAINS INTERNATIONAL HOTEL MANAGEMENT

SCHOOL AUSTRALIA UNIVERSIDAD ANDRÉS BELLO CHILE

UNIVERSITY COUNTRY


CHAP 02

• Completing the 8th term (7th term for some programs) as a minimum and not having pending courses from previous terms *

• Complying with graduation requirements: 5th level of English, 4 extracurricular credits and 2 pre-professional internship credits as

a minimum*.

• Having a passing weighted average on the term previous to the application and before traveling

• Not having debts with the University• Not having any other disciplinary sanction during the term previous

to the application or before traveling

• Not having an academic risk status during the term previous to the application or before traveling

• Complying with the requirements requested by the target university

* The requirements are subject to change.

Students interested in participating in double-degree programs

must register through Intranet, then click on the International Office

link. Students pay the registration fee and present the receipt in the

University Services Office of their site.

For more information, please visit the following links:

• Web page: http://www.upc.edu.pe/programas-internacionales• Blog: http://blogs.upc.edu.pe/internacional/

You can also visit the on-site University Service Office in the following

locations:

• Monterrico Site: Building E, basement. • San Isidro Site: Building A, 1st floor • Villa Site: Building B, 1st floor. • San Miguel Site: Building C, 1st floor.

Students interested in participating in these programs must sign up

through Intranet, in the International Programs section.

B) REGULAR EXCHANGE PROGRAMThrough international alliances, students can study one or two terms in

the foreign institution and validate the courses previously authorized



CHAP 02

by the Program Director upon their return. They pay the UPC academic

fees during their stay in the foreign institution.

Requirements

Students interested in taking part in regular exchange programs must

consider the following requirements:

• Applying in the previous term to the exchange program• Being enrolled in at least 12 credits during the application term• Having a passing weighted average during the term previous to the

exchange program

• When beginning the exchange program, students must have earned 80 academic credits; or 60 if they belong to the upper third

• Not having an academic risk status during the exchange program term• Not having debts with the university• Not having disciplinary sanctions during the application term• Meeting the language level required for the chosen university

Students interested in participating in double-degree programs must

register through Intranet, then click on the International Program

link. Students pay the registration fee and present the receipt in

the International Office of their site. The IO assistant confirms the

payment, reviews the registration form and changes the application

status to "Proceeds" in the IO system.

Students interested in participating in these programs must sign

up through Intranet, in the International Programs section. UPC and

the foreign institution will evaluate and select the students who meet

the requirements established by them. Students who do not meet the

requirements receive an e-mail explaining the reason for their rejection. If

students meet the requirements, the IO assistant will send an e-mail with

the following information establishing deadlines:

Documents to be submitted:

• Letter of Commitment for parents • Foreign university registration form • Course Validation • Invoicing regulations• Regulations for students who travel abroad • Special paperwork forms required by the chosen university (if



CHAP 02

applicable)

• Scanned passport valid for 6 months or more after having finished the study period

For more information, please visit the following links:

• Website: www.upc.edu.pe/internacional • Blog: http://blogs.upc.edu.pe/internacional/

You can also visit the on-site International Office in the following

locations:

• Monterrico Site: Building E, basement. • San Isidro site: Building A, 1st floor • Villa site: Building B, 1st floor• San Miguel site: Building C, 1st floor

C) STUDY ABROADThis program is similar to the exchange program. Students must pay

the fees established by the foreign university. There are scholarships

and discounts available for UPC students in some programs.

D) LANGUAGE IMMERSION PROGRAMS Students can learn or improve a language other than their mother

tongue, expanding their vocabulary and achieving fluency thanks to

everyday expressions that are not normally learned in the classrooms

or through books. Programs last from 3 to 10 weeks, depending on the

institution. There are scholarships and special discounts available for

UPC students for some of these programs.

Requirements:

Requirements for students who want to apply to language immersion

programs are presented below:

• Having earned at least 20 credits in UPC's courses• Applying before the registration deadline • Being enrolled in at least 12 credits during the application term • Having a passing weighted average in the previous term to the

program

• Not having debts with the university • Not having disciplinary sanctions during the application term



CHAP 02

• Not having an academic risk status • Meeting all the requirements for each academic mission

E) ACADEMIC MISSIONSAcademic missions are short study trips abroad. Their objective is to

contribute in a significant way to the development of core, specific and

co-curricular competencies according to the type of mission. Academic

missions have a detailed teaching design that assures the development

of competencies and their final evaluations. In addition, these are aligned

with UPC's internationality pillar. All study programs as well as the

International Office may organize academic missions based on the necessity

to offer UPC's students the possibility to participate in a foreign academic

experience and the foreign institutions may request the creation of an

academic mission together with a program or through the International

Office. Academic missions may be programmed to be open to all UPC

students or specific to a particular program. During academic missions,

students are accompanied by a team of program faculty members, who

are responsible for their supervision and academic performance, as well

as for the evaluations made in the process.

Study abroad, Disney College Program, United States

There are three types of academic missions:

• Academic Mission type 1: aligned only with UPC co-curricular competencies.

• Academic Mission type 2: aligned with UPC co-curricular competencies and with at least one core or specific competency.

• Academic Mission type 3: aligned with UPC co-curricular competencies and with at least one core or specif competency, articulated with a

course outcome.

Students must meet the following requirements to apply to academic

missions:

• Having earned at least 20 credits in UPC courses for the regular undergraduate and the Working Adult program (EPE)

• Applying before the sign-up deadline• Being enrolled in at least 12 credits during the semester/term when

applying

• Having a passing weighted average in the term previous to the start of the program



CHAP 02

• Not having debts with the university• or the application• Not being at academic risk• Meeting all the requirements of each academic mission

F) FURTHER INFORMATIONFor further information on international programs, students may visit the

following links:

• Facebook: UPC International • Blog: http://blogs.upc.edu.pe/internacional/• Página web: www.upc.edu.pe/internacionalThey can also visit the International Office (IO) on campus at the following

locations:

• Monterrico Site: Building J, 1st floor• San Isidro Site: Building A, 1st floor• Villa Site: Building B, 1st floor• San Miguel Site: Building C, 1st floor

F) TESTIMONIALSThe diverse programs offered by the International Office not only provide

students with academic development opportunities, but they also represent

an opportunity for their personal development. Below, we present some

testimonies of students who have benefited from these programs:

“Being part of an exchange program is a unique experience. You learn to fend for yourself; difficulties may arise but you know that is up to you to overcome them. Going away in an exchange program opens the doors to the world for

you and changes your perception pf the world. It is one thing to visit a place

as a tourist, but it is a very different one to live there surrounded by the local

people. (...) Classes in England are very different from Peruvian ones. The

educational system is different, there are less classes, but much more individual

study time. Having the fundamentals learned at UPC helped me to adapt to

this new system. (...) I had the opportunity to write for a student magazine and

collaborate with the official university blog with articles and videos. Besides,

I was able to join university groups where I made good friends. I even started

to study Mandarin Chinese along with a German friend to try to understand

some of our friends (...)" Brenda Santiago

Communication and Journalism student


http://blogs.upc.edu.pe/internacional/http://www.upc.edu.pe/internacional


CHAP 02

“I think that the study abroad in McGill program is a very interesting exchange program option because it allowed me to study in one of the best Canadian universities and carry out pre-professional internships in an international logistics

company, which is related to my Administration and International Business study

program. Additionally, since the exchange program took place in Montreal, located

in the francophone Canadian province, I had the opportunity of improving both

my French and English levels (...) I learned several things related to my study

program, as well as English technical vocabulary related to foreign trade (...)" Katia Huamán

Administration and International Business student

“Being able to study in Panama through the LIU Scholarship was an amazing experience, not only for the academic knowledge acquired, but also because of the cultural contrast I lived, learning new traditions, places and ways of living. In

addition, I was able to check how my professional program is approached in Central

America, and what the impact is on myself as an Accounting and Administration

student. (...) Universidad Interamericana de Panama offers excellent infrastructure,

faculty and curriculum, which allowed me to obtain great knowledge from this

administration, auditing and logistics hub." Aylin Arquiñigo

Accounting and Administration student

"(...) I am very happy and grateful for this exchange program opportunity. When

I returned to my country I realized that I had gained not only great knowledge

related to my study program, but that the program also helped me to reinforce

my self-confidence and develop a different mindset and vision regarding my

environment and the world (...) This exchange experience has opened for me

a lot of doors in the labor and professional fields. It is a unique experience that

must be lived at least once during the program. It is a beautiful phase that not

only benefits the professional aspect, but that also greatly contributes to personal

growth, helping in the interaction with different types of people and broadening

one's vision regarding the world and environment that surrounds us."Fiorella Cavero

Communication and Marketing Exchange Program student.



CHAP 02

Study abroad, Disney

College Program,

USA.

Academic Mission,

China.

Regular Exchange Program,

Universidad Andrés Bello,

Chile.



CHAP 02

Regular Exchange Program,

Stockholm University,

Sweden.

ONE CAMPUS

UPC offers all program students the One Campus platform. Through it,

they have access to a set of services and contents to strengthen their

skills and competencies for the jobs of the future. We live in a world

where new needs arise constantly and where technology advances

rapidly. One Campus resources will help students to understand this

new labor market and take their first steps towards developing their

competencies.

Signing in to One Campus is easy. You need to sign in to UPC’s Virtual

Classroom with your user name and password, look it up and click on

the OneCampus banner. The first time, the passport or profile where

students will keep all their badges will activate. These badges activate

when carrying out a mission, watching a series or completing a test.

WHAT CAN YOU FIND IN ONECAMPUS?1. Learning series. Currently, there are two learning series. The first

contains chapters on the skills every professional must have for

the labor market. The second is about the jobs of the future. Each

year, we include new series. When students finish each series,

OneCampus awards them a badge for passing and completing the

corresponding tests.

2. Professional skills test. This is a self-learning test to learn about students’ professional skills. Are you ready for the labor world?

What skills do you need to develop? The professional skills test will



CHAP 02

allow them not only to measure their competencies, but will also

offer them resources for improvement.

3. Language Buddies. OneCampus encourages students from the different Laureate network universities to meet. In this way,

Language Buddies becomes a OneCampus tool to participate, chat,

and get to know other students and practice English.

4. WOBI videos. OneCampus has World of Business Ideas videos available for students. Videos by world business and entrepreneurship

experts that can help find inspiration and understand which way

technology trends and creativity are going.

BLENDED COURSES

WHAT IS BLENDED LEARNING?Blended learning is a term used to define a learning process that integrates

the methods used in a physical classroom (face-to-face) and autonomous

study (distance), so that students achieve significant learning.

Blended courses at UPC are designed and implemented applying a

series of educational and methodological strategies that seek to improve

face-to-face and distance environments. Technology plays an important

role as it is always considered as a means—and not an end—for students

to achieve the learning expected by the faculty.

WHY IS BLENDED LEARNING IMPORTANT FOR TODAY'S STUDENTS?Nowadays, the labor world has established qualification standards

that demand a greater abstraction and handling of more complex

tools, techniques, and machinery. All of this demands multifunctional

professionals and optimal technological skills. Technology offers us

opportunities to extend learning experiences towards contexts beyond

the classroom. In this way, technology allows students to connect to the

learning process from their social, family, and work environments. At UPC,

a blended course is just as or more demanding than a face-to-face course.

Educating future professionals implies using an approach that allows

our students to live and experiment in environments where cooperation,

interaction, knowledge generation, etc.

Blended courses are a means for our students to live new experiences



CHAP 02

and situations similar to those that they will face in the near future, in an

ever-changing labor market.

In addition, as earlier said, higher education is segmented, adaptable,

personalized, connected, and globalized. These are reasons enough to

seek a redefinition of teaching-learning environments and models1.

At UPC, a blended course is just as or more demanding than a face-to-

face course.

WHAT ARE THE BENEFITS OF A BLENDED COURSE?At UPC, implementing a blended course permits obtaining the following

advantages:

• Fostering active learning strategies, both inside and outside the classroom

• Increasing opportunities for interaction among peers and between faculty and students

• Providing the faculty with more time to guide students and give them feedback

• Fostering collaboration, cooperation, and generation of knowledge by using various means

• Developing students’ learning autonomy• Providing flexible schedules and commuting to the university

WHAT DO YOU NEED TO BE SUCCESSFUL IN A BLENDED COURSE?• To have the correct information about the benefits of this delivery

method and how the course will be developed

• To know your way around the virtual classroom, the University’s official environment for sharing, interacting and providing students

with feedback

• To timely follow the plan of activities that the professor proposes every week

• To organize a study plan at home, and to be persistent with To look for answers when the professor's guidance is needed, especially on

academic-related topics

• To know the resources available for academic, technical, administrative, orientation, and other types of guidance

1 Introduction to blended learning - Laureate Network Office



CHAP 02

PEDAGOGICAL COUNSELING

Pedagogical counseling provides students support in their university

adaptation process. The pedagogic counseling program is oriented

towards providing support to students at potential risk, determined

based on their vulnerability level. This way, students with the following

two attributes are identified: The first group comprises students whose

results in the focalization evaluation placed them at a high vulnerability

risk. The second group comprises students who begin the second term

at a high vulnerability according to the focalization test or that were at

academic risk the previous term.

Academic counselors identify the risk levels of students based on

the following criteria: initial focalization test (answered by incoming

students), the first term results, and the progress of students who

overcame Academic Risk of the previous term and if the student requests

academic counseling. The allocation of students to the academic

counselors is determined by the Site Academic Directors. During the

first three weeks, the academic counselor establishes a first contact

with students at potential risk or at risk to define a working and follow-

up plan together with them.

During the pedagogical counseling, counselor and students propose

academic and/or personal objectives. They also establish the follow-up

frequency (depending on the student’s particular situation). According

to each student's needs, the academic counselor may refer the student

to one or more strategies: Tutoring (Humanities and Sciences), co-

curricular workshops on psychopedagogical counseling, individual

counseling (psychological and emotional counseling offered by the

Psychopedagogical Counseling area).

The following are the counselor teams for each site:



CHAP 02

Academic Team - Monterrico

It is led by the Academic Director Érika Bedoya and is composed of full-time faculty. The academic team is composed of the following faculty:

Noelia Muñante Salazar

Rodrigo Córdova Alemán

Rosa Tocas MenaCivil Engineering

Gustavo Mesones MálagaElectronic Engineering

Pedro Chávez SorianoIndustrial Engineering

- Business Management

Engineering

Víctor Manuel Parasi Falcón

ARCHITECTURE

ENGINEERING

Architect by Universidad Ricardo Palma. Master’s degree in Project Administration and Management by the Graduate School of Universidad Peruana de Ciencias Aplicadas (UPC).

Architect byUniversidad Nacional de Ingeniería. PhD in Monument Restoration by Università degli Studi di Roma “La Sapienza.”

Civil Engineer by Universidad Nacional Federico Villareal. Master's degree(C) in Environmental Management by Universidad Nacional Federico Villarreal. Alumni from the 2nd specialization course in Didactics in Higher Education by Universidad Peruana Los Andes – Lima branch. PhD (C) in Civil Engineering at the Universidad Nacional Federico Villarreal.

Electronic Engineer and collegiate member by Universidad Nacional de Ingeniería.Telecommunications Engineer (degree officially recognized and validated in Spain)Master's degree in Communication Engineering by Universidad de Cantabria, Spain. PhD (C) in Administration and Business Management by Universidad Politécnica de Catalunya, Spain.

Industrial Engineer by Universidad de Lima. Graduated from the Master's degree program in Industrial Engineering with specialization in Planning and Business Management and Certification Program in Human Resources by Universidad Ricardo Palma

Systems Engineer by Universidad Peruana de Ciencias Aplicadas. Master’s degree in Education in Higher Education by Universidad Andres Bello (Chile).

[email protected] anexo 1517



[email protected] – 3333 anexo 1943



FACULTY PTCSCHOOL

FACULTY INFORMATION CONTACT



CHAP 02

César Sangay Torres (Escuela de Música)

Joaquín Ramos (Escuela de Música)

Gloria Tovar Gil

Melina Mezarina CastillaCommunication

and Publicity /

Communication and

Corporate Image

Mauricio Vertiz Díaz

Alejandra CarpioAudiovisual

Communication and

Interactive Media

Kelly Elizabeth Jaimes Blanco

CONTEMPORARY ARTS

COMMUNICATIONS

LAW

Bachelor of Music by Universidad Nacional de la Música (ex Conservatorio Nacional de la Música). Bachelor's degree in Communication Sciences by Universidad de San Martín de Porres. Master's degree in Music as an Interdisciplinary Art by Universitat de Barcelona.

Bachelor of Music by UPC. He holds a master's degree in Cultural Management, Heritage and Tourism by Universidad de San Martín de Porres.

Licentiate in Communications by Universidad de Lima. Master's degree in Higher Education by Universidad Andres Bello, Chile.

Advertising Agent by Universidad Peruana de Ciencias Aplicadas. Marketing specialization studies by Esan (PADE) and UPC, and specialization course in Finance and Coaching at Universidad Ricardo Palma.

Industrial and Systems Engineer by Universidad de Piura. Commercial Distribution by ESIC Business & Marketing School, Spain.

Licentiate in Science and Communication Arts with mention in Audiovisual Communication by PUCP. Master of Cinema and Television Fiction Script by the Universidad Carlos III in Madrid.

Bachelor’s degree in Law by Universidad Peruana de Ciencias Aplicadas (UPC) and Lawyer by the same university. Graduate from the master program in Constitutional Law and Human Rights at the Universidad Nacional Mayor de San Marcos. She has pursued studies in Migration Policy and Human Rights at the Universidad de Buenos Aires.

[email protected] 313-3333 anexo 2779







FACULTY PTCSCHOOL




CHAP 02

Claudia ZegarraProfessional

Interior Design /

Fashion Design and

Management

María Lucía García Professional Graphic

Design

Luis Alejandro Villacorta Devoto

Mario Chipoco Administration and

International Business

Humberto Gálvez Raimondi Accounting

Flor Rodriguez Administration

and Finance -

Administration and

Human Resources

Gonzalo Silva Administration and

Marketing

Architect by UniversidadRicardo Palma. Master's degree (C) in Heritage Building Preservationby Universidad Nacional de Ingeniería

Graphic and Advertising Designer by Instituto Montemar. Licentiate and Bachelor of Education by the Universidad San Ignacio de Loyola. Master (C) of Higher Education Teaching and Management by the Universidad Marcelino Champagnat. Facilitator of the Personal Productivity process by Leadership Management Perú. NCUK - UPC Art & Design professor.

Bachelor's degree in Economics and Public Policy by Universidad Peruana de Ciencias Aplicadas.

Electronic Engineer from the UNI, specialized in telecommunications. Master of Administration from the Universidad del Pacífico, concentration in marketing.

Certified Public Accountant. Licentiate in Accounting by the Universidad del Pacífico. MBA by the Universidad Peruana de Ciencias Aplicadas. PhD (C) in Accounting at the Universidad de San Martín de Porres.

Certified Public Accountant, with a specialization in Finance from ESAN’s graduate school. She holds an MBA by the Universidad Peruana de Ciencias Aplicadas.

Industrial Engineer by the Universidad de Lima. MBA by the Universidad San Ignacio de Loyola. He holds an international certificate in Coaching by the IAC.








DESIGN

ECONOMICS

BUSINESS

FACULTY PTCSCHOOL




CHAP 02

Blanca Luz Laines Lozano

Henry Alcalde Solís

María Elena Inchaustegui ZevallosHospitality

and Business

Administration /

Tourism and Business

Administration /

Gastronomy and

Culinary Management

Jean-Pierre Aldon

SCIENCE DEPARTMENT

HUMANITIES DEPARTMENT

HOSPITALITY AND TOURISM


Statistical Engineer by Universidad Nacional Agraria La Molina. Master's degree in Statistics by Universidad Nacional Mayor de San Marcos. Doctor in Education by Universidad Alas Peruanas. Specialization in Quality Engineering by Instituto para la Calidad, Universidad Pontificia Católica del Perú.

Professor of Language and Literature, and Bachelor of Education by the Universidad Marcelino Champagnat. Graduate of the master program in Educational Management from the Universidad Nacional Mayor de San Marcos (UNMSM). He has also completed the master program in Virtual Education at the Universidad San Martín de Porres (USMP).

Licentiate in Administration by Universidad de Lima. International Master in Tourism by Universidad de Las Palmas de Gran Canaria, Spain. Master’s degree (C) in Cultural Management, Heritage and Tourism by Universidad San Martín de Porres.

Translator by the Universidad Ricardo Palma. He did his master degree in Compared Linguistics at the University of Zurich.


[email protected] 313 – 3333 anexo 2734


[email protected] 313 – 3333 anexo 2679

FACULTY PTCSCHOOL




CHAP 02

Academic Team - San Isidro

It is led by the Academic Director Antonio Moloche and composed of

full-time faculty (FTF). The academic advisory team is composed of the

following faculty:

Maria Laura CuyaAdministration and Marketing / Accounting and Administration

Ramón Chacón(Administration and Finance / Administration and International Business / Accounting and Administration)

Irene VillalazCommunication and Publicity / Communication and Corporate Image / Marketing)

Cesar PitaCommunication and Journalism / Audiovisual Communication and Interactive Media

Sissi SantosCivil Engineering

William Bravo(Information Systems Engineering /Software Engineering)

BUSINESS

COMMUNICATIONS

ENGINEERING

Bachelor’s degree and Master’s degree in Administration by Universidad del Pacífico.

Economist by Universidad Europea de Madrid. MBA in Interantional Business and Relations by Centro de Estudios Financieros de Madrid.

Bachelor’s degree by Universidad de San Martín de Porres, with specialization in Advertising and Public Relations. Complete studies in the master program of Marketing and Commercial Management by the Universidad Peruana de Ciencias Aplicadas. Certified in Marketing by the Kellogg School of Management (United States)

Master of Education in Higher Education by Universidad Andres Bello (Chile), andLicentiate in Communications by Universidad de Lima.

Fluid Mechanics Engineer, specialized in Hydraulic Engineering. Graduated from Universidad Nacional Mayor de San Marcos, with second specialization in Integrated Soil and Water Development and Master's degree in Hydraulic Engineering by the International Institute for Hydraulic and Environmental Engineering (IHE) - Delft, Netherlands.

Computer Science Engineer (PUCP), collegiate member. Graduate of the Marketing and International Business Master’s degree (UNFV). Master of Marketing and International Business by XXX. He is currently pursuing a master degree in Systems Engineering at the Universidad Nacional Mayor de San Marcos (UNMSM) and another in Higher Education at the Universidad Andrés Bello (UNAB-Chile).







FACULTY PTCSCHOOL




CHAP 02

Juan Carlos Quiroz (Industrial Engineering - Business Management Engineering)

Antonio Andrade (Economics and International Business, Economics and Finance)Omar Vera Muñiz (Law)

Omar Vera MuñizLAW

Luis Reyes

Rocío Castro

ECONOMICSAND INTERNATIONAL BUSINESS

LAW

SCIENCES DEPARTMENT


Industrial Engineer by Universidad de Lima; Master’s degree in Administration by Universidad ESAN. Certificate program in Lean Six Sigma Green Belt by the Universidad Peruana de Ciencias Aplicadas and Certificate program in Lean Process Management by the Lean Management Institute in Spain. PhD (C) in Business Management at the Universidad Nacional Mayor de San Marcos.

He studied Economics at the UNMSM. He is also a Master of Economics with mention in Finance by the same university, as well as a Master of Education for Higher Education by the Universidad Andrés Bello de Chile (UNAB), in agreement with the Universidad Peruana de Ciencias Aplicadas (UPC). He was awarded the distinction of SUMMA CUM LAUDE. Additionally, he has pursued two online certificate programs: one in Higher Education and another in Teaching at EAT in the Laureate International Universities network; and another certificate program in ICT Competencies for professors by the Fundación UNED in Spain. He is currently a PhD (C) in Economics at the UNMSM.

Lawyer by the Universidad de Lima (Peru), Master of Political Science by the University of Central Florida (USA), Certificate program in Public International Law by the Xiamen Academy of International Law (China).

Licentiate in Physics by Universidad Nacional de Ingeniería, Master's degree in Physics by Universidad Nacional de Ingeniería, Doctoral degree in Physics by Universidad Nacional de Ingeniería - UPPSALA Universitet.

Bachelor’s degree by Pontificia Universidad Catolica del Peru; Licentiate in Linguistics and Literature with specialization in Literature by Pontificia Universidad Catolica del Perú. Complete studies of the master program in Hispanic-American Literature at the Pontificia Universidad Católica del Perú (PUCP). She is currently pursuing master studies in Education for Higher Education at the Universidad Andrés Bello (UNAB-CHILE).






FACULTY PTCSCHOOL




CHAP 02

Academic Team - Villa

It is led by the Academic Director Ruben Yong and is composed of full-

time faculty. The academic team is composed of the following faculty:

Gwendolin Elizabeth Heyne Flores

Romina Granda Rangel

Oscar Eduardo Félix Limas

Juan Manuel Auza Camacho

Sabrina Pizarro Honorato

César Augusto Anza Moreau

Víctor Núñez Ponce

ARCHITECTURE

MODERN ARTS

COMMUNICATIONS

DESIGN

ENGINEERING








Bachelor’s degree by Universidad Ricardo Palma and Architect by the same university. Master’s degree in Environmental Audits and Management by Universidad Científica del Sur and Universidad Internacional Iberoamericana de México.

Professional Musician specialized in Piano by Centro de Altos Estudios Musicales in Buenos Aires. Currently pursuing a Master’s degree in Expressive Arts Therapy, Coaching and Consulting at the European Graduate School of Arts and Health in Switzerland.

Bachelor from the Universidad de San Martín de Porres. Licentiate in Communication Sciences by the Universidad de San Martín de Porres with a specialization in Advertising and Public Relations. Complete studies in the master program in Marketing and Commercial Management by the Universidad de Ciencias Aplicadas (UPC) and EOI, Spain.

Master’s degree in Cultural Studies by Pontificia Universidad Catolica del Peru (2015) and Licentiate in Communications by Universidad de Lima (2004). Audiovisual communicator specialized in Photography Direction and Audiovisual Storytelling.

Bachelor’s degree by Universidad Nacional Mayor de San Marcos. Master’s degree in History of Peruvian and Latin-American Art by the same university.

Bachelor’s degree by Universidad Ricardo Palma, Civil Engineer by Universidad Ricardo Palma, Master’s degree by Universidad de Piura.

Bachelor and Licentiate in Industrial Engineering by the Universidad de Lima. Master of Business Administration by the Universidad ESAN. PhD in Business Administration (DBA) by the Atlantic International University (USA).

FACULTY PTCSCHOOL FACULTY INFORMATION CONTACT



CHAP 02

Víctor Elías Torres Díaz

Omar Alexis Larios Soldevilla

Víctor Castillo Arzola

Mark Barrueta Pinto

José Roberto Avilés Valdez

Mónica Cabrera Ortega

Verónica Fabiola Anaya Ramírez

ENGINEERING EPE

BUSINESS

BUSINESSEPE

SCIENCE DEPARTMENT









Bachelor’s degree and Licentiate in Civil Engineering by Universidad Nacional de Ingeniería (UNI). Currently pursuing a Master’s degree in Construction Management at Universidad Peruana de Ciencias Aplicadas (UPC).

Bachelor’s degree and Public Accountant by Universidad Alas Peruanas. Master’s degree in Business Administration by Universidad Peruana de Ciencias Aplicadas (UPC). Also, Master’s degree in Finance by EOI, Spain.

Bachelor and Licentiate in Administration by the Universidad Peruana de Ciencias Aplicadas (UPC). Also, Licentiate in Marketing by the same university. Master of Business Administration by UPC and Master of Marketing and Commercial Management by EOI, Spain.

Bachelor and Licentiate in International Business Administration, Certificate program in International Management, Master of Strategic Business Administration from the Centrum Graduate Business School - PUCP, PhD (C) in Strategic Management from the University Consortium of Peru (Univ. del Pacífico, Univ. Peruana Cayetano Heredia, Pontificia Universidad Católica del Perú, Universidad De Lima).

Bachelor and public accountant by the Universidad Inca Garcilaso de la Vega. Master of Education for Higher Education by the Universidad Andres Bello (Chile).

Bachelor’s degree and Licentiate in Civil Engineering by Pontificia Universidad Católica del Perú (PUCP). Currently pursuing a Master’s degree in Higher Education and Education Management by Universidad Tecnológica del Perú (UTP).

Bachelor's degree and Licentiate in Communicationsfrom Universidad de Lima; She has pursued a Certificate program in Literacy Pedagogy by the Universidad Privada Cayetano Heredia. Master's degree in Linguistics from Pontificia Universidad Católica del Perú.

Juan Ramírez Espinoza

Bachelor of Civil Engineering by the Pontificia Universidad Católica del Perú. Master of Educational ICT Integration and Innovation and Master of Computer Science by the Pontificia Universidad Católica del Perú. He has also complete studies in the PhD program in Business Administration and Management by the Universidad Politécnica de Cataluña - Universidad Peruana de Ciencias Aplicadas.


ENGINEERING

FACULTY PTCSCHOOL FACULTY INFORMATION CONTACT


CHAP 02

Academic Team San Miguel

It is led by the Academic Director Jacqueline Barrantes and is composed

of full-time faculty. The aca

upc student Handbook 2019 · UPC is a member of Laureate International Universities (LIU), the...

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