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UPB
Cochabamba, Bolivia



   

University description (as per official university website)

Mission
"Create, adapt and use knowledge through research and pass on the teaching-learning processes and spread to the environment through processes of university extension.

We are known for their commitment to academic excellence, quality management, ethics, sustainable development, competitiveness and free enterprise.

All our activities are geared to meet the needs of the Business and Society, emphasizing the training of entrepreneurial leaders committed to the development of the country, able to identify and exploit the potential of Bolivia. ".

Vision
"Be the best national university, which is standard in Latin America."

Principles
The UPB is constituted as a nonprofit institution.

Total dedication to the education of our professionals.

Careful selection of the best students to get excellent results.

Full guidance to the student's development as the main value of integrated education.

Human resources, carefully selected, designed to produce quality results and do things right the first time.

Promote the principles and values of free enterprise and free initiative.

Comprehensive training of the individual based on respect for ethical values and respect for the law as its permanent premises act.

Respect for historical values - cultural, ecological, social, religious freedom and thought.

Promoting cultural diversity and social pluralism and international.

Respect the system of political and economic liberty that upholds the values of free enterprise, at the same time does not allow proselytizing and political activity within and on behalf of the university.

Professionalism, respect, friendship and trust in all human interactions.

Orientation and adaptation of technology for human benefit.

Conduct and permanent commitment to the pursuit of excellence in every order.

Academic Model
The academic model applied in the UPB is called "Academic Model Based on Professional Performance." This model was designed in response to the needs of professional training needed in the country and were identified by the Bolivian business.

The model responds to a highly demanding environment of professionals trained to respond quickly to the challenges the country faces in this era of globalization.

The Academic Model Based on Professional Performance of the UPB is a university academic model that organizes the educational process in three dimensions: Professional Skills Development, Vocational Training for Performance and Teaching-Learning Process.

Professional Skills Development model .- This dimension refers to the capabilities that an individual must possess, to competently perform specific professional role. This dimension organizes the sciences, arts, humanities and technology in four areas:
.- Conceptual Skills are those derived from conceptual generalizations of scientific content in each of the academic subjects.
.- Technical Skills are those that demonstrate the use of procedures, methods and specific techniques of a professional career and in turn the individual develop a working system.
.- Human Skills are those that allow individuals to interact in a human context, using appropriate communication and interpersonal relations.
Competitive .- powers are those that based on higher order thinking activities, develop in the individual characteristics and unique attributes to propose alternatives and creative courses to solve problems in high-conflict situations and professional competitiveness.

Professional Training for Performance model .- This dimension refers to the proficiency levels that the individual acquires as a result of its interaction with the academic content and methods of university teaching. This means that the student gradually demonstrating the mastery and use of university curriculum and develops professional skills set. This dimension includes the following performance levels:
Familiarity .- This level refers to the fact that students know the basics of the phenomenon under study, and also lets you share and argue intelligently, a concept, topic, facts and information related to the event under study.
Understanding .- This level demonstrates the achievement of professional competence with a greater degree of difficulty. This implies that the student has demonstrated the ability to understand the cognitive relations of variables under study. It also allows students to develop the ability to teach another person the foreground.
Application .- This level of performance illustrates the fact that the student has the level of proficiency required to implement the skills.
Higher order thinking skills .- This level reflects a superlative domain expertise. At this level the individual demonstrates the ability to analyze problems and integrate variables, create alternatives, solve problems, make decisions, use creativity, take risks and evaluate information, variables and facts.

The Process of Education - Learning model .- This dimension refers to the design, production, implementation and evaluation of university education. Each skill is developed at a set level of proficiency and professional performance. To achieve these goals, teachers need to organize learning experiences that engage the student in control of their own learning resources and make the teacher advisor and facilitator of learning.
One of the salient features of the way in which the teaching-learning process is organized in the UPB is its modular Academic Scheduling System. This modular system and intensive academic program is non-traditional and unique in Bolivia under which subjects are scheduled in pairs and with an intensity of two hours a day, enabling:

- To focus student attention on two specific areas of study.

- Increase the academic performance, achieving a balanced distribution of the academic load and full development of the issues raised for each class session.

- Avoid crossing or final exams, allowing students to properly set their schedules.

Our modular programming and intensive also allows, in the generality of cases, students who attend classes only spend semesters in odd hours of the morning (07:45 to 12:00) so you can use the afternoon for and review work on the topics covered in class and even semesters students attending classes on the schedule pass pm (14:30 to 18:45) in the morning expecting to develop their activities.

Our academic management is divided into two semesters (the first of February to June, the second from August to December). And our students have special courses in the intervening periods of winter and summer.

Policy and Quality Objectives
The Quality Policy of the Universidad Privada Boliviana, compromises the quality assurance and continuous improvement processes training in undergraduate and postgraduate research processes and processes of university extension, thus fulfilling the requirements, needs and expectations of internal and external customers, by establishing a System of Quality Management based on ISO 9001:2000.
The Manual of Quality Assurance is the instrument that allows review and continuous improvement of operational processes at all levels of university administration.
Each of the members of the UPB, is involved and is responsible for developing the Quality Management System and its Quality Manual, in the context of the Mission, Vision and institutional principles that guide the actions of the UPB.

Quality Objectives
Enhance Academic Excellence Improving Quality in All University activities.
A) STUDENTS
1. Ensure that new students admitted annually to the UPB having high math skills and verbal scores on the PAA achieving greater than or equal to 1.291 in 1276 in Cochabamba and La Paz.
2. Maintaining a high level of student achievement in all academic processes, obtaining a greater global use 72/100 and a graduation rate above 75% for the period 2004.
3. Reaching an average satisfaction rate of over 80% students for the academic services provided in the 2004 period.
4. Reaching an average satisfaction rate of students at or above 80% for administrative services provided in the 2004 period.

B) TEACHING
1. Raising the quality of teaching in undergraduate programs of the UPB, increasing the attention of teachers with doctoral degree and 12% of the appropriations provided in Cochabamba and 10% in La Paz, from masters to 52% in Cochabamba and 77% in La Paz for the period 2004.
2. Raise the quality of graduate professionals involved in the UPB, with a percentage of FTE at the doctoral level of 25% for the period 2004.
3. Count in undergraduate, with a staff physician of high performance, reaching a student assessment than 85/100 for the period 2004.
4. Counting in graduate school with optional high performance, reaching a student assessment than 87/100 for the period 2004.
5. Create a plant full-time faculty graduate, reaching 20% of teachers in various programs in 2004.
6. Achieve a high level of satisfaction of teachers with the work environment through the provision of adequate infrastructure and equipment, continuous training and wage system introduced in the 2004 period.

C) PROGRAMS
1. Optimize the application of the Model Academic UPB and its system of undergraduate academic program, reaching 100% congruence with the Academic Model syllabi, 100% induction for teachers and 100% of congruence between the syllabus objectives and assessments for the period 2004.

D) SGC
1. Reduce costs through increased efficiency and effectiveness of operations through standardized processes in academic and administrative activities for the period 2004.
2. Effectively implement the System of Quality Management, for undergraduate and graduate programs of the UPB, 2003.
3. Obtaining ISO 9001:2000 certification for the training processes in undergraduate and graduate in 2003 and for the processes of investigation and prosecution of university extension in 2004.
4. Working under the philosophy of continuous improvement.
The new economic policy implemented by the Supreme Decree 21060 stalled deep in the mentality of the national business and under the influence, probably Guido Hinojosa had the idea of creating a private university, in order to "train highly qualified professionals in the field of Administration Business and Industrial Engineering "
This idea is put to Roberto Peña Rodríguez, President of the Federation of Employers of Cochabamba, in March 1986 and based on it, the main business union institution Cochabamba, formed the Commission for the private university, with the objective of developing a profile project to justify the incursion into a field is really important, but not very traditional for an institution like the FEPC.

From October 12, 1986, the Commission formed by Augusto Iglesias, Rodolfo Salama, José Rivera and Pablo Artero, work and submitting the "foundation for the development of a project profile on the Private University of Cochabamba, in which identifies the essential guidelines for carrying out a project to feasibility level.

On this page, you create a "Joint Commission Pro-Universidad Privada", between the Federation of Private Enterprises of Cochabamba and the Chamber of Industry, naming Messrs. Roberto Pena, Rudy Salama, Juan Carlos Orsini, Erique Levy, Jose Rivera, Omar Medrano, Augusto Iglesias and Roig Lavsevic by the Federation of Private Enterprises of Cochabamba, and Paul Artero, Darko Franulic, Edgar Heredia, Thomas Weiss, Jose Candia, Juan Gamarra and George A. Rada by the Chamber of Industry.

Not surprisingly in these circumstances and institutions, some were identified totally with the idea and formed the basis of fundamental development work of the institution, the names of Roberto Pena, Rudy Salama, Juan Carlos Orsini, Pablo Artero, Edgar Heredia Jorge Rada play a continuous and permanent role for what at the time was still a novel idea.

It was not easy to advance, not all attended the meetings, some institutional representatives were missing or changed. The delegates brought new innovative ideas, often already discussed and discarded, but had to listen.

Some wanted a kind American University, other European type with a lot of practical work and other university wanted a high level that reflects the pattern of the Technological Institute of Monterrey, which were ex-students in committees or parents whose children were studying in that Senior Center Mexican American high influence.

No missing the view of some business leaders considered inappropriate to advocate the creation of a university, since this was not the area of interest to the private business sector.

It was clear however, that the public university did not meet the expectations of competitiveness in the problems of anti-business mentality of partisan political, academic discontinuity and inefficiency and a long training period, negative for students with zeal and spirit of self- .

The alternative universities (Catholic and military) had not shown sufficient levels of academic quality and although they appeared to be better than public, showed no sustained improvement in future, as the clerical and military factors in itself limited the concepts of universality or independence necessary scientific criteria for the modern age.

Finally we decided on a university that serves the business needs and national races specializes in covering the deficiencies identified by employers.

The University should seek academic excellence, should give preference to a career in Management and Engineering, with the best possible students, classrooms, low student numbers, with compulsory attendance, with full-time teachers, with compulsory teaching of English, Modern programs appropriate to national circumstances and an infrastructure to meet the needs of students and teachers.

The topmost stage is not so much interested in scientific research, even if applied. It did market research studies that not only focused on the needs of future employers, but also parents and potential students.

Were detected with better career opportunities and contacts were initiated with the Technological Institute of Monterrey, trying to open a campus in this country under the leadership model of ITESM.

I remember on my visit to the Rector of the Institute, Dr. De La Peña and to the Joint Venture approach, I made it clear that they could not open campuses abroad in Mexico because they needed to boost the 24 campuses had established in Mexico, they were very satisfied with the flow of Bolivian students to the Institute (which left approx. 15000,000 U $ D / year in Monterrey) and were willing to provide advice to the formation of a business plan for a university in Bolivia .

In this interview out key concepts then serve as guidelines for strategic planning at the University, under the following order of priority of organizational factors:

1 ° Students
2 ° Teachers
3 ° Programs
4 ° Infrastructure

This concept changed the priorities of the project, because we realized it was not as important to the campus, but the selection of the best raw material (students), attracting good teachers (full time), the development of modern software , proper racing line with the market and finally the infrastructure that provides the right environment for integrated education.

Finally, the weekly meetings of the committee generated a document in January 1988 recommended setting up a foundation that can make possible not only the creation of a University, but also the integration of education and training centers with entrepreneurial mindset.

In order to accelerate the project and decision and vision of Robert Peña, is the driving force behind the Committee under the Chairmanship Private University Rada Jorge Arroyo, and shaped by Pablo Artero, Juan Carlos Orsini, Oscar Bakir, Edgar Heredia, Raul Artero Roberto Peña and Hugo Galindo, constantly contributing with ideas, contacts and initiatives to achieve the desired objective.

On 27 July 1988, Nathaniel Aguirre is the Foundation, as an agency advocate and solicitor to the Technological University of Bolivia, UTB and imposing the amount of U $ D 58,500.00 as a contribution to the heritage of the FEPC. It positions the first institutional directory by Roberto Peña as president, Jorge Rada as Vice-President, Rodolfo Salama as treasurer and Paul Artero as Secretary.

Is granted the power to organize a university, nonprofit, under a concept of excellence, creativity, innovative, modern and based in Cochabamba.

Fixing performance operational guidelines as mandatory attendance, the minimum score for approval, with 9 semesters of career, pre-university semester.

The name of the Foundation reflect the recognition of an illustrious man of culture Cochabamba Don Nathaniel Aguirre and UTB, reflected in turn the express intention of forming a University specialist on the model of the TEC de Monterrey.

Since 1988, several contacts are made at the institutional De la Peña, Rector ITESM, Millie Bold of the University of Oklahoma, Canadian Seniors, Retired U.S. universities, whose organization ICSE we sent two top professionals for both consulting the academic field, as the design of infrastructure.

On July 17, 1989 gives the legal status of the UTB Supreme Resolution, signed by the late President, Dr. Victor Paz Estenssoro.

On August 17, 1989, conforms the Board of the FNA, as an organization doomed to fundraising and maintaining the impeller as a technical committee of the university organization.

Dismissed the possibility of partnering with the Tech de Monterrey, came the challenge of finding a field that fulfills the idea of the university project. There were no funds, the contributions of the Federation of Private Enterprises of Cochabamba and the cameras were sufficient only to pay the coordinator. Indeed the challenge and emerged "the usual" again showed the spirit of collaboration and work, Yolanda Rivera, Guido Hinojosa, Hugo Galindo, brothers Peña, Jorge Rada, Juan Carlos Orsini, Raul Artero, BHN, Ernesto Asbún, Manaco, Canelas and Hernan Rivera Group, accepted the challenge to make contributions to buy land as a basis for building the university.

We could not convince more people, despite frequent lunches, visits and talks of conviction, we could not raise more than $ 120,000.00 D in these circumstances were sufficient to buy land according to what we wanted.

All were welcome, from a vehicle by Hugo Galindo, to a photocopier Mario Hinojosa

We needed to buy a terrero and for this, a committee was formed by Roberto Peña and Jorge Rada, who negotiated the purchase of William Torrez 150,000 m2 ideal for a campus. Contributions were not enough, they differed even negotiated payments and grants as payment.

Happily convinced the pioneers mentioned above, appeared Apote option and bought the 150,000 m2 which were the fundamental physical element to consolidate the idea and make the project viable.

For the contributors, we promised that if the project went, we would sell the land and we were going to return the contribution. Instead if possible the University, each contributed U.S. $ 10,000.00 D would be compensated with 4 full tuition scholarships, indefinite but not simultaneously.

Reality began, could now find technical and financial assistance. We look to the U.S. Embassy, view and present the project to Ambassador Gelbardt, we convinced him and we named C'halla Godfather. Wine and rolled with us. Committed to the idea, we provided technical assistance. We sent experts who design and prepare campus degree programs. Then came the Spanish experts who complemented the work, but basically sold us the idea of creating new and non-traditional careers, which will prepare us to globalization (Telematics and others).

Needed funds and yet we refuse to receive donations from businessmen stigmatized drugs. How much did we need these 50,000.00 or $ 100,000.00 and yet want anyone to question the origin of our university.

Continued on the academic design. We met 2 or 3 times a week, at noon to define programs and materials; Pablo Artero, Rodolfo Salama, Oscar Bakir and Jorge Rada among others, participated permanently to form administrative careers, systems and engineering, respectively.

Sandwich was enough to beat time to time and to show the degree of commitment to the idea. There was no budget for lunch from the commissioners.

No forgave the weekly meeting of the steering committee, two or three hours of extensive discussion and analysis. That began to import the administrative follow-up work by Germain Gamarra, who then ceded responsibilities to Mary Ellen Greer, which eventually becomes part of the institutions and history of the "U".

In certain circumstances, we raised the possibility of partnering with UNIVALLE and even had a meeting with his ultimate authority. We ended up convinced that our goals were different and that our project was really necessary for achieving business goals sought.

This fact however, then weigh in our minds, because our project UNIVALLE lost booted and strategic significance, especially in Cochabamba, which is a relatively small, with a concentrated market.

Thus was born a new challenge, to demonstrate that what we took longer to start because it would be best university, especially in the academic arena.

We did not want from a rented house and improvised, we needed a suitable environment for the level of excellence we wanted. This condition, however, could lead to a situation analysis and paralysis Misicuni comparable to the Project, which was considered necessary and yet would not start despite decades of study.

By the end of 1989, American architects ended Apote Master Plan, which estimated an investment of U $ D 40,000,000 to the first 20 years, with an investment of 4.5 million in the first year of construction on campus.

The model was built to promote Tatiana de Lafuente, without cost to the university and only as a contribution to the project, she and former student of TEC de Monterrey, thought it useful and necessary.

At this stage, we started to discuss and choose the logo, which still exists today and reflects the universality of the institution with centrifugal blades and extended into infinity.

It also established the slogan "Commitment to Excellence", which reflected a philosophy and a new institutional framework.

It was a commitment to the business because it was a project of no return, was a company that could not fail and should therefore be offered a permanent and ongoing support.

Would be too Commitment to Excellence for students chosen since they had to respond to the concepts of intellectual elitism and work, rather than the selection of economic status of families and ultimately should also be a commitment to train teachers to be permanently modernizing its programs and responding to the philosophical concepts of Business University.

Along with the logo and slogan, we choose the pet institutional and discussing a process, from the Squirrel as a symbol of vitality, through the Juku Mari as an expression of regionalism, we are left with the Owl and significance of Universal Wisdom.

We also look for the colors of the "U", to lead and purple as an alternative, we are left with yellow and blue in a combination that should be distinguished from the colors of the Catholic University.

We had all the details so concluded, but we lacked the most important for building: financing.

We had Apote the ground, with the Master Plan with their model and had the institutional symbols, but UNIVALLE continued to develop and we had no financial resources. We get the existential crisis, or finishing the project as an idea we were looking frustrated and institutional options for project financing.

This gives rise to the contacts with the Confederation of Private Businessmen of Bolivia, through Fernando Illanes ran a view to developing a University for the Confederacy.

It was assumed that the financing capacity by the trade associations of Cochabamba, had reached the limit and therefore contact with CEPB could allow the solution to this problem stifling.

Parallel to this development of institutional relations, on a flight to La Paz, Rolando Kemppf told me about ADAM project closure and transfer of property in Santa Rosa to the Foundation Portales. Fortunately this had no interest in receiving it, but for us it seemed like a light in the dark. We mobilize and directors of ADAM as Raul Artero, Yolanda Hugo Eterovic and Joaquín Aguirre Galindo convinced that USAID Lavayén and get us to transfer the land and buildings of ADAM, where he had worked Froebel College.

Additionally ADAM donates supplies, equipment and materials that were used to generate resources and assist the installation of the "U" in the Santa Rosa campus.

This donation and important to the existence of the private university. Without this financial contribution, it would not exist the UPB.

By September 1990 the agreement was formalized between the CEPB and the FEPC and agrees to give the project a national vision to transform the nomination of UTB to UPB (Universidad Privada Boliviana), as an expression of national and non-restriction on the technological education in the classroom.

In February 1991, the income produced CEPB offering economic participation by domestic institutional contributions.

In the Balance of negotiation, is an heritage of U $ D 327,140, not including donations from ADAM and including the contributions of the FEPC, the Chamber of Industry, Trade, ASOBAN, Customs, Hotel, Building, Exporting, and Young Entrepreneurs women entrepreneurs showed their effective contribution to the university.

In equity are included the U $ D 85,000 of employers who in good will, formed the seed capital and the contribution of the FEPC that valued the contributions of members of the steering committee through their bases of their working hours. Pablo Artero, Jorge Rada, Edgar Heredia, Roberto Pena, Juan Carlos Orsini and Rudy Salama appeared as the most important job generators valued at $ / hour / man.

The initial committee while still working with the target to start up in 1992 and it was looked Suitable Rector in academic settings of American Universities, in which we expected would emerge an American academic experienced person, but to and American mentality.

In March 1991 run structural changes in the Foundation Nathaniel Aguirre, appointing new directors with national vision and is designated as President Fernando Illanes, Roberto Peña as vice president and treasurer Raúl Ardaya Artero, next to them are designated Yolanda E. Rivera, Jorge Rada, Hugo Galindo and Francisco Munoz for he and other directors of La Paz, allow the start of the UPB with national vision.

Committees are also established drivers of Cochabamba and La Paz, to promote the respective campus.

This period is nominated Executive Director National FNA Manuel Arellano and Project Manager Maria UPB Vega, who later would become one of the most important human factors for the development of this enterprise.

Maria Vega was the person who made daily monitoring activities mandated by the impeller and the Board Committee of the FNA. It was also in charge of liquidating the assets of ADAM to ensure the necessary resources.

At this stage, contacts were made with MUCIA (Midwest Universities Consortium of American Universities) and the College Board in the United States, obtaining authorization to administer the Scholastic Aptitude Test in Spanish, to be used for the first time in Bolivia.

In the search for funding, it blew the doors of the IDB, CAF and other bodies which showed good will, but not getting a proper line to finance a private university.

At the local level continued to emphasize the search for resources and for this, there was a cocktail in La Paz, where we got some resources, including highlighting the car's 0 km "donated by Marita Siles.

Taking advantage of Fernando Illanes was superminister, we made another cocktail in Cochabamba, seeking and achieving adherence of individuals who communed with the idea of a different university.

Knowing that the university would start in January 1993, did an excellent job of marketing, campaigning and release of expectation which highlighted the differences in the UPB, such as study time, the convenience of training in Bolivia to international level, the granting of scholarships to excellent students, the creation of an education loan payable at the end of the race and other concepts that allowed him to capture students according to its expectations.



Website:: http://www.upb.edu
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