Devoluciones

Políticas y requisitos para tramitar reembolsos

Políticas de reembolsos

Solo se podrán realizar solicitudes de reembolso relacionadas con saldos a favor que se encuentren indicados en el estado de cuenta. Importante considerar, que existen conceptos con sus propios lineamientos de reembolsos tales como: Certificados de Inversión Educativa TEC (IETEC) y Reserva de lugar.
No se podrán realizar solicitudes de reembolso si existen adeudos vencidos.
El plazo máximo para solicitar un reembolso es de dos años a partir de la finalización del último periodo académico del estudiante. En caso de no solicitarlo dentro de este plazo, el saldo no podrá ser reembolsado y se destinará a un fondo de becas.
Los alumnos admitidos que decidan no ingresar al Tecnológico de Monterrey podrán solicitar el reembolso de la Reserva de lugar dentro de los 15 días posteriores al pago. Si el pago de reserva de lugar se realiza dentro de los 15 días previos a la fecha de inicio de clases del semestre al que se solicita la admisión, el reembolso se podrá solicitar hasta un día hábil anterior a esta fecha.

En caso de no solicitarlo dentro de este tiempo, el saldo no podrá ser reembolsado y será destinado a un fondo de becas.

En caso de baja parcial de materias o total del periodo, el importe de los seguros y/o coberturas no será reembolsable.
Política de Reembolsos en Moneda Extranjera: En caso de que un alumno solicite un reembolso de un pago realizado en moneda extranjera, se aplicará lo siguiente:
- Si la devolución se realiza a una cuenta en la misma moneda en la que se efectuó el pago (USD/EUR), el reembolso se efectuará al tipo de cambio vigente al día de la operación de reembolso y será pagado en dicha divisa.
- Si la devolución se realiza a una cuenta en pesos mexicanos (MXN), el reembolso se efectuará al tipo de cambio vigente al día de la operación de reembolso. Esto podría generar una diferencia cambiaria(utilidad o pérdida) respecto al monto reflejado en su Estado de Cuenta al momento de realizar el pago original.
Nota: Se recomienda considerar esta condición antes de solicitar el reembolso.

Reembolsos de acuerdo con la forma de pago

Payments made by bank card: A refund is processed by returning the amount to the same bank card if the payment date is within 60 days. If the payment exceeds this period, a bank transfer will be issued.
Payments made through bank slip, OXXO, or SPEI: A refund is processed via bank transfer.

Requisitos para el reembolso

Tuition Payment

If the refund is requested by someone other than the designated payer of tuition, authorization must be obtained from the person responsible for the tuition payment.

Refund at a National Bank

Have a credit balance (negative sign) in your account statement.
Official identification of the beneficiary (INE or passport for foreigners).
Header of the checking account statement (showing CLABE, address, RFC, and no account movements).
Authorization document signed by the tuition payment responsible party (only for high school and undergraduate students).

Refund at an International Bank

Have a credit balance (negative sign) in your account statement.
Header of the checking account statement (provide ABBA, SWIFT, or IBAN, and the name of the intermediary bank if required).
Authorization document signed by the person responsible for tuition payment (only for high school and undergraduate students).

Juan Ignacio Sánchez - Faculty

Juan Ignacio Sánchez

Distinguished Visiting Professor in Organizational Behavior and Human Capital

Business School and EGADE Business School

Expertise

Organizational behavior
Organizational culture
Human capital management

Overview

Dr. Juan Ignacio Sánchez is professor and Knight-Ridder Byron Harless Eminent Scholar in the Department of Global Leadership and Management (GLaM) at the Florida International University. Earlier in his academic career at the same institution, he served as the founding chair of the GLaM department and faculty director of the Master of Science in Human Resource Management, where he designed and launched the master’s program, which is now ranked #2 by HR.com and has over 1,000 alumni, including the chief people officers of several Fortune 500 companies.

He has taught topics including organizational behavior, organizational design, staffing organizations, performance and talent management, HR effectiveness, and applied psychology training, among others.

Juan Ignacio Sánchez was vice president at Large of the Greater Miami Society for HRM (GMSHRM, now HR Miami) and was also elected Fellow of the American Psychological Association and of the Society for Industrial and Organizational Psychology. He is currently serving on his fifth U.S. National Academy of Sciences panel. For the Federal Government of the United States, he was a panelist in the development of a competency model for infant and toddler caregivers for the U.S. Department of Health and Human Services (20 17). From 2011 to 2013, he was a Special Government Employee for the Occupational Information Development Advisory Panel (OIDAP), at the Social Security Administration, GSA 14.

Juan Ignacio Sánchez joined Tecnológico de Monterrey as Distinguished Professor in Organizational Behavior and Human Capital for the Business School and EGADE Business School.

Education and Training

Ph.D., Industrial/Organizational Psychology, University of South Florida
M.Sc., Industrial/Organizational Psychology, University of South Florida
Bachelor's degree, Psychology, Universidad Complutense de Madrid

Publications

Sanchez, J. I., Bonache, J., Paz-Aparicio, C., & Oberty, C. Z. (2022). Combining interpretivism and positivism in international business research: The example of the expatriate role. Journal of World Business, 101419.
Sanchez, J. I. (2022). Who Opposes “Oposiciones”? A job-analytic approach to job-related public employee selection. Basque Journal of People and Public Organizations [Pertsonak eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria= Revista Vasca de Gestión de Personas y Organizaciones Públicas], 22, 8-21.
Wated, G., & Sanchez, J.I. (2021). Political Populism-to-Work Spillover in Latin America: Implications for Human Resources Management. In J. Trullen & J. Bonache (Eds.), Talent Management in Latin America. Pressing Issues and Best Practices, pp. 8-28. New York, NY: Routledge, Taylor & Francis Group. ISBN: 978-0-367-81990-3, ISBN: 978-1-032-04676-1.
Campion, M.C., Schepker, D.J., Campion, M.A., Sanchez, J.I. (2020). Competency modeling: A theoretical and empirical examination of the strategy dissemination process. Human Resources Management, 59(3), 291-306.
Spector, P., & Sanchez, J. (2018). Getting the Global Band Together: Best Practices in Organizing and Managing International Research Teams. In K. Shockley, W. Shen, & R. Johnson (Eds.), The Cambridge Handbook of the Global Work–Family Interface (Cambridge Handbooks in Psychology, pp. 230-246). Cambridge: Cambridge University Press. doi:10.1017/9781108235556.012
Sanchez, J. I., & Lazrak, Y. (2017). The micro-foundations of global innovation: Disrupting the balance between centripetal and centrifugal forces. In S. Kundu, & S. Munjal (Eds.), Human Capital and Innovation: Examining the Role of Globalisation, pp. 73-90. Basignstoke, UK: Palgrave McMillan.
Paustian-Underdahl, S. C., Fainshmidt, S., Sanchez, J. I., Misati, E., Zhao, Y., & Zhang, H. (2017). The Role of Economic Development and Perceived Growth Opportunities in Employee Reactions to M&As: A Study of the Merger Syndrome Across 29 Countries. Group & Organization Management, 42(2), 163-194.
Tian, Q., & Sanchez, J. I. (2017). Does paternalistic leadership promote innovative behavior? The interaction between authoritarianism and benevolence. Journal of Applied Social Psychology, 47(5), 235-246.

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Juan Ignacio Sánchez - Faculty

Juan Ignacio Sánchez

Profesor Visitante Distinguido en Comportamiento Organizacional y Capital Humano

Escuela de Negocios y EGADE Business School

Expertise

Comportamiento organizacional
Cultura organizacional
Gestión del capital humano

Overview

Juan Ignacio Sánchez joined Tecnológico de Monterrey as Distinguished Professor in Organizational Behavior and Human Capital for the Business School and EGADE Business School.

Education and Training

Ph.D., Industrial/Organizational Psychology, University of South Florida
M.Sc., Industrial/Organizational Psychology, University of South Florida
Bachelor's degree, Psychology, Universidad Complutense de Madrid

Publications

Sanchez, J. I., Bonache, J., Paz-Aparicio, C., & Oberty, C. Z. (2022). Combining interpretivism and positivism in international business research: The example of the expatriate role. Journal of World Business, 101419.
Sanchez, J. I. (2022). Who Opposes “Oposiciones”? A job-analytic approach to job-related public employee selection. Basque Journal of People and Public Organizations [Pertsonak eta Antolakunde Publikoak Kudeatzeko Euskal Aldizkaria= Revista Vasca de Gestión de Personas y Organizaciones Públicas], 22, 8-21.
Wated, G., & Sanchez, J.I. (2021). Political Populism-to-Work Spillover in Latin America: Implications for Human Resources Management. In J. Trullen & J. Bonache (Eds.), Talent Management in Latin America. Pressing Issues and Best Practices, pp. 8-28. New York, NY: Routledge, Taylor & Francis Group. ISBN: 978-0-367-81990-3, ISBN: 978-1-032-04676-1.
Campion, M.C., Schepker, D.J., Campion, M.A., Sanchez, J.I. (2020). Competency modeling: A theoretical and empirical examination of the strategy dissemination process. Human Resources Management, 59(3), 291-306.
Spector, P., & Sanchez, J. (2018). Getting the Global Band Together: Best Practices in Organizing and Managing International Research Teams. In K. Shockley, W. Shen, & R. Johnson (Eds.), The Cambridge Handbook of the Global Work–Family Interface (Cambridge Handbooks in Psychology, pp. 230-246). Cambridge: Cambridge University Press. doi:10.1017/9781108235556.012
Sanchez, J. I., & Lazrak, Y. (2017). The micro-foundations of global innovation: Disrupting the balance between centripetal and centrifugal forces. In S. Kundu, & S. Munjal (Eds.), Human Capital and Innovation: Examining the Role of Globalisation, pp. 73-90. Basignstoke, UK: Palgrave McMillan.
Paustian-Underdahl, S. C., Fainshmidt, S., Sanchez, J. I., Misati, E., Zhao, Y., & Zhang, H. (2017). The Role of Economic Development and Perceived Growth Opportunities in Employee Reactions to M&As: A Study of the Merger Syndrome Across 29 Countries. Group & Organization Management, 42(2), 163-194.
Tian, Q., & Sanchez, J. I. (2017). Does paternalistic leadership promote innovative behavior? The interaction between authoritarianism and benevolence. Journal of Applied Social Psychology, 47(5), 235-246.

More publications

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IFE International Advisory Board

The International Advisory Board (IAB) of the Institute for the Future of Education is a high-level body that supports the Institute’s strategic direction setting and global positioning. Its members bring deep expertise in education, innovation, skills development, and public policy and serve as trusted advisors who provide critical feedback, challenge assumptions, and help identify bold opportunities for impact. The Board also acts as a bridge to international networks, unlocking new partnerships, funding sources, and platforms for collaboration.

IFE Flagship Projects

The IFE Flagship Projects are strategic institutional initiatives that have been shaped and refined with input from the International Advisory Board. They embody the Institute’s commitment to systemic educational transformation through innovation, collaboration, and global engagement.

Executive Program for Higher Education Leaders (in collaboration with the University of Pennsylvania)

This initiative, developed in partnership with the University of Pennsylvania, aims to empower university leaders in Latin America with the essential tools, mindsets, and networks to lead institutional transformation. The program features in-person and virtual modules focused on innovation, sustainability, and leadership. Its goal is to develop higher education institutions that are prepared for the future across the region.

IFE AI Nexus

A collaborative research and innovation hub focused on artificial intelligence and learning analytics in education. It enables large-scale pilots, joint research, policy guidance, and training to help institutions integrate AI into teaching and learning in a responsible and effective way—leveraging the infrastructure of IFE and Tecnológico de Monterrey.

Skills Hub

Skills Hub is a platform designed to close the skills gap between education and the labor market. It supports governments, industries, and universities with skills forecasting, short-cycle program design, and policy development. The initiative combines data, research, and partnerships to foster inclusive upskilling and reskilling ecosystems across Latin America.

FAIR Learning Model - El Camino

A hybrid learning model that combines AI-powered tutoring via WhatsApp with human mentorship to support vulnerable segments of the population. Initially piloted in Monterrey, it has demonstrated strong engagement and learning outcomes. The IAB identified El Camino’s potential for massive scalability as a low-cost, high-impact solution to advance educational equity.

Global South EdTech Network

This initiative aims to identify, adapt, and scale educational technology solutions for Latin America and developing economies. It builds a collaborative network to address shared challenges through research, open innovation, and a validation marketplace. The project amplifies Global South voices and fosters sustainable, evidence-based EdTech innovation.

IFE International Advisory Board Members

Michael J. L. Fung

President IFE International Advisory Board Executive Director Institute for the Future of Education

Tecnológico de Monterrey

Courtney Brown

Vice President of Strategy

Lumina Foundation

Raúl Valdés-Cotera

Chief Program Coordinator

UNESCOInstitute for Lifelong Learning

Horacio Arredondo

Dean School of Business & EGADE Business School

Tecnológico de Monterrey

Matt Sigelman

President

Burning Glass Institute

Paul LeBlanc

Co-Founder

Matter and Space

Douglas Lynch

Senior Fellow

USC Rossier School of Education

Maia Sharpley

Managing Partner

Odonata Ventures

Michelle Weise

Co-Founder

Rise & Design

Juan Pablo Murra

Rector

Tecnológico de Monterrey

Feniosky Peña-Mora

Vice President of Research

Tecnológico de Monterrey

José Escamilla

Secretary IFE International Advisory Board Associate Director Institute for the Future of Education

Tecnológico de Monterrey

Follow us - IFE:

Institute for the Future of Education

Back to IFE

Consejo Consultivo Internacional del IFE

IFE Flagship Projects

Executive Program for Higher Education Leaders (in collaboration with the University of Pennsylvania)

IFE AI Nexus

Skills Hub

FAIR Learning Model - El Camino

Global South EdTech Network

IFE International Advisory Board Members

Michael J. L. Fung

President IFE International Advisory Board Executive Director Institute for the Future of Education

Tecnológico de Monterrey

Courtney Brown

Vice President of Strategy

Lumina Foundation

Raúl Valdés-Cotera

Chief Program Coordinator

UNESCOInstitute for Lifelong Learning

Horacio Arredondo

Dean School of Business & EGADE Business School

Tecnológico de Monterrey

Matt Sigelman

President

Burning Glass Institute

Paul LeBlanc

Co-Founder

Matter and Space

Douglas Lynch

Senior Fellow

USC Rossier School of Education

Maia Sharpley

Managing Partner

Odonata Ventures

Michelle Weise

Co-Founder

Rise & Design

Juan Pablo Murra

Rector

Tecnológico de Monterrey

Feniosky Peña-Mora

Vice President of Research

Tecnológico de Monterrey

José Escamilla

Secretary IFE International Advisory Board Associate Director Institute for the Future of Education

Tecnológico de Monterrey

Follow us - IFE:

Institute for the Future of Education

Back to IFE

Integrity and Compliance

Our Purpose

At Tecnológico de Monterrey, one of the guiding principles that drive us is “commitment to ethics and values”. For this reason, we promote ethical behavior throughout our entire community, aiming to conduct ourselves with integrity, honesty, and respect for human dignity, as well as justice, freedom, equality, responsibility, and compliance in all our actions and decisions, thus contributing to the flourishing of our entire community.

Therefore, from the Vice Presidency of Integrity and Compliance, our objective is:

“To ensure our community an experience in reliable, safe, and resilient Tec contributes to its flourishing”.

360° Integrity

As an Institution, we aim to ensure the ethical management of our institutions is based on respect for human dignity, integrity, and the experience of our values, to create a learning and working environment that lays the foundations for human flourishing, social commitment, and sustainability.

The 360° integrity unfolds in two dimensions: academic and institutional, both guided by an ethical and normative framework that serves as a reference for both.

Institutional Integrity
ETHOS
Conflicts of Interest
Academic Integrity

Academic Integrity
^{(Students and Faculty)}

Integrity Ecosystem
^{(Management Processes and Reporting)}

Integrity 360°

Ethical Alignment of Third Parties
^{(Suppliers, Partners, etc.)}

Integrity and Ethics in our Institutions
^{(Integrity Training)}

Colaboradores Tec con carteles de los valores institucionales

The Institutional Integrity program aims to promote a respectful, consistent, and values driven institutional culture that is committed to the ethical principles governing our institution. It focuses on caring for and developing individuals and resources through policies that foster honesty, transparency, confidentiality, and accountability.

To achieve this purpose, in conjunction with our code of ethics, values, and conduct guidelines, we have annual training on topics related to the code of ethics, integrity, and relevant regulations. The "My Commitment to Integrity" course signifies our dedication to our culture and ethical values, resulting in successful training of 98.3% of our staff and faculty this year.

Supporting Materials:

| Code of Ethics for Faculty and Staff

| Code of Ethics for Suppliers (Value Partners)

| Institutional Values

| Guide of behavior within the Code of Ethics

At Tecnológico de Monterrey, we are committed to educating leaders, innovators, and entrepreneurs who are conscious of their actions and the ethical responsibility this entails. Succeeding in this purpose within our community will only be possible if we all act with integrity, placing people at the core of our decisions and actions, as well as directing our efforts to live our values and the Code of Ethics, both within and outside the institution.

ETHOS was created with the objective of promoting compliance with our conduct standards, strengthening the culture of integrity, and respecting human dignity. It is a unique, safe, and confidential space where students, faculty, and staff can report in good faith any violations related to human dignity, academic integrity, student conduct, values, and ethics.

Supporting Materials:

| Reporting Process

Staff Guides

| Guide to reporting misconducts

| Infographic - guide to reporting misconducts

Student Guides

| Guide to reporting misconducts

| Infographic - guide to reporting misconducts

Submit a report to:

Faculty or Staff

Tec de Monterrey Students

TecMilenio Students

Or use any of the following additional channels:

ethos@letica.email

800 099 1219

IOS/Android: LETICA ETHOS

811 917 9005

We are facing a conflict of interest when we find ourselves in a situation where the judgment or decision-making of our staff and faculty could be influenced by personal or third-party interests, jeopardizing the impartial fulfillment of the objectives of their position and of the institution.

Remember to disclose any conflicts of interest that arise at any time through the email: conflictosdeinteres@servicios.tec.mx

Supporting Materials:

| Infographic on Conflicts of Interest

| Guidelines for identifying and responding to potential conflicts of interest

| Declaration Form for Conflicts of Interest for Suppliers

Alumnos de PrepaTec en escaleras de campus

The Academic Integrity Program aims to strengthen the culture of academic integrity in the Institution, carrying out a set of formative actions that promote honesty, commitment, trust, fairness, and respect in learning, research, and dissemination of culture.

Our commitment as members of this community is to live by the principles of integrity in each activity or project that is carried out, as well as to notify any breach of integrity that is identified.

This program is an ally that supports you in this important task.

Get to know us better!

Visit website: Programa de integridad académica

Check the Integrity Site for Faculty at Mi Tec >> search bar, type >> Academic Integrity.

Integridad y cumplimiento

Our Purpose

Therefore, from the Vice Presidency of Integrity and Compliance, our objective is:

“To ensure our community an experience in reliable, safe, and resilient Tec contributes to its flourishing”.

360° Integrity

The 360° integrity unfolds in two dimensions: academic and institutional, both guided by an ethical and normative framework that serves as a reference for both.

Institutional Integrity
ETHOS
Conflicts of Interest
Academic Integrity

Academic Integrity
^{(Students and Faculty)}

Integrity Ecosystem
^{(Management Processes and Reporting)}

Integrity 360°

Ethical Alignment of Third Parties
^{(Suppliers, Partners, etc.)}

Integrity and Ethics in our Institutions
^{(Integrity Training)}

El programa de integridad institucional busca promover una cultura institucional respetuosa, congruente y comprometida con los valores éticos que rigen a nuestra institución, orientada al cuidado y desarrollo de las personas y recursos, a través de políticas que fomenten la honestidad, la transparencia, la confidencialidad y la rendición de cuentas.

Para lograr este propósito en conjunto con nuestro código de ética, valores y guía de conductas, contamos con una capacitación anual en temas relacionados al código de ética, integridad y normativas relacionadas. El curso de “mi Compromiso con la integridad” representa un compromiso con nuestra cultura y valores éticos, como resultado este año hemos logrado capacitar al 98.3% de nuestros colaboradores y docentes.

Materiales de apoyo:

| Código de ética de docentes y colaboradores(as)

| Código de ética de proveedores (socios de valor)

| Valores institucionales

| Guía de conductas del código de ética

En el Tecnológico de Monterrey, estamos comprometidos con la formación de líderes, innovadores y emprendedores que sean conscientes de su actuar y de la responsabilidad ética que esto conlleva. El éxito de este propósito en la comunidad Tec será posible si todas y todos actuamos con integridad, ponemos a las personas al centro de nuestras decisiones y acciones, así como a la vivencia de los valores institucionales y del Código de ética, tanto dentro como fuera de la institución

ETHOS surge con el objetivo de promover el cumplimiento de nuestros estándares de conducta, fortalecer la cultura de la integridad y el respeto a la dignidad humana. Es un espacio único, seguro y confidencial, en el que las y los estudiantes, docentes, colaboradoras y colaboradores pueden reportar de buena fe las faltas relacionadas con la dignidad humana, integridad académica, conducta estudiantil, valores y ética.

Materiales de apoyo:

| Código de ética de docentes y colaboradores(as)

Guías colaboradores/as

| Guía para reportar faltas

| Infográfico – guía para reportar faltas

Guías estudiantes

| Guía para reportar faltas

| Infográfico – guía para reportar faltas

Realiza tu reporte:

Profesores/as o Colaboradores/as

Estudiantes Tec de Monterrey

Estudiantes TecMilenio

O utilizar cualquiera de estos canales adicionales:

ethos@letica.email

800 099 1219

IOS/Android: LETICA ETHOS

811 917 9005

Estamos ante un conflicto de interés cuando nos encontramos en una situación en donde el juicio o decisión de las y los colaboradores y docentes podría ser influido por intereses personales o de terceros, poniendo en riesgo el cumplimiento imparcial de los objetivos de su puesto de trabajo y de la institución.

Recuerda declarar los conflictos de interés en cualquier momento que surjan a través del correo: conflictosdeinteres@servicios.tec.mx

Materiales de apoyo:

| Infográfico de conflictos de interés

| Recomendaciones para identificar y actuar ante posibles conflictos de interés

| Formato de declaración de conflictos de interés para proveedores

El Programa de integridad académica tiene como propósito fortalecer la cultura de integridad académica de la comunidad educativa del Tecnológico de Monterrey, a través de un conjunto de acciones preventivas, formativas y de gestión, que contribuyan a promover el actuar honesto, comprometido, confiable, responsable, justo y respetuoso, en el aprendizaje, la investigación y la difusión de la cultura.

Nuestro compromiso como personas que formamos parte de la comunidad Tec, es vivir los principios de integridad en cada actividad o proyecto que se realice, así como notificar cualquier falta a la integridad que se identifique.

Este programa es un aliado que te apoya en esta importante tarea.