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Acreditaciones, Tecnológico de Monterrey
Accreditation
The Tecnológico de Monterrey and the programs offered at its various campuses have national and international accreditation.
Accredited Programs by ABET

 

 

Accredited programs national and internationally

Bachelor Degrees

 

 

Master Degrees

 

 

Nomenclature for International Agencies:

ACEJMC - Accrediting Council on Education in Journalism and Mass Communications
ABET - Accreditor of college and university programs in applied and natural science, computing, engineering, and engineering technology
AACSB - Association to Advance Collegiate Schools of Business
CLAEP - Consejo Latinoamericano de Acreditación de la Educación en Periodismo
IFT - Institute of Food Techonologists
NASAD - National Association of Schools of Art and Design

Nomenclature for National Agencies:

ACCECISO - Asociación para la Acreditación y Certificación de Ciencias Sociales
ANPADEH - Acreditadora Nacional de Programas de Arquitectura y Disciplinas del Espacio Habitable
CACECA - Consejo de Acreditación en la Enseñanza de la Contaduría y Administración
CACEI - Consejo de Acreditación de la Enseñanza de la Ingeniería
CIEES - Comités Interinstitucionales para la Evaluación de la Educación Superior
CNEIP - Consejo de Acreditación para la Enseñanza e Investigación en Psicología
COMAEM - Consejo Mexicano para la Acreditación de la Educación Médica
COMAPROD - Consejo Mexicano para la Acreditación de Programas de Diseño
COMEAA - Comité Mexicano de Acreditación de la Educación Agronómica
CONACE - Consejo Nacional para la Acreditación de la Ciencia Económica
CONAED - Consejo para la Acreditación de la Enseñanza del Derecho
CONAIC - Consejo Nacional de Acreditación en Informática y Computación
CONFEDE - Consejo Nacional para la Acreditación de la Educación Superior en Derecho

Sebastián Mazzuca

Sebastián Mazzuca

Distinguished Professor
in Political Economy

School of Social Sciences and Government

School of Government and Public Transformation


Expertise

Economic development 
Democracy
State capacity
 

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Overview

Dr. Sebastián Mazzuca has worked as a professor at Harvard University, Johns Hopkins University, and the Universidad Nacional de San Martín in Argentina.

His teaching and research work focuses on the political and economic development of Latin America, particularly on four main issues that affect the quality of life of citizens in the region: flawed democracies, stagnant economic growth, high rates of social inequality, and fragile states, as evidenced by high levels of violence, among other factors.

His work has been published by the American Political Science Review, American Journal of Political Science, Comparative Politics, Hispanic American Historical Review, The Oxford Handbook of Political Science, Política y Gobierno (Mexico), and Revista de Ciencia Política (Chile), among many others. His book Latecomer State Formation (Yale University Press, 2021) was featured in The Economist and several newspapers across Latin America.

Sebastían Mazzuca co-authored the article “Political Conflict and Power Sharing in the Origins of Modern Colombia” with Nobel Prize-winning economist James A. Robinson.

Mazzuca has earned multiple awards, such as the Best Article Award from the American Political Science Association in 2015 and the Teaching Excellence Award from Harvard University in 2010 and 2012. He has been a Fellow of the Harvard Academy for International and Area Studies since 2007.

Sebastián Mazzuca joined Tecnológico de Monterrey as a Distinguished Professor in Political Economy for the School of Social Sciences and Government and for the School of Government and Public Transformation.

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Education and Training

  • Ph.D., Political Science, University of California, Berkeley
  • M.A., Economics, University of California, Berkeley
  • B.A., Political Science, Universidad de Buenos Aires (summa cum laude)
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Publications

  • Dal Bó, E., Hernández-Lagos, P., & Mazzuca, S. (2022). The Paradox of Civilization: Preinstitutional Sources of Security and Prosperity. American Political Science Review, 116(1), 213–230.
  •  Mazzuca, S. (2022). Nineteenth-century state formation and long-term economic performance in Latin America. In D. Collier & G. Munck (Eds.), Critical junctures and historical legacies: Insights and methods for comparative social science, Rowman & Littlefield Publishers, 209-222.
  • Mazzuca, S. L., & Munck, G. L. (2021). A Middle-Quality Institutional Trap: Democracy and State Capacity in Latin America. Cambridge: Cambridge University Press.
  • Mazzuca, S. (2021). Latecomer state formation: Political geography and capacity failure in Latin America. Yale University Press.
  • Mazzuca, S. (2017). States, regimes, and other structures of rule. APSA Comparative Democratization Newsletter, 15(1), 6–31.

More information

Sebastián Mazzuca

Sebastián Mazzuca

Profesor Distinguido
en Economía Política

Escuela de Ciencias Sociales y Gobierno

Escuela de Gobierno y Transformación Pública


Expertise

Desarrollo económico 
Democracia
Capacidad del Estado

radio_button_unchecked radio_button_checked

Overview

Dr. Sebastián Mazzuca has worked as a professor at Harvard University, Johns Hopkins University, and the Universidad Nacional de San Martín in Argentina.

His teaching and research work focuses on the political and economic development of Latin America, particularly on four main issues that affect the quality of life of citizens in the region: flawed democracies, stagnant economic growth, high rates of social inequality, and fragile states, as evidenced by high levels of violence, among other factors.

His work has been published by the American Political Science Review, American Journal of Political Science, Comparative Politics, Hispanic American Historical Review, The Oxford Handbook of Political Science, Política y Gobierno (Mexico), and Revista de Ciencia Política (Chile), among many others. His book Latecomer State Formation (Yale University Press, 2021) was featured in The Economist and several newspapers across Latin America.

Sebastían Mazzuca co-authored the article “Political Conflict and Power Sharing in the Origins of Modern Colombia” with Nobel Prize-winning economist James A. Robinson.

Mazzuca has earned multiple awards, such as the Best Article Award from the American Political Science Association in 2015 and the Teaching Excellence Award from Harvard University in 2010 and 2012. He has been a Fellow of the Harvard Academy for International and Area Studies since 2007.

Sebastián Mazzuca joined Tecnológico de Monterrey as a Distinguished Professor in Political Economy for the School of Social Sciences and Government and for the School of Government and Public Transformation.

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Education and Training

  • Ph.D., Political Science, University of California, Berkeley
  • M.A., Economics, University of California, Berkeley
  • B.A., Political Science, Universidad de Buenos Aires (summa cum laude)
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Publications

  • Dal Bó, E., Hernández-Lagos, P., & Mazzuca, S. (2022). The Paradox of Civilization: Preinstitutional Sources of Security and Prosperity. American Political Science Review, 116(1), 213–230.
  •  Mazzuca, S. (2022). Nineteenth-century state formation and long-term economic performance in Latin America. In D. Collier & G. Munck (Eds.), Critical junctures and historical legacies: Insights and methods for comparative social science, Rowman & Littlefield Publishers, 209-222.
  • Mazzuca, S. L., & Munck, G. L. (2021). A Middle-Quality Institutional Trap: Democracy and State Capacity in Latin America. Cambridge: Cambridge University Press.
  • Mazzuca, S. (2021). Latecomer state formation: Political geography and capacity failure in Latin America. Yale University Press.
  • Mazzuca, S. (2017). States, regimes, and other structures of rule. APSA Comparative Democratization Newsletter, 15(1), 6–31.

More information

EXATEC Irapuato

Board Members

Germán Pérez Arredondo - Presidente
Manuel Guadalupe Guzmán Díaz - Vicepresidente
Ivonne Yamili Rodríguez Arroyo - Secretaria
Carlos David Arámbula Mena - Tesorero
Miriam Paulette León Flores - Coordinadora de Relaciones Públicas
Hiram Ceballos López - Coordinadora de Filantropía
Karina Mendoza Soria - Coordinadora de Comunicación

Description

Creada en 2021

Claudia Uribe

Claudia Uribe

Distinguished Professor in Education

School of Humanities and Education


Expertise

Research and policy analysis in education
International development

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Overview

Dr. Claudia Uribe is a distinguished education analyst with experience in international education policy development. Her work and research have focused on the intersection of education, equity, and social development, emphasizing improving access to quality education in underserved communities.

Earlier in her career, she was a lead education specialist at the Inter-American Development Bank (IDB) for over 12 years (2003-2015), where she was responsible for leading, designing, and implementing education projects and programs across Latin America, conducting research and analysis to improve educational outcomes, and continuously engaging in policy dialogue with authorities and stakeholders to promote better education policies. She was based in Mexico from 2008 to 2014 and Jamaica from 2014 to 2015. Before joining IDB, she served as the director general of school organization at the National Ministry of Education in Colombia and was also co-director of the Center for the Support of Women and Families in Colombia.

From 2018 to 2024, she served as UNESCO Director of the Regional Office for Education in Latin America and the Caribbean (OREALC in Spanish), and the representative in Chile. In these roles, she led initiatives to advance the UN Sustainable Development agenda in Latin America, particularly SDG4, to promote quality and equitable education and lifelong learning in the region.

She has collaborated with organizations like the World Bank and UNICEF, and various governments and institutions globally, most recently with Mexico’s National Institute for the Evaluation of Education (INEE).

Claudia Uribe joined Tecnológico de Monterrey as Distinguished Professor in Education for the School of Humanities and Education.

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Education and Training

  • Doctorate in Education (Ed.D.), Administration, Planning and Social Policy, Harvard Graduate School of Education
  • Master in Education (Ed.M.), Human Development, Harvard Graduate School of Education
  • B.A., Anthropology, Tulane University
     
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Publications

  • Uribe, C., Murnane, R. J., & Willett, J. B. (2003). Why do students learn more in some classrooms than in others? Evidence from Bogotá. Harvard Graduate School of Education.
  • Uribe, C., Murnane, R. J., Willett, J. B., & Somers, M. (2006). Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Comparative Education Review, 50(2), 241–277. https://doi.org/10.1086/500695
  • Uribe, C. (2000). Políticas e incentivos que contribuyen al mejoramiento del desempeño y motivación docente. In J. C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las Américas. Harvard Institute for International Development, BID, USAID.
     
Claudia Uribe

Claudia Uribe

Profesora Distinguida en Educación

Escuela de Humanidades y Educación


Expertise

Investigación y análisis de políticas educativas
Desarrollo internacional

radio_button_unchecked radio_button_checked

Overview

Dr. Claudia Uribe is a distinguished education analyst with experience in international education policy development. Her work and research have focused on the intersection of education, equity, and social development, emphasizing improving access to quality education in underserved communities.

Earlier in her career, she was a lead education specialist at the Inter-American Development Bank (IDB) for over 12 years (2003-2015), where she was responsible for leading, designing, and implementing education projects and programs across Latin America, conducting research and analysis to improve educational outcomes, and continuously engaging in policy dialogue with authorities and stakeholders to promote better education policies. She was based in Mexico from 2008 to 2014 and Jamaica from 2014 to 2015. Before joining IDB, she served as the director general of school organization at the National Ministry of Education in Colombia and was also co-director of the Center for the Support of Women and Families in Colombia.

From 2018 to 2024, she served as UNESCO Director of the Regional Office for Education in Latin America and the Caribbean (OREALC in Spanish), and the representative in Chile. In these roles, she led initiatives to advance the UN Sustainable Development agenda in Latin America, particularly SDG4, to promote quality and equitable education and lifelong learning in the region.

She has collaborated with organizations like the World Bank and UNICEF, and various governments and institutions globally, most recently with Mexico’s National Institute for the Evaluation of Education (INEE).

Claudia Uribe joined Tecnológico de Monterrey as Distinguished Professor in Education for the School of Humanities and Education.

radio_button_unchecked radio_button_checked

Education and Training

  • Doctorate in Education (Ed.D.), Administration, Planning and Social Policy, Harvard Graduate School of Education
  • Master in Education (Ed.M.), Human Development, Harvard Graduate School of Education
  • B.A., Anthropology, Tulane University
     
radio_button_unchecked radio_button_checked

Publications

  • Uribe, C., Murnane, R. J., & Willett, J. B. (2003). Why do students learn more in some classrooms than in others? Evidence from Bogotá. Harvard Graduate School of Education.
  • Uribe, C., Murnane, R. J., Willett, J. B., & Somers, M. (2006). Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Comparative Education Review, 50(2), 241–277. https://doi.org/10.1086/500695
  • Uribe, C. (2000). Políticas e incentivos que contribuyen al mejoramiento del desempeño y motivación docente. In J. C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las Américas. Harvard Institute for International Development, BID, USAID.
     
 

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