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2nd Spanish private University
Student profile:The student should be curious to analyze the criminal reality in the field of Public and Private Security, always from an interdisciplinary perspective and in a global environment, to fight against crime, respecting the rights and guarantees of the citizen offered by the Constitution. This Undergraduate Degree is oriented towards a wide variety of professional opportunities in the field of Public and Private Security, serving as advancement for judicial and penitentiary officials and State Security Forces, such as National Police, Autonomous Police, Municipal Police and Civil Guard.
Official Degree:Bachelor degree in Security
Center responsible:School of Social Sciences
Branch of knowledge: Social and Legal Sciences
Openings available: Classroom attendance: 15
Total Credits:240 credits.
. Minimum of 12 ECTS credits and maximum of 90 ECTS credits per enrollment and academic period.
Academic year in which it was implemented: 2014-2015
Type of Education: Classroom attendance / Online
University Services: [+info]
The Bachelor Degree in Security is the ideal academic training for all those who wish to work professionally in the field of Security, as well as for all those who are carrying out professional activities in this sector of the labor market.
It is the right degree for all professionals of Public and Private Security. In addition, the curriculum is oriented and specialized through its specific seminars in the latest challenges of cybersecurity and intelligence.
The Bachelor Degree in Security is ideal and of great interest because it provides a level of academic training of great usefulness and professional prestige, which serves as advancement in the professional career of all members of the State Security Forces and Bodies, such as the Civil Guard, National Police Corps, Autonomous Police and Municipal Police.
The studies of this Undergraduate Degree offer the students scientific training of an interdisciplinary nature in the different aspects related to the prevention and understanding of the Security phenomenon.
It has an essentially participatory methodology that combines the theoretical concepts and contents with its practical and interactive application, through the discussion of real cases extracted in many occasions from the professors' own professional experience. Thus, students acquire the ability for analysis, argumentation and decision-making which are essential to successfully develop their future or present professional activity.
University extension activities have been designed to complement the teaching and bring students closer to the daily work reality, which include seminars, conferences, colloquium-debates and visits to different institutions and companies such as: Higher Police Station of the Scientific Police of Madrid, Laboratories of the Civil Guard, courts, registries, prisons and security companies, among others.
It offers an opening to the working world of Security through the carrying out professional internships in private security companies and public institutions.Read less
The Chair collects notable activities of a teaching and research nature that are based on the interdisciplinary study of risks and conflicts of various kinds, as well as their consequences in the field of Social Sciences, especially Law, International Relations and Security.
The Undergraduate Degree can be completed with the university's own degree that grants the rating of "Private Researcher", one of the most demanded in the sector of security and defense.
All students carry out their professional internships at the best companies and institutions in the sector, such as Airbus, Prosegur, BBVA and Grupo Eulen.
If we are all different, why do we study the same thing?
Nebrija University, which is strongly committed to languages and quality, provides the student with an academic certification in English, a suitable complement to obtain the B2 and C1 levels.
Promotion of competencies oriented to employability, management skills, coaching, personal branding and any other topic related to professional and social development, which may be chosen by the student to enrich their personal and professional training.
The University puts within the students' reach a total of three subjects to acquire the knowledge and skills necessary to become a competent professional within the demands of the current labor market.
BOE No. 66, of March 18, 2015
All our degrees and curricula have been prepared in accordance with the new guidelines set by current legislation, having already been verified by the National Agency for Quality Assessment.
The student must take 240 credits
The recognition of 6 credits will be assessed depending on the different activities that the student performs throughout his degree. They will be awarded for university cultural activities, sports, student representation, solidarity and cooperation, or for taking one of the following subjects: Ethics of volunteering or Human Rights.
Program which aims to promote the practical training of students, under the continuous supervision of the Department of Professional Careers of the University, the academic department corresponding to the degree and the company or collaborating institution where the practices are carried out. Advice is provided on the internship and there is follow-up and tutoring, always taking into account the professional orientation of each student.More information on Company Internships
The End of Degree Project is an academic report that delves into a subject of the curriculum and allows the evaluation of the skills acquired in the Degree. It can be linked to the professional internship or it can also be part of a research project.
The students will be able to:
The Bachelor Degree in Security follows a methodology based on teaching-learning, centered on the student, which promotes active participation and promotes the development of general and specific skills that demonstrate knowledge, skills and attitudes applicable in a future professional practice.
The teaching methodology is based on the use of ICTs as a support to collaborative work (forums, chats, meeting by videoconference), the teacher's directions (agenda, bulletin board, document folder, links) and the submission of assignments (task mailbox and work tools). The Blackboard Virtual Campus will be used for this purpose.
All these techniques mean that the student takes on an active role in his/her academic training. In addition, the work of the professor acquires a guiding dimension of support and guidance, which must be consistent with a transparent and formative evaluation system that faithfully reflects the knowledge and skills acquired.
The educational activities (EA) are carried out through different teaching strategies: theoretical classes, practical cases, online tutorials, and academic activities among which are the reading and analysis of jurisprudence, assignments through virtual resources, search and selection of jurisprudence and legislation; exams and activities for evaluation, individual or small group work.
The educational actions of this Bachelor Degree in their distance learning option are specified in the following:
The students have online work sessions, which share some aspects of the in-person lectures and in others they are differentiated by their own nature.
The subjects in which studying in the Virtual Campus has more importance have a prepared EDUCATIONAL ITINERARY, in which the units of the curriculum are described. The structure of the Itinerary is hypertextual, since it has content Blocks, divided into Units. In each of these units, a complete lesson is provided; other related topics are referenced, hyperlinks are used to explain or present; complementary information on concepts, definitions, bibliography is added through sales and connections with the Documentation Center of the subject. The professor can also teach a lecture using the VIDEOCONFERENCE system.
The biggest difference between the in-person lectures and the realization of the platform's content units, in addition to being present or not, is the chronological sequence, since the student can connect to the platform for as long as he/she wishes, at the time he/she wishes. They can interrupt their work whenever they want, they can interact with the platform itself, using all forms of hypertextuality and connections to Internet sources through the documentation center. They can also interact with their classmates and with professors through the FORUMS, to ask questions or comment on some content; or in a more conventional type of learning, they can print all the lecture material of the unit and read it wherever they want.
The virtual Campus of each subject also allows the professor to display all kinds of documents, labeled, in the DOCUMENTS folder, with contents of the subject, in Word, Power Point, videos and audio formats, which explain the contents of the subject in question, they exemplify it, they expand on it.
The academic Forum of each subject allows to build theoretical and practical knowledge through the interaction of students with different groupings. There is the General Forum, in which all the students and the professor participate, and the Group Forum, in which the students work in small groups, always organized by the professor and supervised by his/her, in which they can share documents of all types with just the members of the group.
The practical cases in the distance learning modality will be carried out using the Virtual Campus. The professor will upload the case that students must study in the DOCUMENTS folder, and they will submit it via the task mailbox for correction by the professor. There is a specific Forum for the discussion of the relevant issues of the case by all the students and the professor, and Debates will be held through the forum.
The professor, as in the previous case, will post the required reading texts in the Documents folder, and the students will have to analyze them according to the same methodology as in the work described below.
The personalized nature of teaching at Nebrija University is based on the deep belief that teaching is not reduced to mere instruction. In this sense, the professor is not only a transmitter of knowledge but a trainer who guides and assists students in their needs, which are not limited to the acquisition of concepts, but also to the development of procedures and attitudes. The tutoring sessions are responsibility of the professors of the subjects.
Professors are responsible for guiding and assisting students with organizational and didactic difficulties, paying special attention to personalized advice on the skills and skills they must exercise to carry out academic work outside of class sessions. They try to create a space designed to listen and advise students about topics that are of concern, a quiet environment, free from interruptions, that favors dialogue.
In its distance learning modality, within the Virtual Campus, there will be a tutoring site, through which the students can bring up their questions with the professor of the subject, who will respond through the same channel.
In the same way, five mechanisms of assistance are implemented for the student in the tutoring sessions.
The discussion of the specific aspects of these assignments is carried out in the "Forums" section, in which the students debate about these cases, as well as the related topics that the professor thinks is appropriate to bring up.
The presentation, individual or in groups, is made by the students through the Task Mailbox and/or by videoconference. Each subject has its own space in the Virtual Campus, which allows the sharing of documentation and images, and the holding of debates by real-time videoconference.
At the same time, in the ASSIGNMENTS tool, the professor and the students can share the work that everyone does, once they have been commented and evaluated by the teacher, so cooperative learning is clearly facilitated: everything done by each student can be available to the class group, if the teacher deems it appropriate.
This educational activity is exactly the same as in the classroom attendance modality, and consists of the student having to do the reading and study of manuals, articles, notes, legal texts, as well as the cases and individual assignments given to him/her. This individual work or study is reflected in the evaluation system in terms of ECTS credits.
The student must be able to locate, classify and analyze the different information sources found on the Internet. To this end, the professor will insert search exercises on legislation and jurisprudence on specific issues in the corresponding activities through the different existing databases and web pages that collect them.
In the subject sheets enclosed in this document are the new educational activities that are established in each subject with the corresponding ECTS credits that are awarded, without describing each one again, as we refer to what was just described.
As a general rule, in the distance learning modality, the individual work of the student and the cases and distance assignments will have a greater weight than the distance theoretical classes, unlike in the classroom attendance modality, where the lectures have a greater relevance.
Seminars, specialized congresses and conferences on topics related to the areas of knowledge.
The students will carry out internships of a duration equivalent to 18 ECTS credits starting in the 6th Semester in companies with which the university has agreements. The students will carry out the tasks that are assigned by the tutor responsible for their follow-up in the institution in which the internships are carried out. These training activities will be supervised by the tutor of the University, who will be responsible, in coordination with the tutor of the center and the student in question, to evaluate their process of professional and personal evolution in the internship center. The practical activities will always be in-person, in the institution in which they are carried out. However, all will be followed by periodic tutorials, with the person in charge of the follow-up in person, at the university, or virtual, through communication by e-mail, video conference or Skype.
Academic paper equivalent to 6 ECTS credits on any of the topics proposed by the Department.
The grading system of the distance learning modality does not change significantly with respect to that of the classroom attendance modality, in the sense that the same formative activities are evaluated, although, in its distance education option.
In this way, the evaluation procedures for the distance learning modality are:
The final exam of each subject, which will always be taken in person.
In the final grade of the subject, the grade of said final test is weighted with the rest of the assessment elements, with variable percentages of weighting of the different concepts, depending on the specific contents of the subject. The specific percentages of weighting in each subject appear in the documentation delivered to the student at the beginning of the course.
All grades will be accessible through the Internet, in the student's private area.
Subject: Financial accounting
Grading system: Participation in remote forums, chats, blogs and other collaborative media, and remote participation in the sessions: 20%. Preparation of individual assignments: 10%. Mid-term exam: 10%. Final exam: 40%
In recent years, the demand and activity of this Undergraduate Degree have grown exponentially, due to the wide variety of its professional opportunities in the broad field of Security.
On the one hand, it attracts those who carry out their own Private Security activities, such as guards, bodyguards, Security Chiefs and Directors and Private Detectives.
And on the other hand, it serves for the professional promotion of those who work in Public Security, such as judicial and penitentiary officials; and also, the Forces and Bodies of the Security of the State like the National Police, Autonomous Police, Municipal Police and Civil Guard. International Security and Defense Consultant.
The commitment of Nebrija University to the academic requirement, training in leading companies and institutions, innovation in multidisciplinary programs and international projection, places the University in the top positions of the most important rankings.
The International Ranking QS Stars awards Nebrija University the maximum score in the quality and satisfaction of students in teaching, employability of the graduates and the internationalization of the institution.
The national rankings also recognize Nebrija University as the first Spanish university in teaching and second in employability, highlighting its performance in research, knowledge transfer and internationalization.
The Bologna Declaration formalized the principles on which the European Higher Education Area should be based: quality, mobility, diversity, competitiveness and employment growth.
From this, Nebrija is positioned as a reference academic model, by educating students with excellent individual behavior, with interaction with their environment and motivated by and for constant and continuous training. The Nebrija Institute of Professional Skills works day by day to achieve the differentiation of our students through the development of attitudes and aptitudes.
With all this, the University puts at their disposal three subjects through which the student will acquire the knowledge and skills necessary to become a competent professional within the demands of the current labor market.
It is a block of 6 ECTS credits:
Competence Development Seminar II: Techniques for employability.
The main objective is that students get the best out of themselves through the development and empowerment of their personal skills and resources, through personal self-knowledge.
In addition, some of the professional skills that are worked on in the three seminars are those related to interpersonal skills and active communication or negotiation skills, essential for our students to know how to convey ideas, argue them, provide information and opinions in an appropriate, clear and convincing manner.
Other aspects such as team work, conflict resolution and project management are worked on in view of what will be their work performance.
In the third block, skills aimed at increasing the employability of the student are worked on. This involves working with job search tools and techniques, and performing tasks that achieve a greater use of the student's personal skills.
For all this we have experts who are currently active in the selection of people, professionals dedicated to personal and professional training and professionals dedicated to the world of communication and arts.
In this way, and in a complementary way to their specific education, we help students to create a differentiating pattern in the social and business environment in which they will be immersed when they finish their studies.
Respect, tolerance and dialogue were the key concepts in the 52nd CICA Conference