As the first Business School in Spain to gain the ISO 9001 International Quality Certification, EAE University Centre accredits the institutional quality and the standard of its programmes through a process of continuous improvement and a commitment to providing professional training that is increasing well adapted to the business environment. The ISO International Certification enhances the quality of the School’s processes and contributes towards identifying, planning and implementing improvements in terms of the design and evaluation of the programmes and services that the School offers.
Study programme quality assurance managers
The Quality Committee is responsible for managing, coordinating and monitoring of the internal quality assurance system of the Centre’s qualification programmes
a) Structure and composition:
In terms of its composition, the Committee is formed as follows:
b) Rules of operation:
The Committee Regulations specifies: who is responsible for selecting members and their term of office; how often the (ordinary and extraordinary) meetings are held, who calls these meetings, the timescales for doing so, how the agenda is announced, and what type of information is required; the maximum duration of the meeting; whether or not any people considered appropriate for informative purposes may be invited; the minimal content of the minutes (attendees, agenda, date and location, main points of debate and the content of the agreements passed); the responsibility and mechanism of publicizing the information.
c) Decision-making mechanisms:
Decisions are made with the participation of the members of the Quality Committee.
d) Participation of the various collectives (academic department, international department, employment exchange department, sales and marketing department, students and other interest groups, etc.):
The participation of a certain number of representatives is assured, depending on the issues to be dealt with. The members of the Quality Committee have the right to participate in the debate and vote. The rest of the parties in attendance can participate but not vote.
e) The following duties are assigned to the Committee:
Verifying compliance with the general requirements of the Quality Policy and Objectives with respect to the teaching, and disseminating this information to all of the collectives of the EAE University Centre. In accordance with the QMS (Quality Management System, Standard ISO 9001).
Analysing and proposing improvements in the following procedures:
Evaluation of the improvement in terms of the teaching and the faculty.
Quality assurance of the external internships and mobility programmes.
Analysis of the employment access of graduates and their satisfaction with the training received.
Analysis of the level of satisfaction of the various collectives involved and the response to suggestions and complaints.
Overseeing the development and tracking of the different processes that make up the system, the identification and coordination of the units involved in the system, monitoring the corrective and improvement actions, the planned changes that may have an impact on the quality system, the results of each process and the recommendations to implement in terms of the processes for the improvement of the study programme, in accordance with the ISO 9001 process.
Drafting proposals for improvements of the quality system of the study programme to be presented to the Academic Committee for implementation, tracking and assessment.
EVALUATION AND QUALITY IMPROVEMENT PROCEDURES FOR THE TEACHING AND THE FACULTY
1) Procedures for gathering and analysing data regarding the quality of the teaching.
Twice per year, there is an evaluation of the quality of the teaching on each of the subjects on the qualification programmes. The evaluation is based on a student survey. The aims of this survey are as follows:
Identifying problems related to teaching.
Enabling solutions for the continuous improvement of the study programme.
Forming part of the evaluation of the planning, organization and tracking activities with respect to the teaching at the EAE University Centre.
Forming part of the evaluation of the set of teaching merits, for promotions or contract renewals, granting temporary leave and evaluating the teaching activities of the department to which the teacher is assigned.
The survey is taken by the Degree students, using a single form on paper or electronically. The survey includes three sections:
a) Evaluation of the teaching faculty:
In my opinion, this teacher has helped me to understand the subject.
I think that the teacher is well-motivated in the subject that they teach.
I find the teacher receptive in terms of resolving students’ doubts.
In my opinion, the teacher that has taught this subject programme is a good teacher. The scores range from 1 (completely disagree) to 5 (fully agree).
b) Evaluation of the subject programme.
I think that I gain new knowledge from taking this subject programme.
In my opinion, the time required for personal work in order to make the most of the course, in proportion to each hour of class is approximately: 1)>2h 2) 1 to 2 hours 3) 1h 4) <1h 5) None
The topics covered on this subject programme interest me
I find the conditions of subject programme (venues, materials and equipment, etc.) are suitable.
My overall evaluation of the subject programme is positive.
c) Additional services
Other suggestions or comments for improvement.
The survey was overseen by the Quality Department in coordination with the Academic Department. The results of the survey are communicated to any interested parties.
The survey results report is reviewed and analysed by the Quality Committee, which then defines the set of actions to be implemented and presents a report with proposals to the Academic Committee.
This Committee then requests that the department or teacher responsible for a particular subject programme implements the required measures if the teaching activity on the subject programme has been rated as unsatisfactory or does not meet the objective set by the Centre. If the Committee considers that the weak points have not been corrected, the corresponding department is informed so that it can take the appropriate action.
Students can express their opinions regarding the quality of the teaching through their course representatives or delegates, or in person to their tutor or academic coordinator. Through regular meetings and individual and group tutorial sessions, proposals are collected for improvement measures for the learning process, enabling academic problems to be resolved and anticipated, and the quality assurance of the study programme in line with the QMS (Quality Management System).
At the end of each academic year, the Quality Committee drafts a report indicating the most significant actions and results in terms of the quality of the teaching. It then outlines proposals for improving the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
2) Procedures for gathering and analysing data regarding learning results.
The results obtained annually from the students regarding a series of indicators are taken into account:
Average result: This is the average ratio of the credits passed by the student in an academic period to the total number of credits for which they are enrolled. Credits that have been accredited, adapted and acknowledged for equivalence are not included in this calculation. This indicator reflects the student’s degree of efficacy of the student and the teaching institution in relation to its academic activity.
Success rating: This is the ratio of the credits passed in an academic period to the total number of credits for which they were presented. Credits that have been accredited, adapted and awarded equivalence credits, and credits for which they were not presented, are not included in this calculation
Average number of students completing studies: The number of academic years divided by the number of graduates.
Efficiency rate: The ratio of the total theoretical number of credits on the study programme to the credits on which the whole set of graduate students from a particular academic year should have enrolled throughout their studies and the total number of credits on which they have really had to enrol.
Drop-out rate: The proportion of the total number of students in a new intake group that should have obtained the qualification the previous year and who have not enrolled for this or the last academic year
Graduation rate: The percentage of students that complete the teaching programme in the time established in the study programme or in one extra academic year in comparison to their intake group.
These indicators enable us to determine the extent to which the objectives set in the study programme have been achieved. The Quality Committee receives this report from the Quality Manager.
The Quality Committee is responsible for the quality of the study programme and ensuring that the learning results are measured and analysed each year and used for decision-making and continuous improvement in the quality of the teaching. To this end, an annual report is drafted and presented to the Academic Committee so that these results can be analysed the measures required can be defined.
At the end of each academic year, the Quality Committee drafts a report indicating the most significant actions and results in terms of the learning results. It then outlines proposals for improving the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
3) Procedures for gathering and analysing data regarding the teaching faculty.
3.1. Evaluation of EAE’s Teaching Activity
With respect to evaluation and quality improvement mechanisms in terms of the teaching faculty, EAE takes the following aspects into consideration:
Self-assessment report by the teacher
Lesson and course planning
Academic Coordinator’s Report
Results of the professional activity (teaching, research projects)
The self-assessment section aims to make the teacher reflect personally on the teaching they have undertaken (with reference to the other sections), as well as identifying the key teaching merits of the five-year period.
In the section on lesson and course planning, aspects are taken into account such as the amount of teaching hours and the variety of subjects taught over the last five years. In the professional action section, credit is given for the activities that the teachers have undertaken with a view to improving their teaching.
In order to ensure a fair evaluation of the duties performed by the teacher, the Academic Committee has been appointed to take charge of validating and evaluating the teachers’ merits.
3.2. Teaching faculty training programme
Specific action protocols are in place that new teachers must comply with in order to ensure they are aligned with the EAE University Centre’s own education model.
Refresher courses are run every year for teachers to update learning processes with a focus on skills development.
4) Pre-established quality objectives
In accordance with EAE University Centre ISO QMS (Quality Management System), the quality objectives are as follows:
Providing teaching that combines high academic value with an exceptionally practical approach, always within a framework of superior quality standards.
Constant adaptation of the training offered to the needs of the students, the market and companies.
Careful selection and renewal of our teaching staff.
Low number of students per group, enabling the development of technical and executive skills.
Application of an active and participative methodology on all programmes.
Research and dissemination of knowledge through a teaching approach that integrates personal, economic, legal and technical elements within a framework that has both a social and business focus.
Establishing a system of grants and financial assistance that ensures access to education for people without the economic resources required.
International perspective of the topics covered on the courses, preparing participants for the increasing globalization of the markets.
The objectives that can be scored and quantified are recorded in a document, based on the reviews of the Quality Management System by the Directors. They are monitored and reviewed regularly.
At the end of each academic year, the Quality Committee drafts a report indicating the most significant actions and results in terms of the teaching faculty. It then outlines proposals for improving the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
QUALITY ASSURANCE PROCEDURE FOR EXTERNAL INTERNSHIPS AND MOBILITY PROGRAMMES.
1) Procedure/mechanisms for gathering and analysing data related to external internships
The EAE University Centre encourages students to take part in professional activities that require the application of knowledge and scientific methods, within the framework of the Educational Cooperation Agreements (ECA). The ECA involves an internship in a company for a set period of time agreed by the student and the company, with the approval of the university. On the placement, students enhance their professional competences with the guidance of experienced professionals.
The university-company educational cooperation programmes aim to complement the students’ training with professional experience in a business setting, as well as promoting and consolidating the university’s cooperative relations within its business and professional environment, and strengthening the links between students and the university and companies.
There are two types of educational cooperation activities: those that are eligible for free elective credits, that are recorded in the student’s file, and employment exchanges run by the university that are clearly of benefit to the students’ training but are not eligible for academic accreditation Companies that have students on internships sign a cooperation agreement with between the company, the students and the director of the centre. The company is sent the curriculums of the interested students and makes a final selection. Once the student has been selected, the company appoints a manager to act as a tutor, while the centre appoints a tutor from the teaching faculty, who are responsible for monitoring the student’s progress and providing guidance throughout the internship programme, thereby ensuring that the student achieves the learning objectives that have been set. Students receive financial remuneration that is established with the centre at which they are enrolled. On completion of the internship, if the evaluation is positive, the students can request that the internship is accredited with free elective credits.
ECAs are open to all students enrolled at any teaching centre of the EAE University Centre who have passed half of the credits on their qualification programme on the date that the agreement begins. The Final Degree Project can also be included within this framework of cooperation between the university and companies. Students can find the internship offers from companies on the announcement board or on the centre’s website. The ECAs are managed using a database that is constantly updated by the staff at the centre’s employment department. The activity of each centre’s ECAs is measured using a set of indicators that evaluate the quality of the agreements. Key indicators in this respect include the number of students, the number of agreements and the amount of hours worked by the students. This information is published and updated each academic year on the UPC’s website in the Statistical and Management Data section (www.upc.edu/dades, Teaching section, Subsection 220.127.116.11).
The Professional Careers Department takes charge of all of the services related to work experience internships and the employment exchange. The Academic Director of the Professional Careers Department or their direct superior (Director of Studies or other position) has a particular section dedicated to the employment exchanges at UPC education centres indicating the contact details for each school/faculty (www.upc.edu, in the UPC Students section and the Internships and Employment subsection). The employment exchanges have procedures in place and the appropriate documentation for each particular case in order to manage and track the process effectively.
At the end of each academic year, the Quality Committee drafts a report indicating the most significant actions and results in terms of the external internship process. It then outlines proposals for improving the work placements and the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
2) Procedures and mechanisms for gathering and analysing data regarding mobility programmes
The EAE University Centre runs ERASMUS mobility programmes and has specific agreements in place with universities around the world with respect to exchange programmes and joint qualifications studying in Spain or abroad. Student mobility is coordinated by the International Relations Department (IRD). However, the academic management of exchange programmes is the responsibility of the Academic Department in collaboration with the IRD.
Mobility agreements are formalized in writing and signed by the responsible professional at both universities. The centre’s management of exchange programmes is computerized using specific IT tools, databases, email lists and specific information in the student enrolment management programme. The information regarding the management and coordination of the various mobility programmes (calls for applications, grants, information sessions, etc.) is posted on the website of the UPC’s International Mobility Office (IMO), with notifications being sent to the relevant interest groups.
The activity of the mobility programmes is measured using a series of indicators that evaluate the quality of the programmes. The key indicators include surveys of the schools and faculties themselves, the survey regarding the Socrates exchange programme of the ERASMUS National Agency and the student satisfaction survey.
To weigh up the balance sheet of the mobility programmes, each year, the number of students from each centre that have taken part in exchange programmes is published on the UPC website in the Statistical and Management Data section (www.upc.edu/dades, in the Teaching section, Subsection 1.5.4)
The centre monitors the progress of each student and draws up the proposal for accreditation at the end of the exchange programme. The centre also conducts a personal interview with the students that have participated in the exchange programmes and drafts a results report with a view to improving the development of the study programme.
With respect to the concept of mobility programmes, it should be noted that the university understands a mobility programme in the following way: the possibility or action of UPC students that undertake a mobility programme at another higher education institution, or students from another higher education institution who undertake a mobility programme at the UPC. Such programmes must involve the requirement of academic recognition for the course taken during the exchange programme.
At the end of each academic year, the Quality Committee drafts a report indicating the most significant actions and results in terms of the mobility programmes. It then outlines proposals for improving the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
Procedures for analysing the professional integration of graduates and their satisfaction with respect to the training received
The EAE University Centre conducts a Graduate survey with the following objectives:
Evaluating their professional integration 3 years after completing their studies.
Evaluating the graduates’ level of satisfaction with the training they received at the EAE University Centre and how applicable it has been to their current job position. Moreover, this survey is a joint project with the 7 public Catalan universities and the Catalan University System Quality Agency (AQU Catalunya). This enables a transversal evaluation of the professional integration of university graduates and the standardization of the methodology used for comparative purposes, as well as the collation of information, for the purposes of drawing reliable conclusions at a Catalonia level.
Lastly, the results of this survey give us an indication of the professional integration opportunities offered by the EAE University Centre’s qualification compared to other institutions, while, at the same time enabling the analysis of each of the branches of knowledge individually.
The group surveyed is a sample of graduates, with a single survey format used for the whole group. The survey is structures into various blocks. The first is related to their first job position (difficulty, how and when they found the job, etc.). The second block focuses on their current job (sector, company characteristics, salary, contract type and term, duties performed, job satisfaction, factors involved in being contracted, etc.) the third section is related to their level of satisfaction with the training they received at EAE (theoretical and practical training; transversal competences such as IT, languages and documentation; interpersonal and managerial skills such as spoken and written expression, teamwork, leadership and management; and cognitive skills such as problem resolution, decision-making, creativity and critical thinking) and how applicable it has been in the workplace. The fourth block focuses on continuous training and the fifth asks about mobility. The final block analyses the case of unemployed graduates (time spent searching for employment, length of unemployment, elements that make finding work harder, etc).
Using the results of the survey, AQU Catalunya drafts two reports containing collated information: “The professional integration of university graduates by area in Catalonia” and “The professional integration of university graduates by sub-area in Catalonia”.
Based on the survey results, the Professional Careers Department of the EAE University Centre drafts the “Report on the professional integration of graduates of the EAE University Centre”, which is published in the press and disseminated on the CUEAE’s information system for the purposes of reflection and discussion. Meanwhile, the results by centre and qualification programme are also posted in the Statistical and Management Data section of the UPC website (http://www.upc.edu/dades/, in the Education Centre Section, in the Graduate Surveys subsection).
In conclusion, the data gathered in this survey give us a tool to track the key indicators of the professional integration of the graduates of the EAE University Centre, as well as ascertaining the employment rate by centre and the evaluation of the training received at each centre. This data can then be applied, without losing sight of the complexity of the employment market and the appropriate improvement measures for the study programme.
Meanwhile, the Professional Careers Department carries out regular and systematic studies of the graduates and employers signed up to the employment service. In the case of the graduates, an online survey (that may be backed up with telephone interviews) gathers the key information in terms of the job performed, the type of company in which the graduates are employed (sector, scope, number of employees, etc.), the graduates’ job search process, the employment conditions, the evaluation of the job position gained, international mobility and continuous training. As far as the companies are concerned, personal surveys with human resources directors and managers enable us to identify companies’ needs in terms of professional profiles while, at the same time, gauging their opinions of recent UPC graduates (CV and personal competences), their strengths and areas for improvement.
The research gives us information regarding the employment rate of the users of the Professional Careers Department, the characteristics of their professional integration (salary, type of company, self-employment, etc.), as well as the level of satisfaction of the graduate and employer with respect to the university education received. Based on the results, a study is drafted and disseminated in various formats (website, email, printed, CD, etc.). The report is designed to be read by students, the CUEAE, the management teams of the education centres, public administration managers, companies and the general public. The report is public and can be accessed freely. The report is an extremely useful tool for the next classes of graduates, who have a wealth of information regarding the employment market.
At the same time, the correct interpretation of the professional integration characteristics and problems of each qualification programme can only be achieved based on research at a sector level, using qualitative techniques that enable us to gauge the experiences of each of the parties involved in the relationship the academic world and the employment market (graduates, teaching faculty, managers and employers).
The centre conducts analysis into the professional integration and satisfaction of graduates based in the research carried out and published by AQU Catalunya, as well as graduate surveys and employer surveys, employment market observatories, etc., etc. A report is drafted and presented to the governance bodies in order to plan improvement actions in terms of the study programmes.
Procedure for analysing satisfaction of the collectives involved in the qualification programme (students, academic, administration and service staff, etc) and satisfaction with the response to suggestions and complaints. Specific criteria in the event of cancellation of the qualification.
1) Procedures and mechanisms for gathering and analysing data regarding the level of satisfaction of the collectives involved in the qualification programme
The Centre has its own regulations in place (approved by the University Senate) which define the Centre’s governance and management structure, among other aspects. These regulations specify the functions of each of the governance bodies and the representation of each of them in the various collectives that make up the Centre’s community. Through the meetings of these group and individual bodies, the opinions of the Centre’s bodies as a whole are coordinated, which are recorded in minutes, with agreements being made that are transformed into improvement actions for the development of the study programme.
In particular, students may also present their opinions in the tutorial session or through the director of studies of their qualification programme. In this respect, together with the UPC, the EAE University Centre has a Tutorial Plan involving a student support service through which the teaching faculty provide information, guidance and counselling on a group or individual basis. The tutorial system is a means of support for adjusting to university life, with guidance being given in two main spheres: the academic sphere, with tracking of academic progress and guidance in terms of students’ development throughout the curriculum based on each student’s potential; and the personal sphere, with advice on the learning process (suitability of study methods, resources available at the university, etc.).
At the start of the academic year, students are informed of the tutor assigned to the. Group sessions are held at the start of the course to clear up or anticipate any academic problems that may arise. If students require more personalized support, they can request an individual and confidential counselling sessions. On the UPC website, in the Student Support subsection of the UPC Students section, there is information regarding the contact details of the Tutorial Programme Coordinator for each of the UPC’s education centres.
Students play a key role in the smooth running of the course. Their opinions contribute a great deal to the continuous improvement process of EAE programmes. In order to facilitate the communication of these opinions, each group should have representatives who are responsible for ensuring that the group’s opinions and concerns reach the academic directors of EAE, These representatives are elected by the participants themselves and have the right to attend the various meeting that may be held. The representatives from each course are the spokespeople for the group in the dialogues with the different departments of EAE’s academic organization.
2) Procedures and mechanisms for gathering and analysing data regarding students’ suggestions and complaints
Together with the UPC, the EAE University Centre has a University Community Ombudsman whose principal role is to receive complaints, suggestions, initiatives and improvement proposals, as well as dealing with any legal or natural person that is not considered sufficiently well taken care of through the channels that the community has in place. Regulations regarding this mechanism are stipulated in the UPC Statutes (Chapter VI) and Regulation 9/2004 of the University Senate. The UPC ombudsman does not have any binding mandate and does not take orders form any authority, undertaking their duties independently and at their discretion. These duties include presenting an annual report on their activity to the Social Council of the University and the Senate, as well as facilitating the process for students to make suggestions for quality improvement in terms of how the university functions and paying particular attention to these suggestions. Complaints and comments are processed in writing with supporting documentation. In all cases, the Ombudsman must pass a decision on the matter or, in the event that they decide not to process the complaint, they must notify the interested party in writing with an explanation of the reasons. To enable an assessment of their activities, in the UPC section of the University’s website, there is a specific section dedicated to the Ombudsman where the reports that they have drafted to date are published, including a list of complaints, actions taken and recommendations between 1995 and 2006, as well as the regulations regarding the position and their framework of operation. This section also includes an overview of the type of files processed and the recommendations implemented to date.
Meanwhile, in accordance with Article 162 of the UPC’s Statutes, in order to increase students’ participation in all spheres of university life and their contributions to achieving the university’s objectives, the student body has to create its own organization that must include the Student Council, as one of its representative bodies. This body represents all UPC students and is governed by the regulations approved by Agreement 15/1999 of the Board of Governors. These regulations stipulated the Student Council’s powers, objectives, operation, bodies and duties. These include acting as a platform to express the students’ aspirations, requests and proposals, as well as promoting, coordinating and defending their concerns, rights and interests. It also issues reports on issues related to university activities that it considers relevant. The Student Council has a website with information regarding resources, regulations, services, etc. that may be of interest to students.
At EAE, there is a Student Delegation that advises and defends the interests of all of the students enrolled at the School, as well as coordinating its representatives. This delegation is made up of the student representatives on the governance and representation bodies of EAE and the University.
There are 4 systems in place at EAE for communication between students and the centre:
Digital mailbox: on the virtual campus students have access to an electronic form addressed to the Director, for enquiries and suggestions.
The Academic Coordinators have a timetable for direct and personal contact with students. The course representative can make their suggestions during this time.
Each semester, there is a meeting between the coordination team and the course representatives in which the students’ suggestions are presented.
The Quality Department meet every semester with the course delegate to discuss the results of the surveys, go through the digital mailbox and gather the students’ opinions and suggestions.
At the end of each academic year, the Quality Committee drafts a report on the suggestions and complaints received indicating the most significant actions and results in terms of student satisfaction and improving the study programme. It then outlines proposals for improving the study programme. This report is sent to the Academic Committee which evaluates it and sends the document with its comments to the Programme Directors, who then implement the actions.
A special procedure is in place in the event of disagreement with the ratings, known as an evaluation review.
Beyond simply focusing on the qualification, the evaluation of the subject programme will let participants know which errors have been made and on which aspects of the course in question they should focus their efforts. Up to ten days after the qualification has been published, participants can request information about or a review of any aspect of the evaluation and any of the tests involved in the course evaluation.
To request an examination review, participants should notify the Academic Coordinators of the Programme, who then inform the participants of the date and time of the review. The review date cannot be changed under any circumstances. Meanwhile, due to the need to process EAE’s data and files, participants cannot access to any other participant’s texts for consultation or review. EAE is responsible for safeguarding the evaluation tests and work conducted throughout the academic year.
3) Criteria and procedures for the possible cancellation annulment of the qualification programme.
The official qualification programme run by the Centres affiliated to the Universitat Politècnica de Catalunya may be cancelled for failure to obtain a positive accreditation report or because the qualification programme needs modifications that would result in a significant change in its nature and objectives. Programmes may also be cancelled at the request of the EAE University Centre, the University’s Board or Governors or the Government of the Autonomous Community in accordance with the stipulated criteria.
Royal Decree 1393/2007 states that accredited qualifications must initially undergo an evaluation process overseen by the ANECA or the evaluation bodies stipulated in the Autonomous Communities Act, every six years from the date of registration on the Register of Universities, Centres and Qualifications, in order to keep its accreditation.
As indicated in Article 27 of the aforementioned Decree, qualifications may retain their accreditation on the condition that they receive a positive accreditation report. In the event of a negative report, the University, the Government of the Autonomous Community and the Universities Board are notified and given tor by the Government of the Autonomous Community and an opportunity to rectify the problems is given. Failure to rectify these issues will result in the qualification programme being removed from the Register of Universities, Centres and Qualifications, thereby losing its official status and validity throughout the national territory, with a resolution establishing the guarantees required by students currently taking the study programme. Therefore, a study programme is considered to be cancelled when it does not pass this accreditation process.
Cancellation of the qualification programme also occurs in the event that, after modifying the studying plans and notifying the Universities Board for evaluation by the ANECA (Article 28 of the aforementioned Decree), it is deemed that these modifications result in a significant change in the nature and objectives of the programme that was previously registered on the Register of Universities, Centres and Qualifications. Such cases would involve a new study programme that must be treated as a new qualification programme.
Lastly, an official qualification may also be cancelled at the proposal of the Centre (after approval by the Centre’s Board of Directors), the Board of Governors of the UPC and the social council of the UPC.
In view of the fact that universities are under obligation to guarantee the appropriate and effective development of the teaching programme that students have started until the completion of these studies, in the event of the cancellation of a qualification programme, the Centre’s Management Team must make a proposal that requires approval from the Centre Board, outlining the criteria for guaranteeing to the appropriate and effective development of the teaching programme underway until its completion. The proposal must include the following points:
No new enrolments for the qualification can be accepted.
The gradual stoppage of the teaching programme.
The implementation of tutorials and specific guidance for the students, as required.
The right for evaluation until the end of the period regulated by the applicable legislation.
The University and the Management Team of the Centre must ensure the effective communication of the cancellation of UPC’s study programmes to the general public, as well as announcing the actions taken to guarantee the students the effective development of the teaching programmes underway.
4) Mechanisms for publishing information
The Universitat Politècnica de Catalunya and the EAE University Centre have websites (www.upc.edu and www.eae.es) organized into topics and collectives, where information is posted in relation to study programmes, access profiles of students, their academic results and professional integration results, etc. Both websites are public but have sections with restricted access (intranets, information systems, etc.) depending on the collective at which the information is aimed. In addition, the UPC website contains the websites of the different academic divisions (education centres, departments and university research institutes), functional areas (general services) and other University bodies.
The Centre’s management team proposes the information to be posted, the means of publication and the interest groups at which it is aimed.
With respect to the qualification programmes, information is published via the internal platform, the UPC and EAE websites and brochures, outlining at least the following details:
The training programmes on offer.
The objectives and programmes of the qualifications.
The teaching, learning and evaluation methodologies.
The teaching results both in terms of learning and the levels of satisfaction of the various interest groups.
Professional integration and external internships.
Procedures for making claims, complaints and suggestions.