Program quality indicators
Supply, demand and enrolment
| Indicators | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|---|---|---|---|---|---|
| Spots available | 130 | 130 | 130 | 60 | 60 |
| Applications received | 384 | 349 | 67 | 72 | 127 |
| Newly enrolled students | 128 | 125 | 40 | 40 | 55 |
Origin
| Indicators | 2017-18 | 2017-18 | 2019-2020 | 2020-21 | 2021-22 |
|---|---|---|---|---|---|
| University entrance exam (PAU) | 100% | 100% | 95% | 85% | 75% |
| Others | 0% | 0% | 5% | 15% | 25% |
| TOTAL | 100% | 100% | 100% | 100% | 100% |
Program faculty suitability
Faculty by category and PhD
| 2021-22 | URL PhD Assistant Professor | URL Lecturer | URL Professor | URL Contracted PhD | URL Associate Professor | Others* | Total Faculty | % Total Faculty | % Accredited Faculty (ANECA/AQU) |
|---|---|---|---|---|---|---|---|---|---|
| PhDs | 1 | 3 | 3 | 19 | 9 | 0 | 35 | 51% | 71% |
| Non-PhDs | 34 | 34 | 49% | - | |||||
| TOTAL | 1 | 37 | 3 | 19 | 9 | 0 | 69 | 100% | - |
* Others: Visiting and guest faculty, etc.
Percentage of classroom teaching hours delivered (HIDA) by faculty category and PhD
| 2021-22 | URL PhD Assistant Professor | URL Lecturer | URL Professor | URL Contracted PhD | URL Associate Professor | Others* | Total Faculty | % Total Faculty | % HIDAS by Accredited Faculty (ANECA/AQU) |
|---|---|---|---|---|---|---|---|---|---|
| PhDs | 42.0 | 115.0 | 168.5 | 825.5 | 288.0 | 0.0 | 1,442.0 | 52% | 67% |
| Non-PhDs | 1,328.5 | 1,328.5 | 48% | - | |||||
| TOTAL | 42.0 | 1,443.5 | 168.5 | 825.5 | 288.0 | 0.0 | 2,770.5 | 100% | - |
| 2% | 52% | 6% | 30% | 10% | 0% |
* Others: Visiting and guest faculty, etc.
Percentage of classroom teaching hours delivered (HIDA) according to research and teaching tracks
| 2021-22 | Research Track | Period of Teaching* | ||||
|---|---|---|---|---|---|---|
| None | Inactive track | Active track | None | Inactive track | Active track | |
| GED | 2,247.5 | 12.0 | 511.0 | 1,628.5 | 72.0 | 1,070.0 |
| 81% | 0% | 18% | 59% | 3% | 39% | |
* The teaching track does no apply to private universities; calculated based on faculty participating in the Docentia Programme
Full-time students per full-time faculty
| 2021-22 | Full-time faculty | Full-time students | Ratio |
|---|---|---|---|
| GED | 11.5 | 277.0 | 1/24 |
General satisfaction with faculty
| Scale 1-7 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 | |
|---|---|---|---|---|---|---|
| GED | Compulsory courses | 6 | 5.8 | 5.8 | 6.2 | 5,7 |
| Electives | 5.7 | 6.2 | 6.2 | 6.5 | 6,1 |
Student satisfaction with learning support systems
Student satisfaction with learning support systems
| 2021-22 AQU | Scale 1-5 | % response |
|---|---|---|
| 6. Tutorials were useful and helped to improve my learning | 3.3 | 36.4% |
| 14. The student support services (information, registration, academic procedures, scholarships, guidance, etc.) have offered me good advice and attention | 3.6 | |
| 15. I have received adequate response to my complaints and suggestions | 3.3 | |
| 19. The training received has allowed me to improve my professional skills | 4.6 |
Student satisfaction with material resources
| 2021-22 AQU | Scale 1-5 | % response |
|---|---|---|
| 7. Using the virtual campus has made my learning easier | 4.3 | 36.4% |
| 12. The facilities (classrooms, teaching spaces, auditoriums...) have been adequate to promote my learning | 4.5 | |
| 13. The resources provided by the library and teaching support services have met my needs | 4.3 |
Program outcomes and quality
Graduate satisfaction with the overall educational experience
| 2021-22 | Scale 1-5 | % response |
|---|---|---|
| 1. The curriculum's structure allowed my learning to progress adequately. | 4.5 | 36.4% |
| 4. I am satisfied with the teaching staff | 4.6 | |
| 8. The assessment systems have allowed my learning to be adequately reflected | 4 | |
| 9. The external internships allowed me to apply the knowledge acquired during the program | 4.2 | |
| 11. The final degree project was useful, helping me to consolidate all the program competencies | 3.9 | |
| 18. The education received helped me to improve my personal skills (self-confidence, leadership, independent learning, creativity, solving new problems, critical analysis, teamwork, etc.) | 4.3 | |
| 20. I'm satisfied with the degree | 4.3 | |
| 21. If I had to start all over again, I would choose the same program | 28% No 73% Yes |
|
| 22. If I had to start all over again, I would choose the same school | 15% No 85% Yes |
Global academic outcomes
| Indicators | 2017-18 | 2018-19 | 2019-2020 | 2020-21 | 2021-22 |
|---|---|---|---|---|---|
| Performance | 96.7% | 94.9% | 95.5% | 94.9% | 94.5% |
| Efficiency | 86.8% | 88.1% | 89.1% | 91.8% | 91.3% |
| Graduation | 80.9% | 81.6% | 80.6% | 78.0% | 76.0% |
| Attrition | 10.8% | 10.8% | 10.9% | 10.3% | 9.7% |
Overall first-year outcomes
| Indicators | 2017-18 | 2018-19 | 2019-2020 | 2020-21 | 2021-22 |
|---|---|---|---|---|---|
| Attrition | 3.6% | 0.55% | 0.49% | 4.6% | 3.7% |
| Students sitting final exams (of total enrolled students) | 99.4% | 95.5% | 98.4% | 94.8% | 98.2% |
| Success | 97.5% | 95.7% | 95.8% | 91.3% | 93.6% |
| Performance | 96.9% | 91.5% | 94.3% | 86.5% | 91.9% |
Job placement
| Indicators 2021-22 | Values relative to the total cohort | ||
|---|---|---|---|
| Placement | Employed | 0.0% | |
| Unemployed | - | ||
| Inactive | 100% | ||
| No information | 0% | ||
| Adequacy (functions) | Related to the program | - | |
| University-related | - | ||
| Non-university related | - | ||