All UDC centers have a Internal Quality Assurance System (IQAS), verified by the Agency to Calidade do Sistema Universitario de Galicia (ACSUG) and ANECA in FIDES programs and AUDIT, respectively, and in accordance with the standards and Guidelines for Quality Assurance in the EHEA. Within IQAS centers integrate all their degrees and masters. IQAS procedures established who and how to follow up and monitoring of the results and the student's learning process in the titration, establishing coordinating bodies and mechanisms, evaluation and continuous improvement of the studies, which are the academic comittee and the quality assurance commision of center.
The IQAS establish how UDC centers measure and analyze the learning outcomes. To do the IQAS uses rates and global indicators for assessing the quality of training provided. Included among the results, in addition to the fees included in the title verification reports (efficiency rates, graduation and dropout), assessment rates, success and performance. We compare the results obtained in the title with the center's results for each indicator.
To ensure that the title is developed in accordance with the verification report presented the center conducts an annual monitoring report in accordance with the procedures of the center IQAS and results. This report is reviewed by the ACSUG, external evaluation agency.
The outcome of this analysis will emerge corrective actions and improvement proposals that achieve the intended objectives and the improvement of the degree.
In order to ensure proper standards and quality at UDC, an academic management committee and a quality assurance committee are appointed for each faculty/school. In addition to, each faculty/school will be able to establish a specific academic management committee of the study.
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2021/2022 | 29 |
| Men | 2021/2022 | 0 |
| Women | 2021/2022 | 29 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2021/2022 | 1,118 |
| Credits on 1st enrollment | 2021/2022 | 983 |
| Credits on 2nd enrollment | 2021/2022 | 123 |
| Credits on 3rd enrollment and above | 2021/2022 | 12 |
| % credits repeated | 2021/2022 | 12.08 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2021/2022 | 38.55 |
| Evaluation rate | 2021/2022 | 86.58 |
| Success rate | 2021/2022 | 100 |
| Performance rate | 2021/2022 | 86.58 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2021/2022 | 93.65 |
| Graduation rate | 2020/2021 | 76.19 |
| Leaving rate | 2019/2020 | 15.79 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2021/2022 | 2,062 |
| Men | 2021/2022 | 446 |
| Women | 2021/2022 | 1,616 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2021/2022 | 113,100 |
| Credits on 1st enrollment | 2021/2022 | 108,100 |
| Credits on 2nd enrollment | 2021/2022 | 3,541 |
| Credits on 3rd enrollment and above | 2021/2022 | 1,483 |
| % credits repeated | 2021/2022 | 4.44 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2021/2022 | 54.87 |
| Evaluation rate | 2021/2022 | 95.85 |
| Success rate | 2021/2022 | 95.9 |
| Performance rate | 2021/2022 | 91.91 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2020/2021 | 26 |
| Men | 2020/2021 | 2 |
| Women | 2020/2021 | 24 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 1,251 |
| Credits on 1st enrollment | 2020/2021 | 1,203 |
| Credits on 2nd enrollment | 2020/2021 | 48 |
| Credits on 3rd enrollment and above | 2020/2021 | 0 |
| % credits repeated | 2020/2021 | 3.84 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 48.12 |
| Evaluation rate | 2020/2021 | 85.13 |
| Success rate | 2020/2021 | 100 |
| Performance rate | 2020/2021 | 85.13 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2020/2021 | 99.4 |
| Graduation rate | 2019/2020 | 57.89 |
| Leaving rate | 2018/2019 | 16.67 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2020/2021 | 2,156 |
| Men | 2020/2021 | 479 |
| Women | 2020/2021 | 1,677 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 115,600 |
| Credits on 1st enrollment | 2020/2021 | 110,300 |
| Credits on 2nd enrollment | 2020/2021 | 2,787 |
| Credits on 3rd enrollment and above | 2020/2021 | 2,458 |
| % credits repeated | 2020/2021 | 4.54 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 53.6 |
| Evaluation rate | 2020/2021 | 96 |
| Success rate | 2020/2021 | 97.5 |
| Performance rate | 2020/2021 | 93.6 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 27 |
| Men | 2019/2020 | 7 |
| Women | 2019/2020 | 20 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2019/2020 | 1,175 |
| Credits on 1st enrollment | 2019/2020 | 1,079 |
| Credits on 2nd enrollment | 2019/2020 | 96 |
| Credits on 3rd enrollment and above | 2019/2020 | 0 |
| % credits repeated | 2019/2020 | 8.17 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 43.5 |
| Evaluation rate | 2019/2020 | 91.61 |
| Success rate | 2019/2020 | 98.88 |
| Performance rate | 2019/2020 | 90.59 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2019/2020 | 88.92 |
| Graduation rate | 2018/2019 | 83.33 |
| Leaving rate | 2017/2018 | 11.76 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 2,214 |
| Men | 2019/2020 | 498 |
| Women | 2019/2020 | 1,716 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2019/2020 | 117,000 |
| Credits on 1st enrollment | 2019/2020 | 108,700 |
| Credits on 2nd enrollment | 2019/2020 | 4,829 |
| Credits on 3rd enrollment and above | 2019/2020 | 3,547 |
| % credits repeated | 2019/2020 | 7.16 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 52.86 |
| Evaluation rate | 2019/2020 | 95.97 |
| Success rate | 2019/2020 | 97.93 |
| Performance rate | 2019/2020 | 93.98 |
These are the master thesis works that have been read in recent academic years. For more information, visit our search engine of final master thesis
A program proposal to teach core vocabulary to beginning comunicators
An intervention proposal for a case of Selective Mutism in Primary Education.
Assessment of language development in children with hearing impairment: A comparative study
Carrying out comments through augmentative communication in adults with intellectual disabilities.
Case study: communicative-linguistic competence and written language in a dyslalic subject
Evaluation of executive functions in children with dyslexia: a systematic review.
Intervention project for students with SEN associated with simple language delay
Language enrichment program in Specific Language Impairment (SLI) in early ages.
Assessment and hygiene of the voice for an early childhood teacher with vocal hyperfunction
Differential analysis of the relationship between executive processes in a dyslexic population
Intervention proposal for development of understanding reader in students with ASD
Intervention proposal for Selective Mutism
Intervention proposal in phonological dyslexia
Intervention proposal within the development of the reading and writing process.
Adaptation of an instrument to assess auditory and phonological discrimination in children with ASD
Analysis of the use of the SMS abbreviations by children with and without ADHD: a research project
Dental care in patients with Autism Spectrum Disorder in the province of A Coruña.
Improving the literacy skills of Spanish-speaking students with dyslexia for learning English
Influence of physical frailty on language and executive functioning in older people: A pilot study
Intervening writing planning in 3rd and fourth primary education graders
intervention program for a case of specific language disorder
intervention program for a case of specific language disorder
Intervention proposal in productive writing for the second cycle of primary education.
Language skills and difficulties in Williams Syndrome
Procedure to teach answering “Wh” questions
The word box: intervention proposal for children with ADHD
The word box: intervention proposal for children with ADHD
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
| academic year 2020/2021 | |
|---|---|
| General offer | 20 |