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 | 2025 | 225 |
| Men | 2025 | 68 |
| Women | 2025 | 157 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2025 | 12,559.5 |
| Credits on 1st enrollment | 2025 | 10,023 |
| Credits on 2nd enrollment | 2025 | 1,443 |
| Credits on 3rd enrollment and above | 2025 | 1,093.5 |
| % credits repeated | 2025 | 20.2 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2025 | 55.82 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2025 | 564 |
| Men | 2025 | 143 |
| Women | 2025 | 421 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2025 | 31,668 |
| Credits on 1st enrollment | 2025 | 26,473.5 |
| Credits on 2nd enrollment | 2025 | 2,989.5 |
| Credits on 3rd enrollment and above | 2025 | 2,205 |
| % credits repeated | 2025 | 16.4 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2025 | 56.15 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2024 | 205 |
| Men | 2024 | 51 |
| Women | 2024 | 154 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2024 | 11,902.5 |
| Credits on 1st enrollment | 2024 | 9,466.5 |
| Credits on 2nd enrollment | 2024 | 1,338 |
| Credits on 3rd enrollment and above | 2024 | 1,098 |
| % credits repeated | 2024 | 20.47 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2024 | 58.6 |
| Evaluation rate | 2024 | 89.92 |
| Success rate | 2024 | 74.91 |
| Performance rate | 2024 | 67.36 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2024 | 87.21 |
| Graduation rate | 2024 | 14.61 |
| Leaving rate | 2024 | 17.57 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2024 | 550 |
| Men | 2024 | 116 |
| Women | 2024 | 434 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2024 | 31,474.5 |
| Credits on 1st enrollment | 2024 | 25,932 |
| Credits on 2nd enrollment | 2024 | 3,424.5 |
| Credits on 3rd enrollment and above | 2024 | 2,118 |
| % credits repeated | 2024 | 17.61 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2024 | 57.23 |
| Evaluation rate | 2024 | 87.83 |
| Success rate | 2024 | 84.59 |
| Performance rate | 2024 | 74.29 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2023 | 261 |
| Men | 2023 | 70 |
| Women | 2023 | 191 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2023 | 13,917 |
| Credits on 1st enrollment | 2023 | 10,740 |
| Credits on 2nd enrollment | 2023 | 1,810.5 |
| Credits on 3rd enrollment and above | 2023 | 1,366.5 |
| % credits repeated | 2023 | 22.83 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2023 | 53.32 |
| Evaluation rate | 2023 | 84.62 |
| Success rate | 2023 | 77.21 |
| Performance rate | 2023 | 65.34 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2023 | 92.85 |
| Graduation rate | 2023 | 19.5 |
| Leaving rate | 2023 | 28 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2023 | 632 |
| Men | 2023 | 150 |
| Women | 2023 | 482 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2023 | 33,988.5 |
| Credits on 1st enrollment | 2023 | 27,964.5 |
| Credits on 2nd enrollment | 2023 | 3,400.5 |
| Credits on 3rd enrollment and above | 2023 | 2,623.5 |
| % credits repeated | 2023 | 17.72 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2023 | 53.78 |
| Evaluation rate | 2023 | 85.29 |
| Success rate | 2023 | 82.92 |
| Performance rate | 2023 | 70.72 |
Success Not success Not presented
Success Not success Not presented
Success Not success Not presented
These are the end of grade works that have been read in recent academic years. For more information, visit our search engine of EOG works
Taylor Swift’s Words Worth: The Uncovering of Literary Allusions and Feminist Reinterpretations
Beyond the podium: a cross-linguistic study of acceptance speeches
About Class and Gender: Meridel Le Sueur's Proletarian Literature
"Paula Gunn Allen’s Pocahontas: Medicine Woman, Spy, Entrepreneur, Diplomat: A Feminist Biography"
Long Live Literature: Literary Echoes in Taylor Swift's Music
Gairaigo and Wasei-Eigo: A Corpus-Assisted Study on the Influence of English on the Japanese Lexicon
The Influence of the Beat Generation on Patti Smith's Music and Poetry
Analysis of Spanish Corpus Written by Deaf People
Revoltingly Funny: A Linguistic Approach to Roald Dahl’s Rhymes and their Translation into Spanish
An Approach to Interlanguage and Mother Tongue Interference in Spanish Learners of English
The Modern Bildungsroman: How A Song of Ice and Fire Creates Heroes in Today’s World
Aphra Behn´s Oroonoko: a Proto-colonial Analysis
An Analysis of the Elements of Persuasion in Eighteenth-Century Women Scientific Writing.
From Error Analysis to Contrastive Interlanguage Analysis: A New Approach to the Study of Error
Examining Joy Harjo’s Crazy Brave from Native American Feminism
The evolution of dystopian narratives over the years: The Last of Us and Cormac McCarthy’s The Road
The Influence of French on English: a Legacy of the Norman Conquest
Exploring Scottish folkore: myths, legends, and cultural Identity
Communicating at Speed: A Corpus-Based Study of Fragments in Formula 1 Team Radios
Rebecca: A Gothic View on the Role of Women and Marriage
(De)/(Post)human(ization) in Harlan Ellison’s “I Have No Mouth and I Must Scream”
Masculinity and gender expression in Chuck Palahniuk’s Fight Club
The Things They Carried: Trauma, Racial Hatred, Sexist Masculinity and Stories to Keep on Telling
The Māori According to Katherine Mansfield: A Postcolonial Feminist Approach
The Lord of the Rings: The Fellowship of the Ring. From book to film: a comparative perspective
From Page to Screen: Identity, Ethnicity and Diaspora in Half of a Yellow Sun
The name of the rose. From novel to film. Comparative semiotic-textual analysis
Robin Hood: the Contemporary Survival of a Myth
The Grand Theft Auto series: A Satirical Representation of American Society
Dichotomy in the Orientalist discourse: A Passage to India and Black Narcissus
The Northern English Accent from a Historical Perspective
Present-Day Reception of Romeo and Juliet
Lady Gregory's Cuchulain of Muirthemne: Present-day Reception
Data Driven Learning as a Teaching Method
A Tale of Two Monsters: Comparing the Depiction of the Creature in Frankenstein and Penny Dreadful
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
| academic year 2024/2025 | |
|---|---|
| General offer | 100 |