Strategic Development and
Quality Unit

The Strategic Development and Quality Unit (Unidad de Desarrollo Estratégico y Calidad, UDEC) encourages, facilitates and administers activities in the strategic development and quality areas for all the faculties, schools, campuses and services of the CEU Cardenal Herrera University (CEU UCH).

Since it was established in 2005-2006, under the initial name of the Technical Unit for Quality, it has sought to support the constant improvement of the University’s study programmes and processes, adherence to national and regional legislation, and coherence with the rest of the European Higher Education Area (EHEA).

At the UDEC, we seek to realize our Rector’s vision and directives, working in close collaboration with the University’s governance bodies, study programme administrators and University services, together with all those who form part of our university community. In this way, we strive to ensure that projects are carried out to a high standard, encouraging a culture of innovation and excellence in education, with the University’s strategic objectives in mind. The ultimate aim is to make CEU UCH an outstanding institution within the European Higher Education Area.

Vice-Rector for Quality and Students

D. Francisco Javier Montañez Aguilera

Strategic Development and Quality Unit

Dª. Mª José Collado Muñoz
Dª. Montserrat Martínez Soldevilla
Dª. Inma Doménech Martínez
Dª. Agnes Castillo Ramón

The UDEC provides the following services:

• Design and implementation of the University's Internal Quality Assurance System.
• Technical support for the different processes of assessment, certification and accreditation at the University, for teaching, research and administration.
• Technical support and administration of the University’s participation in assessment processes undertaken by Spain’s quality assessment and accreditation agency, ANECA (Agencia Nacional para la Evaluación de la Calidad y Acreditación) and Valencia’s regional quality assurance agency, AVAP (Agència Valenciana d’Avaluació i Prospectiva).
  • Drafting of documentation: tables, indicators, reports, studies, evidence and surveys.
  • Technical assistance and training of members of self-assessment committees.
  • Support and coordination of external assessment committees.
  • Monitoring and coordination of assessment processes.
• Technical support to the University Statistical Service.
• Training activities related to quality assurance and the culture of quality in a university context.
• Monitoring and analysis of European, national and regional higher education policy, taking into consideration the viewpoints of government, specialist agencies, changes in the law and action plans.
• Promotion of quality and innovation in university administration.
• Data collection regarding needs and suggestions originating from the university community, responding to contributions and making proposals for improvement to senior management.
• Technical support to the University’s governance bodies for the launch and development of strategic proposals and the achievement of strategic objectives.

The UDEC is responsible for the continuous improvement of the CEU Cardenal Herrera University’s processes and services. Our ultimate aim is to ensure that the University is a leading higher education institution, with outstanding teaching and efficient and reliable services. The UDEC is open to collaboration with the whole university community – students, lecturers and administrative and service staff. By working as a team, we can achieve continuous improvement.

To view the UDEC’s annual Activity Reports, click on the link below:

View reports

To improve the learning process so that students can enhance their capacity to think critically, to explore and deepen their knowledge of their field autonomously, and to interpret their social and cultural environment.

Quality Policy 1

The above objective forms the basis of the quality policy for the improvement of the learning process.

Today’s study programmes are designed in terms of target competencies and learning outcomes. This conception of learning represents a significant change from the previous model, which was more focused on content. To improve graduate employability, we must seek to improve the application of the competency-based learning process.

The profound cultural, technological, scientific and social changes that are taking place, which have come to be called the fourth industrial revolution, are changing the required skill set of certain professions. This means that new areas of development and specialization are opening up within existing professions, and completely new professions are also being created.

Change has become a constant in today’s society. This means that we must be more flexible and use critical thinking to a greater extent in order to ensure the autonomy and welfare of our communities and each person within them.

Actions to take as part of the quality process for the improvement of the learning process:

• 1.1 Exploria training and support programme to improve the learning process
• 1.2. Improvement of the learning plans using the CAFE model (competencies, educational activities, assessment), implemented horizontally and vertically across each study programme.
• 1.3. Digital literacy training of the academic staff: this is a permanent training project, with the Digital Ambassadors as a support team.
• 1.4. Encouragement and support for the improvement of teaching methods to enable students “to learn how to learn”, to discover knowledge for themselves and to think critically.
• 1.5. Research + teaching programme
• 1.6. Project to redefine graduate profiles and, if necessary, redesign the target competencies for the corresponding study programmes.
• 1.7. Reshaping the study programmes offered in order to respond to the changes that the fourth industrial revolution has caused and provide with the 21st century skills that they need. This applies both to degree programmes and to lifelong learning training programmes (known as títulos propios).
• 1.8. Modification of the academic management policies in response to the new needs deriving from the improvement of the learning process.
• 1.9. Academic success plan to support, drive and improve the academic performance of those students who initially struggle to adapt to their degree programme.
• 1.10. Assessment improvement plan: correlation between learning outcomes and continuous assessment, the creation of assessment procedures similar to the ECOE (a structured objective competency test used in the Medicine degree) and the implementation of measures to reduce plagiarism and other fraudulent practices in continuous and final assessments.
• 1.11. Support for COIL projects: Collaborative Online International Learning (COIL) projects enable all students to gain an international experience during their studies.
• 1.12. Programme to promote teaching innovation and improvement projects.

To improve the student’s university experience by enhancing their personal development through extra-curricular activities, improving their social integration into the university community, and addressing their needs for personal growth.

Quality Policy 2

The above objective forms the basis of the quality policy for supporting students’ personal development

To ensure students take full advantage of the potential for personal development at the University, we must support and guide them and offer them opportunities for personal, spiritual, social, cultural, sporting and artistic growth.

Actions to take as part of the quality process for supporting students’ personal development

• 2.1. Campus Life: a programme for student welfare enabling their full integration into student life.
• 2.2. University clubs: bottom-up implementation of social and cultural activities in response to student interests.
• 2.3. University guidance and personal support: improvement of the personal support offered to students via specialists at the University Guidance Service.
• 2.4. Improvement of the implementation of the bullying prevention protocol to ensure a student environment in which there is zero tolerance of bullying.
• 2.5. Programme to support student mental health.
• 2.6. Continuous improvement of the plan for equality of opportunity between men and women: student dimension.
• 2.7. Development and implementation of the programme to support students with a disability.
• 2.8. Student mentoring programme: improvement of support offered to new students through the use of student mentors, who receive training for this role.
• 2.9. Sports programme: the dual aim is to encourage students to take part in sporting activities and to provide support to elite and high-performance athletes.
• 2.10. Support and guidance in spiritual and transcendental issues, to cultivate the social and community dimension of religious experience.

To improve the ability of our graduates to develop their careers and become financially independent.

Quality Policy 3

The above objective forms the basis of the quality policy for supporting graduate employability

To improve graduate employability, we must provide them with specific support to gain their first job and to develop the skills they need to develop their career in the context of the fourth industrial revolution.
The globalization of the economy and of knowledge opens up new opportunities for international careers.

Actions to take as part of the quality policy for supporting graduate employability

• 3.1. Plan to support entrepreneurship and entry into employment: improvement of the measures to support student entrepreneurship and successful entry into the job market. This plan includes the following programmes:
  • The Forward Programme: multimedia training materials on the virtual campus platform. These focus on job search tools, self-knowledge, the use of social networks for professional purposes, and accessing the international job market, amongst other issues. The aim is to improve our students’ applicant profiles, to enable them to develop their careers and to facilitate successful entry into the job market.
  • Forward Simulations: these activities aim to provide students with insights into the skills required in the workplace. They enable students to experience a selection process and the first day at work at an organization.
  • Networking events and expert-led workshops, in order to bring employers, students and graduates together, and to give our students and graduates insights into the latest trends regarding what employers are looking for.
• 3.2. Implementation of a microcredential ecosystem, improving the opportunities for career development of our graduates.
• 3.3. Voluntary placement programme: this enables our students to gain social skills for success in the workplace while also enhancing their CVs before graduation.
• 3.4. GPS Programme: this aims to provide students with additional competencies which are perceived to be crucial for career success in the context of the fourth industrial revolution. This is achieved through curricular activities or via complementary training or mentoring.
• 3.5. Facilitation of international mobility for training and placements, to boost the international employability of our graduates.
• 3.6. Programme of international agreements for dual degree programmes, exchanges and specialized training projects.
• 3.7. Complementary language training and certification of the student’s level of English before graduating.
• 3.8. Incorporation of digital learning outcomes and competencies into the degree programmes.
• 3.9. Incorporation into the degree programmes of learning outcomes regarding sustainable development from the point of view of each discipline.
• 3.10. Programme to support graduate entrepreneurship, with the support of other graduates and professionals.

To generate and communicate knowledge

Quality Policy 4

The above objective forms the basis of the quality policy for research enhancement.

We see research as a service we can provide to society: by furthering knowledge, we can improve the world we live in. But creating new knowledge is not enough. We must also communicate and transfer this knowledge to society. We aim to enhance research activities at the University through multi-year programmes which are part of the University’s Strategic Research Plan.

Actions to take as part of the quality policy for research enhancement

• 4.1. Academic development plan to encourage doctoral studies as the first step in the academic career of new lecturers.
• 4.2. Recruitment and retention plan for research talent to increase the number of researchers at the University at predoctoral, postdoctoral and senior levels.
• 4.3. Programme to consolidate research indicators: funding for the research groups varies depending on their productivity. This includes a research activity intensification plan for lecturers with a strong research record.
• 4.4. Research communication and dissemination plan: this includes transferring research experiences and findings into undergraduate and postgraduate programmes. This will showcase research with the aim of stimulating student interest in knowledge discovery and the structure of knowledge. Open access will be baked into this plan in general, and the institutional repository will be used to disseminate knowledge and raise the profile of the University’s research production.
• 4.5. Specific research and knowledge culture dissemination plan: Scientific Communication Unit.

To safeguard the institution’s economic sustainability and ensure its independence and foundational mission

Quality Policy 5

The above objective forms the basis of our policy for student recruitment and satisfaction with teaching and university services

The University wishes to remain a higher education which is completely independent of other public and private interests. To achieve this, it must safeguard its economic sustainability on the basis of the resources it generates from its activities. Therefore, we must continue to improve the skills of our staff, as they provide the major part of the institution’s value to students and other stakeholders and are the basis of its prestige, which is also a key factor for student recruitment.

Actions to take as part of the quality policy for institutional sustainability and student satisfaction

• 5.1. Spanish student recruitment plan.
• 5.2. International student recruitment plan.
• 5.3. Plan to support and retain students who encounter difficulties adapting to university life.
• 5.4. Improvement of the grant and scholarship programmes in order to diversify the Spanish and international student intake.
• 5.5. Plan to acquire Spanish and international institutional accreditation in order to boost the University’s prestige.
• 5.6. Plan for the support and promotion of the academic staff: training, assessment and improvement.
• 5.7. Plan for the support and career development of the administrative and service staff: training, assessment and improvement.
• 5.8. Plan for the support and development of the managerial staff: training, assessment and improvement.
• 5.9. Continuous improvement of the plan for equality of opportunity between men and women: employee focus.
• 5.10. Plan to digitize processes and services: to improve efficiency and personalize provision.

To foster principles which encourage students to work for the common good and improve society for everyone

Quality Policy 6

The above objective forms the basis of the quality policy for the support of the humanities and ethics

Showing commitment and a desire to stand out by taking a stand are two of the University’s core values. That is why we want to students to forge a link between their professional life and making a contribution to the common good. To do this, we seek to develop their ability to recognize injustice and the desire to do something about it, and we also want them to take on the responsibility of contributing to others’ well-being, both at the individual and collective levels. Incorporating this perspective into their working lives will help them to become the best they can be. This means that our educational programmes must include learning and development opportunities which concern anthropological and ethical perspectives both on their profession and on society, while offering the opportunity to explore the transcendental dimension of existence.

Actions to take as part of the quality policy for the support of the humanities and ethics

• 6.1. Review of the design of the study programme to improve ethical training and guidance of students towards contributing to the common good and respect for human dignity.
• 6.2. Progressive incorporation of content from the humanities in undergraduate programmes in general.
• 6.3. Support for complementary training in the humanities in order to boost the education of socially responsible citizens.
• 6.4. Support for the offering of theological, social and charitable education, in terms of both the theory and practice, from the pastoral perspective.
• 6.5. Development and implementation of the learning and service model.
• 6.6. Promotion of social reflection on the importance of the humanities and ethics in education.

• CEU UCH Internal Quality Assurance System.
• Process Manual

• Final ANECA Report on the Design of the Internal Quality Assurance System
• Structure Of The University's Quality Assurance Committees
• Quality Assurance System (Saic) Implementation Certificate – Faculty of Health Sciences, Valencia
• Quality Assurance System (Saic) Implementation Certificate – Faculty of Health Sciences, Elche
• Quality Assurance System (Saic) Implementation Certificate – Faculty of Health Sciences, Castellón
• Quality Assurance System (Saic) Implementation Certificate – ESET (School of Design, Architecture and Engineering)
• Quality Assurance System (Saic) Implementation Certificate – Faculty of the Humanities and the Communication Sciences, Valencia
• Quality Assurance System (Saic) Implementation Certificate – Faculty of Veterinary Medicine
• Institutional Accreditation of the Faculty of Veterinary Medicine
• Institutional Accreditation of ESET (School of Design, Architecture and Engineering)
• Institutional Accreditation of The Faculty of The Humanities and the Communication Sciences, Valencia
• Institutional Accreditation of The Faculty of Health Sciences, Castellón

Quality assurance system processes

• Review of the Processes of the Quality Assurance System, 2023/24
• Review of the Processes of the Quality Assurance System, 2022/23
• Review of the Processes of the Quality Assurance System, 2021/22 bis
• Review of the Processes of the Quality Assurance System, 2021/22
• Review of the Processes of the Quality Assurance System, 2020/21
• Review of the Processes of the Internal Quality Assurance System (SAIC), 2018/19
• Review of the Processes of the Quality Assurance System, 2017/18
• Review of the Processes of the Quality Assurance System, 2016/17
• Review of the Processes of the Quality Assurance System, 2015/16
• Review of the Processes of the Quality Assurance System, 2014/15
• Review of the Processes of the Quality Assurance System, 2013/14

Quality Manual

• Review of the Quality Manual, 2022/23
• Review of the Quality Manual, 2021/22 bis
• Review of the Quality Manual, 2021/22
• Review of the Quality Manual, 2017/18

• Quality Assurance Committee Portal
• SAIC Indicator and Evidence Portal