Cantabria International Campus > Actions > Teaching improvement and EHEA adaption plan > Teaching improvement and EHEA adaptation plan
Teaching improvement and EHEA adaptation plan

Introduction.

If Cantabria aims to become a pole of attraction for the development of talent, the teaching excellence of its institutions is an obligation. The University of Cantabria was one of the first universities to implement a quality assurance system in all its degrees (year 2000), two years before ANECA (National Agency for Quality Assurance and Accreditation) appeared. Throughout this decade, this commitment to improvement in teaching has been actively involved in all of the projects connected with quality, educational innovation and the implantation of the EHEA.

Resources

University of Cantabria.

  • 11 University Institutions
  • 2 Associated Centres
  • 36 Official Degrees
  • 12 Official Postgraduate Courses
  • 38 Ph.D. Courses
  • 14 Mentions of Quality awarded to previous Ph.D. programs
  • 77 UC’s Own Curricular Courses
  • 10,393 1st and 2nd Cycle Degree Students (Academic Year 2008-2009)
  • 1,941 Postgraduate Students (Academic Year 2007-2008, March)
  • 18.45% foreign students in master’s degrees
  • 1,194 Teaching Staff and Researchers (until 31-12-08)
  • 575 Staff Members in Administration and Services (until 31-12-08)
  • 252 Exchange Programmes with European Universities
  • 90 Exchange Programmes with Universities in Latin-America
  • 11 Exchange Programmes with American Universities
  • 1 Exchange Programme with an Australian University
  • 448 Students received on the Erasmus Programme through bilateral agreements
  • 296 Students sent on the Erasmus Programme or through bilateral agreements
  • 28 Teaching Staff sent on the Erasmus Programme or bilateral agreements
  • 48 Students sent or received on the Séneca-SICUE Programme

Menéndez Pelayo International University (UIMP)

  • 10 Locations
  • 15 Master´s Courses – 11 official courses and 4 UIMP courses.
  • 7 Ph.D. courses.
  • 2 Mentions of Qaulity
  • 135 Visiting lecturers
  • 21.37% foreign postgraduate students

Situation Analysis

  • The University of Cantabria is the 4th state university with the highest level of passed credits.
  • The UC is the 3rd University in Spain in teaching quality according to the 2008 CYD ranking, occupying high positions in: non-completion rate (4th), students/Teaching and Research Staff ratio (6th), expenditure/ student (7th), classrooms (3rd), IT classrooms (5th), libraries (8th).
  • It is the 7th in research quality, expressed as the mean of 6 parameters from the same authority, which encourages quality in its contents.
  • Only two Spanish Universities are in the first top 10 in both rankings: UC (3rd and 7th) and UPF (2nd and 8th)
  • 78% of its Ph.D. Programmes (Royal Decree 56/2005) have a mention of quality (16 out of 19). One is specifically for the Government of Mexico, with the UC heading 10 Spanish Universities.
  • 39.6% of postgraduate students (official programmes or UC’s own degrees) come from other regions or from overseas.
  • The mobility of students on Erasmus programmes is much higher than the national and European average in relative terms; in the academic year 2008-09, 296 students went abroad and 448 students were received from overseas on Erasmus Programmes and bilateral agreements.
  • Three diplomas are on offer in English: Advanced Applied Technologies for Industry, European Business and Economics, and Experimental Physics.

Aspects of special relevance

  • Several teaching quality parameters reveal a favourable starting point, which reflects the scientific excellence of research groups. The teacher/student ratio reinforces this situation.
  • The University of Cantabria’s assessment tradition can be seen in the great variety and intensity of its instruments both for measuring quality and for training teaching staff.
  • The partnership between the University of Cantabria and the Menéndez Pelayo International University (UIMP) makes it possible to programme a postgraduate offer of excellence in accordance with the different areas of the International Campuses. This synergy between the two institutions has resulted in the proposal of new master’s courses.
  • The University of Cantabria has embarked on an ambitious strategy to internationalise its teaching offer. This includes teaching programs in English, plans for language training, and extending the network of agreements with universities in Europe, America and Asia.
  • The Bank of Santander contributes actively through the CEIF Foundation to the internationalisation of the Master’s Degree in Banking and Financial Markets. A new venue in Brazil has been added to those in Spain, Mexico and Morocco.

Strategic Objective.

 

To place teaching on a level of international excellence through plans for improvement which favour solid education and training, thus generating and attracting talent.

Lines, actions, objectives and expected results

These are presented in the Appendix