Category:Case study for EuroPACE - Revision history

Biekeschreurs: Replacing page with 'This is the category for organisations, agencies and institutions which are the subject of a case study in Re.ViCa to be done by the partner EuroPACE. For all the case stu...'

2008-10-28T13:11:08Z

Replacing page with 'This is the category for organisations, agencies and institutions which are the subject of a case study in Re.ViCa to be done by the partner EuroPACE. For all the case stu...'

Show changes

10.33.17.56 at 12:59, 28 October 2008

2008-10-28T12:59:04Z

← Older revision		Revision as of 12:59, 28 October 2008
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	=== The present ===		=== The present ===

	* Provide a ~~general description~~ of the ~~institution~~ in ~~its current state~~, ~~putting~~ the ~~e-learning into context~~.		The UPM is a public university located in the capital of Spain. The majority of its centres were founded in the 18th and 19th centuries. Each of them maintained its independence until being grouped together to form the UPM in 1971. Being a public university, UPM operates on a non-profit basis and is integrated in the Spanish higher education system. Over 35.000 students attend classes during the year. The Technical University of Madrid (UPM – Universidad Politécnica de Madrid) firmly intend to be a university with a strong international outlook. They promote student exchanges at all levels of study, in both undergraduate and postgraduate courses, for several years. They started experimenting with distance education through new educatinal technologies already in the beginning of the 90ies. With the organisation of an international summer school in the frame of the The RACE project BRAIN. The ICT based learning is centrally supported by GATE (Gabinete de Tele-Educación),
	The Technical University of Madrid (~~Spanish:~~ Universidad Politécnica de Madrid~~, UPM~~) is a ~~Spanish~~ university, ~~located~~ in ~~Madrid~~. ~~It was founded~~ in ~~1971 as~~ the ~~result~~ of ~~merging different Technical Schools~~ of ~~Engineering and Architecture~~, ~~originated mainly in~~ the ~~18th century [1]~~.		a department attached to the Vice Presidency of New Technologies and Web Based Services (Vicerrectoradoe Nuevas Tecnologías y Servicios en Red.

	~~It is part of the TIME network, which groups fifty engineering schools throughout Europe.It is the largest participant in Spanish Information Technology program~~
	* What is the institution's annual budget?
	~~not known yet~~
	* How many students does the institution have (a) in total? (b) as full-time equivalents?
	~~Over 35.000 students attend classes during the year.~~
	* How many staff does the institution have (a) in total? (b) as full-time equivalents?
	~~not known~~
	* What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.
	~~It is a Public University~~

	* What percentage of the institution's students are based outside the home country?
	* Describe the institution's approach to virtual mobility.
	* Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects.

			''* What is the institution's annual budget?
			* How many staff does the institution have (a) in total? (b) as full-time equivalents?''

	=== The past ===		=== The past ===

	* Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.

	The Royal Mathematics Academy in Madrid, founded by Philip II and which was in operation from 1582 to 1634, is one of the first examples of technological studies in Spain. After this, the creation of the Army Engineering Corps created by Philip V in 1711, which organised Engineering around a common structure, marked its definitive outset.		The Royal Mathematics Academy in Madrid, founded by Philip II and which was in operation from 1582 to 1634, is one of the first examples of technological studies in Spain. After this, the creation of the Army Engineering Corps created by Philip V in 1711, which organised Engineering around a common structure, marked its definitive outset.

10.33.17.56 at 10:14, 28 October 2008

2008-10-28T10:14:23Z

← Older revision		Revision as of 10:14, 28 October 2008
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	* Describe the approach to credit transfer with other similar institutions.		* Describe the approach to credit transfer with other similar institutions.
	* List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).		* List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).
			CRU: Conferencia de Rectores de las
	* List the main international partners of the ~~institution~~, in ~~the order~~ of ~~strategic importance, with priority given~~ to ~~collaborations involving e~~-~~learning~~.		Universidades Españolas – CRUE
			The Conference of Rectors of the Spanish Universities
			(CRUE Conferencia de Rectores de las Universidades Españolas),
			created in 1994, is a non profit organisation composed of Spanish public
			and private universities.
			The objective of CRUE is to be an easy and effective channel representing
			Spanish universities to facilitate the mutual co-operation with other European
			Rector´s Conferences.

	== Strategy ==		== Strategy ==

10.33.17.56 at 09:57, 28 October 2008

2008-10-28T09:57:29Z

← Older revision		Revision as of 09:57, 28 October 2008
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	<!-- Start with a very brief overview as for mini case studies - Programmes -->		<!-- Start with a very brief overview as for mini case studies - Programmes -->

			Universidad Politécnica de Madrid
	~~The ''University of Name'' ('''Other name''', ABBREV) supports...~~
	<!-- Say something brief about its mission etc. -->		<!-- Say something brief about its mission etc. -->

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	== Institution ==		== Institution ==

			Universidad Politécnica de Madrid
	=== The present ===		=== The present ===

	* Provide a general description of the institution in its current state, putting the e-learning into context.		* Provide a general description of the institution in its current state, putting the e-learning into context.
			The Technical University of Madrid (Spanish: Universidad Politécnica de Madrid, UPM) is a Spanish university, located in Madrid. It was founded in 1971 as the result of merging different Technical Schools of Engineering and Architecture, originated mainly in the 18th century [1].

			It is part of the TIME network, which groups fifty engineering schools throughout Europe.It is the largest participant in Spanish Information Technology program
	* What is the institution's annual budget?		* What is the institution's annual budget?
			not known yet
	* How many students does the institution have (a) in total? (b) as full-time equivalents?		* How many students does the institution have (a) in total? (b) as full-time equivalents?
			Over 35.000 students attend classes during the year.
	* How many staff does the institution have (a) in total? (b) as full-time equivalents?		* How many staff does the institution have (a) in total? (b) as full-time equivalents?
			not known
	* What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.		* What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.
			It is a Public University

	* What percentage of the institution's students are based outside the home country?		* What percentage of the institution's students are based outside the home country?
	* Describe the institution's approach to virtual mobility.		* Describe the institution's approach to virtual mobility.
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	* Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.		* Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.

			The Royal Mathematics Academy in Madrid, founded by Philip II and which was in operation from 1582 to 1634, is one of the first examples of technological studies in Spain. After this, the creation of the Army Engineering Corps created by Philip V in 1711, which organised Engineering around a common structure, marked its definitive outset.

			Between then and now, some of the most prestigious polytechnic education centres have been created in our country. Architecture was one of the pioneering areas, together with Naval Engineering (originating in the Marine Engineering Corps), Mining (with civil status since its creation) or Mountain Engineering. Some of the youngest centres are the Faculty of Information Technology, the Higher Technical School of Aeronautical Engineering, and the Higher Technical School of Telecommunications Engineering. In 1971, with most of the school already in operation, the current Polytechnic University of Madrid was formed.

			In early 2008, the University had nine Engineering Schools, a University School of Technical Architecture, a University School of Information Technology, a Higher Technical School of Architecture, 6 University Schools of Technical Engineering, an Information Technology Faculty, a Sports Science Faculty, Polytechnic School of Higher Education and an Institute of Educational Science (ICE). There are also a number of associated centres: the CEU Higher Educational School of Architecture, the Higher Educational School of Fashion Design of Madrid, and the Higher Educational School of Brewing and Maltings.

	== External environment ==		== External environment ==

	* What is the institution's funding from government as a percentage of annual income?		* What is the institution's funding from government as a percentage of annual income?
			Not known yet
	* Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country.		* Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country.
	* Describe the legal status of the institution.		* Describe the legal status of the institution.
	* List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)		* List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)
			Everything is in Spannish but The Polytechnic University of Madrid organised Spanish courses online for students on exchange programmes through its Internationalisation Language Programme.
	* Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning.		* Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning.
	* Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.		* Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.
			Most curriculums of the UPM have been updated, which means that each subject has a number of credits (one credit is equivalent to 10 hours of study or class time, either theory or practical). Some curriculums have not been updated, which means that the subjects do not have credits assigned to them.
			The Spanish grades system is a decimal system from 0 to 10. These grades are accompanied on the student record by a non-numerical grade. To pass a subject it is necessary to obtain a grade of at least 5. Most subjects have a final written or oral exam which must be passed in order to pass the subject.
			If students do not pass the end of semester exam, they will have the opportunity to re-sit the exam during the September exams.
			0 - 4.9: Suspenso – SS (Fail)
			5.0 - 6.9: Aprobado – AP (Pass)
			7.0 - 8.9: Notable – NT (Very good)
			9.0 - 10: Sobresaliente – SB (Excellent)
			EUROPEAN CREDITS (ECTS)
			The European Credits Transfer System is the standard of measure to which current studies at Spanish universities must be adapted by 2010. The ECTS is a measure of the total time required to pass a subject, consisting of theory classes, practicals, study, assignments and so on.
			The ECTS states that the total workload for a full time student to complete during one academic year is 60 credits, which means that a semester is equivalent to 30 credits and a term is equivalent to 20 credits. As a guideline, taking academic activity to be approximately 40 weeks a year with a workload of around 40 hours a week, a European credit is established as a workload of between 25 and 30 hours (1500 - 1800 hours of student work per year).
			The minimum number of hours per credit is 25 and the maximum is 30.
			Enquire at the Centre where you wish to study whether they have the ECTS curriculum.
			For further information see: www.upm.es/laupm/servicios/bibliotecas/ceyde/index_educacion - this has full information on the European Credits Transfer System.
			Some courses have already had their curriculums adapted to the ECTS. You will need to check the curriculum for each course.

	* Describe the approach to credit transfer with other similar institutions.		* Describe the approach to credit transfer with other similar institutions.
	* List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).		* List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).

	* List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.		* List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.

10.33.17.56 at 08:33, 28 October 2008

2008-10-28T08:33:28Z

Show changes

Pbacsich at 11:09, 13 August 2008

2008-08-13T11:09:56Z

← Older revision		Revision as of 11:09, 13 August 2008
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	This is the category for organisations, agencies and institutions which are the subject of a case study in Re.ViCa to be done by the partner [[EuroPACE]].		This is the category for organisations, agencies and institutions which are the subject of a case study in Re.ViCa to be done by the partner [[EuroPACE]].

			For all the case studies see [[:Category:Case studies]].

Pbacsich: init

2008-08-13T10:20:46Z

init

New page

This is the category for organisations, agencies and institutions which are the subject of a case study in Re.ViCa to be done by the partner [[EuroPACE]].