Monitoring the quality of information about education
We ensure systematic monitoring of the quality of information about education made publicly available on the website of Collegium Da Vinci and in the Public Information Bulletin. We monitor the timeliness, completeness, reliability, and comprehensibility of the published content so that it meets the needs of internal and external stakeholders, in particular candidates for studies.
We monitor the quality of information based on cooperation between the units responsible for the education process, administration, and communication. To this end, we use regular content reviews, signals and inquiries addressed to the University by candidates, as well as the results of surveys and consultations conducted among the academic community and external stakeholders. The conclusions from the analyses are used to update and supplement the published information.
Equal opportunities and accessibility of education
We ensure equal opportunities in access to education for all students, regardless of their individual needs or limitations. We treat inclusiveness as an integral part of our teaching strategy and the quality of education.
How do we equalize opportunities in access to education?
- we adapt teaching materials to different educational needs,
- we ensure digital accessibility of courses and e-learning materials,
- we organise training for lecturers on designing inclusive materials,
- we offer ongoing technical and substantive support for students.
Digital, social and linguistic competences
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We expect candidates to have basic digital and communication skills and to be open to development. These competences enable them to complete the online enrolment process independently and include, for example:
- using web browsers (e.g. Chrome, Firefox, Safari),
- basic work with peripheral devices such as printers or scanners,
- using simple graphics applications or digital photo editing programmes (e.g. to prepare photographs).
At the University’s headquarters, we provide access to computer stations with internet access and printers, as well as the possibility of receiving support from the recruitment team.
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During their studies, students use digital tools that support the learning process, communication and the organisation of their course of study. This includes in particular:
- word processors (e.g. Microsoft Word, Google Docs),
- spreadsheets (e.g. Excel, Google Sheets),
- tools for creating multimedia presentations (e.g. PowerPoint, Canva),
- e-mail,
- the Virtual University system, which provides access to the class schedule, payment information, submission of applications and requests, and communication with the University on matters related to the course of study.
Access to university systems is obtained after the start of studies. We provide instructions on how to use individual tools.
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When classes are conducted remotely or in a hybrid format, students use communication platforms (e.g. Microsoft Teams), the university’s Blackboard e-learning platform, and tools that enable them to participate in online tests, quizzes and assignments. It is also necessary to be able to send files, recordings and other teaching materials. To participate fully in online learning, a computer with a camera and microphone and a stable internet connection are required.
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We provide students with access to user manuals for educational systems and platforms, guides and video materials supporting work in a digital environment. We also offer technical assistance as part of the support provided by the Inclusiveness Centre and the distance learning team.
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In the education process, we support the development of social and communication skills, in particular:
- teamwork and group cooperation skills,
- clear and effective communication in speech and writing,
- presenting ideas, projects and work results,
- constructive provision and acceptance of feedback,
- flexibility and adaptability to changing conditions,
- responsibility, understood as awareness of the consequences of one’s actions.
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In accordance with the applicable regulations, graduates of first-cycle studies demonstrate proficiency in a foreign language at a level of at least B2, while graduates of second-cycle studies demonstrate proficiency at a level of B2+. We ensure that the required language proficiency is achieved through compulsory language courses offered in the education programmes, which are preceded by a diagnostic test. The level of foreign language proficiency is confirmed by an examination conducted at the end of the language classes.
Diploma awarding
The diploma awarding process includes the preparation and defence of a diploma/engineering thesis in accordance with the applicable regulations. It consists of stages including passing all subjects included in the curriculum, submitting a diploma/engineering thesis and taking a diploma/engineering examination.
Defences of diploma/engineering theses take place in person at the University’s headquarters. The deadlines for submitting theses and taking diploma examinations are specified in the schedule for the given academic year. Detailed rules for graduation, including formal requirements for diploma theses, are specified in the applicable regulations.
Documents and procedures
We publish information about education through several complementary channels, according to their nature and purpose. On the website of Collegium Da Vinci, we present the general principles of education organisation, the quality assurance system and information relevant to candidates. Formal and curriculum-related documents, including curriculum programmes, course syllabuses and learning outcomes, are available in the Public Information Bulletin. Detailed operating procedures and ongoing course administration are carried out in the Virtual University system.