Faculty of Business Administration and Management · UPV
FADE Strategic Plan 2026–2030
8 projects
40 strategic objectives
71 action plans
221 KPIs
2026–2030
The Faculty of Business Administration and Management (FADE) of the Universitat Politècnica de València is
the centre responsible for university education in the field of management and administration of
organisations, both public and private, on the Vera campus. Since its founding in 2000, it has established
itself as a reference centre in higher business education, with national and international recognition.
Within the framework of the European Higher Education Area, the Faculty has built a diversified academic
offering, characterised by the integration of business education with a solid technological foundation,
consistent with its polytechnic environment. It currently offers degrees in Business Administration and
Management (ADE), Public Management and Administration (GAP) and Business and Digital Technology (GETD), as well
as a consolidated portfolio of double degrees. Postgraduate education reinforces this orientation with master's
programmes in administrative management, taxation, corporate communication, service innovation, and corporate
responsibility and sustainability.
The 2026–2030 Strategic Plan defines the framework for FADE's action. The plan is structured
around two strategic lines, Academic Excellence and Impact, and is deployed through 8 strategic projects
covering everything from institutional governance to teaching innovation, internationalisation and the student
experience.
In the international and professional sphere, the Faculty maintains an extensive collaboration network with
more than 200 exchange agreements with universities worldwide and close ties with companies and institutions,
facilitating the connection between academic training and professional reality.
~2,000
students
+200
faculty members
+200
international agreements
8
strategic projects
2026–2030
plan horizon
2
strategic lines
🎯 Mission
The mission of UPV Business School is to educate ethical, well-rounded, and highly
competent professionals in business and management, generating and transferring
relevant knowledge through innovative, practice-oriented education in a technological
and interdisciplinary environment, and contributing to sustainable development.
🔭 Vision
FADE aims to be recognized nationally and internationally for preparing leaders who
can
drive organizational transformation, adapt to a business environment shaped by
continuous technological change, and create value for society.
💬 Statements
Statement 1
FADE serves students, faculty, professional services staff, companies, public administrations,
and society at large through high-quality, inclusive, and practice-oriented education with national
and international recognition. Within this framework, it promotes talent and prepares its graduates to
make a meaningful contribution to sustainable development.
Statement 2
FADE's bachelor's and master's programmes integrate education in business and management with
the strong technological and innovative culture that characterizes its polytechnic environment.
Through practical and experiential learning methodologies, the School prepares students to address the
challenges of a dynamic professional environment.
Statement 3
FADE prioritizes applied research, complemented by basic research and educational innovation, in
order to promote innovation and knowledge transfer. With a focus on technological leadership in
education, its research supports advances that have a positive influence on its stakeholders.
⭐ Values
🏆 Excellence
We carry out our academic and management
activities with rigor, high standards, and
continuous improvement, ensuring high-quality
and internationally oriented
education as well as the generation of
relevant and validated knowledge.
⚖️ Ethics
We act with responsibility, transparency, and
public commitment, promoting equal
opportunities and accountability. We manage
resources efficiently and orient our activity
toward sustainable development.
💡 Innovation
We promote the integration of technology
and the continuous updating of content and
methodologies, fostering new forms of
teaching and knowledge production.
🤝 Professionalism
We promote practical education aligned with
organizational realities, strengthening connections with companies and public
administrations to prepare our students for
demanding professional environments.
🌐 Collaboration
We encourage the active participation of all
groups within the School and a
multidisciplinary approach, promoting an
open and cooperative academic environment
enriched by diverse perspectives.
🔬 Polytechnic Identity
We are part of UPV and share its
technological culture, its orientation toward
the application of knowledge, and its
commitment to serving society.
The FADE 2026–2030 Strategic Plan is structured around two main strategic
lines that define the institutional horizon, and is deployed through four cross-cutting
action axes that act as enabling mechanisms common to all projects.
L1
Academic Excellence
Strengthening the quality of training programmes, teaching innovation, quality assurance processes and
academic monitoring of students. Includes regulatory adaptation, implementation of new degrees,
re-accreditation and continuous improvement.
L2
Impact
Institutional projection, external visibility, connection with the professional and social environment,
internationalisation and strengthening of the Faculty's relational ecosystem with companies,
administrations, alumni and other collaborating entities.
Cross-cutting Action Axes
The four cross-cutting mechanisms
run across all projects of the Plan, acting as complementary layers that enhance the impact of each initiative.
⚙️
Processes
Structuring and formalisation of institutional procedures, ensuring clear, auditable and sustainable
frameworks for action.
📊
Data
Generation of reliable, traceable and comparable information that supports evidence-based academic and
institutional decision-making.
📢
Communication
Effective transmission of decisions, results and initiatives to all relevant audiences, reinforcing the
identity and projection of FADE.
🤖
Artificial Intelligence
Progressive integration of AI to support institutional analysis,
teaching and learning, student services, and relational and
communication management.
Responsible AI Principles
FADE will adopt artificial intelligence progressively and only for
clearly defined uses where it provides concrete institutional or
educational value.
Progressive deployment
AI solutions will be piloted, evaluated and introduced gradually.
Human oversight
AI will support, but not replace, academic, institutional,
professional or editorial judgement.
Regulatory compliance
AI applications will comply with Regulation (EU) 2024/1689,
the European Artificial Intelligence Act.
How the Plan Creates Change
FADE's projects operate as an interconnected system.
Institutional culture influences faculty development, teaching practices,
student competencies, employability and, ultimately, the Faculty's reputation
and ability to attract students, talent and projects.
These effects are not immediate. Decisions taken today may require several
academic years to produce visible results. The Plan therefore promotes early
successes that build confidence, encourage adoption and help overcome cultural
and organisational resistance to change.
AI Readiness Alignment
AI
Alignment with the DEC Ten Dimension AI Readiness Framework
FADE aims to progress from an emerging level of AI readiness towards
an established institutional model during the 2026–2030 period.
▾
1. Strategic alignment
Strategic framework and all projects. Initial maturity: Established
2. Institutional governance
Governance. Initial maturity: Developing
3. Stakeholder engagement
Experience 360, FADE Impact Lab and COMUNICA. Initial maturity: Developing
4. Operational readiness
Academic Dashboard and FADE Spaces. Initial maturity: Emerging
5. AI literacy and ethical use
Agenda Avanza and Governance. Initial maturity: Emerging
Agenda Avanza and FADE Impact Lab. Initial maturity: Developing
10. Research and innovation
FADE Impact Lab and Agenda Avanza. Initial maturity: Emerging
Project
OE
PA
KPIs
Governance
5
10
27
Academic Dashboard
5
10
15
Agenda Avanza
5
11
45
Experience 360
5
7
30
FADE Spaces
8
11
31
FADE Global
5
10
25
FADE Impact Lab
4
8
32
COMUNICA
3
4
16
TOTAL
40
71
221
🏛️
Governance
This project provides FADE with a solid and transparent institutional framework, aligning internal
processes, management reports and national and international accreditation requirements. Through the
establishment of the Quality Committee and the work of the Academic Committees, it structures
decision-making based on reliable data. It integrates process, communication and artificial intelligence
mechanisms to improve monitoring and accountability. Its aim is to make academic excellence manageable and
measurable through coherent and auditable governance.
Strategic lines
Excellence 80%
Impact 20%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★☆
👔Staff★★★★☆
👨🏫Faculty★★★★★
🏢Companies★★☆☆☆
🌐Society★★☆☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Align internal processes and strengthen the institutional governance of the centre
Drive greater alignment between internal processes, degree management reports, the centre management
report and accreditation requirements, ensuring institutional coherence and solid governance.
▾
PA1.1
Establishment of the Quality Committee
Description
Establishment of the Quality Committee in compliance with the new UPV institutional
requirements. It is a structural condition for the development of the improvement monitoring system
(PA2.2).
Deliverables
Committee founding minutesAnnual work
plan
KPIs
Committee established (Yes/No)No. of meetings
held per academic yearNo. of agreements implemented on time
⚠️ Risks
Delays in formal establishment due to
external institutional dependencies.
🛡️ Mitigation Plan
Proactive coordination with the UPV to
meet established institutional deadlines.
PA1.2
Review and Update of the Faculty Regulations
Description
Review and update of the Regulations to ensure their adaptation to new institutional
and academic requirements. It reinforces the regulatory framework for teaching coordination mechanisms
(PA3.1).
Deliverables
Updated Regulations document
KPIs
Regulations approved by the School Council (Yes/No)
⚠️ Risks
Discrepancies in the interpretation of new
institutional regulations.
🛡️ Mitigation Plan
Prior consultation with UPV legal services
before beginning drafting.
O2
S.O.2. Integrate accreditation and quality assurance processes
Leverage the work already started for AACSB accreditation to strengthen the position for national
accreditation, integrating both processes into a common quality assurance framework.
▾
PA2.1
Integration of AACSB and national accreditation processes
Description
Define the points of convergence between AACSB standards and national accreditation
requirements, establishing a common framework of documentation and evidence that avoids duplication.
Deliverables
AACSB / national accreditation convergence mapShared evidence repositoryUsage guide for academic
directors
KPIs
% AACSB standards with identified national correspondenceNo. of shared evidence between both processes
⚠️ Risks
Divergences between international
standards and national requirements.
🛡️ Mitigation Plan
Detailed prior analysis of the regulatory
frameworks of both accreditations before defining the convergence map.
PA2.2
Monitoring and tracking of improvements by CATs
Description
The CATs will take on monitoring and tracking functions for improvements derived from
management reports, ensuring the effective implementation of agreed improvement actions.
Deliverables
Periodic monitoring reports by degreeRecord of
implemented improvement actions
KPIs
% improvement actions implemented vs. planned%
actions closed within the deadlineNo. of CAT meetings with improvement
monitoring agenda
⚠️ Risks
Work overload in CAT coordinators.
🛡️ Mitigation Plan
Design of agile and standardised
monitoring tools that minimise administrative burden.
O3
S.O.3. Strengthen teaching coordination and ensure curricular coherence
Maintain and strengthen coordination meetings for degree and master’s
programmes to improve communication and collaboration among faculty,
ensure curricular coherence, reduce overlaps between subjects and support
the consistent implementation of changes in teaching guides, contributing
to a more coherent student experience.
▾
PA3.1
Periodic coordination meetings for degrees and master's programmes
Description
Systematic planning and holding of coordination meetings, ensuring the participation of
all involved faculty and the detailed explanation of curricular and extracurricular improvements
introduced.
Deliverables
Meeting minutes with agreements, responsibilities and
deadlinesAnnual teaching coordination report
KPIs
No. of coordination meetings per degree and academic year% faculty attending vs. those invited
⚠️ Risks
• Low faculty participation in
coordination meetings.
• Lack of follow-up on adopted
agreements.
• That meetings become informational
spaces without real impact.
🛡️ Mitigation Plan
• Integration of meetings into the
official academic calendar with formal notice.
• Agreement monitoring system with
assigned responsibilities and periodic review.
PA3.2
Update of Teaching Guides
Description
Incorporation of new fields in teaching guides for the areas of: Experiential Learning,
SDGs and CSR, Technological Tools, Artificial Intelligence (AI) and AoL — AACSB.
Deliverables
Detailed instructions for faculty on the new fieldsCompliance report by degree
KPIs
% teaching guides with the five new fields correctly
completedNo. of incidents detected in guide review%
incidents resolved before the deadline
⚠️ Risks
• Incomplete or inadequate completion of
the new fields.
• Faculty resistance to new teaching
guide requirements.
🛡️ Mitigation Plan
• Clear communication with concrete
examples of correct completion.
• Informational session per degree with
resolution of queries.
PA3.3
Effective Transmission of Agreements and Institutional Information
Description
Establish mechanisms to ensure that agreements adopted in the School Council, the
Academic Degree Committees (CAT) and coordination meetings are communicated clearly, systematically
and traceably to the affected groups: faculty, departments and student representatives. Includes
post-meeting communication protocols, standardised formats for disseminating agreements and the active
role of CAT representatives as liaisons with their departments.
Deliverables
Post-meeting communication protocol for governing bodies and
CATsStandard template for summarising and disseminating
agreementsRecord of communications made per academic year
KPIs
% CAT meetings with documented communication to
departments% School Council agreements with evidence of dissemination to
facultyNo. of incidents due to lack of information detected in coordination
meetings
⚠️ Risks
• Resistance or lack of time from
representatives to take on this communication role.
• Lack of adequate channels to reach all
groups.
🛡️ Mitigation Plan
• Simplify the dissemination format as
much as possible to reduce the burden.
• Integrate post-meeting communication
as a formal step within each body's protocol.
O4
S.O.4. Improve decision-making through artificial intelligence applied to academic governance
Identify, pilot and evaluate AI applications that support academic
governance, moving from descriptive analysis towards predictive and
prescriptive decision-making and creating a roadmap to prioritise future
opportunities and technological investment.
▾
PA4.1
Identification and Deployment of AI Applications in Academic Governance
Description
Identification and documentation of opportunities for AI use in governance processes
(exemption reports, dispensations and any process susceptible to automation using AI).
Deliverables
AI use cases document in academic governance
KPIs
No. of AI use cases identified and documentedNo. of AI pilots startedNo. of pilots completed with published
results reportNo. of future opportunities identified from pilot
results
⚠️ Risks
• Insufficient structured data to feed
AI models.
• Institutional resistance to the use of
advanced analytics tools.
🛡️ Mitigation Plan
• Prioritise use cases that start from
already available and validated data.
• Communicate the concrete benefits of
each use case before its implementation.
PA4.2
Evaluation of Results and AI Roadmap in Governance
Description
Evaluation of the results of AI pilots executed, documentation of lessons learned and
development of an AI roadmap for the academic governance of the Faculty, prioritising the
opportunities of greatest impact and feasibility for the next strategic cycle.
Deliverables
Evaluation report for each pilot (quality, time saved, errors, user
satisfaction)AI governance roadmap with prioritisation of opportunities for
the next cycle
KPIs
No. of pilot evaluation reports producedRoadmap approved by governing body (Yes/No)No. of future
opportunities identified and prioritised
⚠️ Risks
• Insufficient pilot results to draw
solid conclusions.
• Difficulty in comparing results
between pilots of different nature.
🛡️ Mitigation Plan
• Define evaluation criteria before the
start of each pilot to ensure comparability of results.
• Establish a common evaluation report
template for all pilots.
O5
S.O.5. Establish an adaptive monitoring model for the Strategic Plan
Incorporate formal periodic review mechanisms that allow priorities, projects and indicators to be
adjusted without losing institutional coherence or traceability.
▾
PA5.1
Periodic Reviews and Change Management of the Strategic Plan
Description
Establishment of a formal semi-annual review cycle of the Strategic Plan that allows
recording, justifying and communicating changes in projects, indicators and priorities, ensuring the
traceability of decisions adopted and the overall coherence of the plan throughout its implementation.
Deliverables
Calendar of semi-annual plan reviewsFormal
record of changes (modified, cancelled or incorporated projects, with justification)Semi-annual Strategic Plan control report presented to the Quality CommitteeAnnual plan progress report presented to the Advisory Council
KPIs
Semi-annual reviews completed on time (Yes/No)No. of changes formally recorded and justifiedSemi-annual
report presented to the Quality Committee (Yes/No)Annual report
prepared and presented to the Advisory Council (Yes/No)
⚠️ Risks
• That reviews become a formal procedure
without real impact on execution.
• Accumulation of undocumented changes
that hinder subsequent monitoring.
🛡️ Mitigation Plan
• Structured review format with assigned
responsibilities and documented agreements.
• Mandatory recording of any scope
change, cancellation or incorporation of projects.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Establishment of the Quality Committee
PA1.2
Review and Update of the Faculty Regulations
PA2.1
Integration of AACSB and national accreditation processes
PA2.2
Monitoring and tracking of improvements by CATs
PA3.1
Periodic coordination meetings for degrees and master's programmes
PA3.2
Update of Teaching Guides
PA3.3
Effective Transmission of Agreements and Institutional Information
PA4.1
Identification and Deployment of AI Applications in Academic Governance
PA4.2
Evaluation of Results and AI Roadmap in Governance
PA5.1
Periodic Reviews and Change Management of the Strategic Plan
📊
Academic Dashboard
Creation of a stable information infrastructure that integrates and visualises key academic
performance data for the Faculty and its programmes. It automates the generation of management reports and
supports quality assurance processes through documented indicator maps and validated official sources. It
facilitates proactive, well-founded decision-making in governing bodies, promoting a culture of data and
evidence-based management.
Strategic lines
Excellence 80%
Impact 20%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★☆
👔Staff★★★★☆
👨🏫Faculty★★★★☆
🏢Companies★★☆☆☆
🌐Society★★☆☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Have an integrated view of the Faculty's academic performance
Integrate relevant academic information, currently dispersed, into a single environment to enable a
joint, coherent and comparable analysis of the academic functioning of the centre and its programmes.
▾
PA1.1
Definition of the Academic Framework and Dashboard Areas
Description
Definition of the academic areas structuring the dashboard and their relationship with
the academic processes of the centre, establishing the conceptual basis of the system, ensuring a consistent
interpretation of academic performance and avoiding inconsistent analyses.
Deliverables
Academic framework document for the dashboardFormal definition of academic areas (list and scope)Conceptual
map: areas–academic processes
KPIs
Document approved (Yes/No)No. and % of
academic areas defined
⚠️ Risks
Lack of conceptual coherence of the
dashboard.
🛡️ Mitigation Plan
Formal validation of the academic
framework in governing body.
PA1.2
Design of the Functional Structure of the Dashboard
Description
Design of pages, blocks, filters and levels of analysis of the dashboard to facilitate
its use and understanding by different academic user profiles.
Deliverables
Dashboard architecture (pages, blocks and navigation)
KPIs
No. of views designed and % according to planningFunctional validation by key users (Yes/No)
⚠️ Risks
Low dashboard usability.
🛡️ Mitigation Plan
Iterative design with validation by key
users.
O2
S.O.2. Define and document academic areas and their indicator maps
Structure the dashboard based on documented and stable academic areas, avoiding the use of isolated
indicators and ensuring coherence over time.
▾
PA2.1
Definition and Development of Indicator Maps by Academic Areas
Description
Definition and documentation of indicator maps by area, establishing what is measured,
with which indicators, from which sources and for which analytical and management purpose.
Deliverables
Documented indicator maps by academic areaTechnical indicator sheets (definition, formula, source, periodicity, level)Traceability matrix: indicator → section of the management report
KPIs
No. and % of areas with complete indicator mapNo. and % of dashboard indicators included in each map
⚠️ Risks
Inconsistent definitions between areas or
programmes.
🛡️ Mitigation Plan
Use of a common standard template and
institutional validation of the maps.
PA2.2
Institutional Validation and Consolidation of Indicator Maps
Description
Review, validation and institutional consolidation of the defined indicator maps,
ensuring their acceptance as a common reference framework for the dashboard and management reports.
Deliverables
Document of criteria on the use of indicators
KPIs
No. and % of areas with validated maps
⚠️ Risks
Partial or informal use of the
maps.
🛡️ Mitigation Plan
Formal approval and communication of the
common framework.
O3
S.O.3. Ensure the quality and traceability of academic information
Ensure that dashboard data are reliable, sourced from official sources, correctly documented and
comparable across academic years and programmes.
▾
PA3.1
Identification and Validation of Official Data Sources
Description
Identification of the official data sources feeding the dashboard, assigning
responsibilities for their validation, updating and maintenance, and establishing usage criteria.
Deliverables
Inventory of official sources by area and indicator
KPIs
No. and % of official sources identified and validated% of indicators with assigned source
⚠️ Risks
Use of non-official or outdated
data.
🛡️ Mitigation Plan
Formal inventory of sources and validated
responsibilities.
PA3.2
Normalisation, Versioning and Control of Academic Indicators
Description
Definition of common criteria for the calculation, updating and versioning of academic
indicators, as well as quality control mechanisms that ensure temporal comparability.
Deliverables
Normalised and versioned indicator catalogue
KPIs
% of indicators with complete technical sheet
⚠️ Risks
Loss of comparability between academic
years.
🛡️ Mitigation Plan
Mandatory recording of methodological
changes.
O4
S.O.4. Facilitate the development of management reports by programme and centre
Use the dashboard as a support tool for the systematic development of reports, ensuring coherence,
homogeneity and comparability through a common and stable framework.
▾
PA4.1
Alignment of Indicator Maps with the Structure of Management Reports
Description
Explicitly define the correspondence between indicator maps and the structure of
management reports by programme and centre, establishing which indicators feed each section of the
report.
Deliverables
Correspondence document: area → map → report sectionsDashboard usage guide for preparing the management report
KPIs
% report sections supported by dashboard indicators
⚠️ Risks
• Persistence of heterogeneous reports
between programmes.
• Partial use of the dashboard as an
information source.
🛡️ Mitigation Plan
• Institutional approval of the common
template.
• Mandatory use of the dashboard as the
base source of the report.
PA4.2
Automation of Key Content in Management Reports
Description
Automate the generation of tables, graphs and recurring information blocks in
management reports, reducing administrative burden and minimising errors arising from manual data
manipulation.
Deliverables
Automated tables and visualisations in the dashboardValidation checklist prior to report publication
KPIs
% of report content generated automaticallyReduction in average report preparation time (%)
⚠️ Risks
Excessive dependence on manual
processes.
🛡️ Mitigation Plan
Prioritise the automation of recurring and
critical content.
O5
S.O.5. Promote the systematic use of academic information in centre management
Consolidate the dashboard as a tool for regular use in academic bodies and monitoring and decision-making
processes, promoting a culture of data-based management.
▾
PA5.1
Definition of Access Levels and Dashboard Usage Rules
Description
Define the access profiles and visibility levels of dashboard information based on
different academic and management roles, establishing clear institutional usage rules.
Deliverables
Institutional dashboard usage protocol
KPIs
⚠️ Risks
• Inappropriate access to sensitive
information.
• Reluctance to use due to lack of
clarity.
🛡️ Mitigation Plan
• Clear and communicated definition of
profiles and permissions.
• Periodic review of access permissions.
PA5.2
Implementation and Institutional Use of the Dashboard in Management Processes
Description
Integrate the use of the dashboard into the usual academic monitoring processes and
governing bodies, promoting its use as the main source of information for analysis and
decision-making.
Deliverables
Integration of the dashboard into the annual management report
processImplementation and institutional use report
KPIs
No. of academic bodies using the dashboardNo.
of reports and analyses prepared from the dashboard
⚠️ Risks
• Occasional or residual use of the
dashboard.
• Perception of the dashboard as an
extra tool.
🛡️ Mitigation Plan
• Integration of the dashboard into
management routines and calendars.
• Explicit use in key meetings and
processes.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Definition of the Academic Framework and Dashboard Areas
PA1.2
Design of the Functional Structure of the Dashboard
PA2.1
Definition and Development of Indicator Maps by Academic Areas
PA2.2
Institutional Validation and Consolidation of Indicator Maps
PA3.1
Identification and Validation of Official Data Sources
PA3.2
Normalisation, Versioning and Control of Academic Indicators
PA4.1
Alignment of Indicator Maps with the Structure of Management Reports
PA4.2
Automation of Key Content in Management Reports
PA5.1
Definition of Access Levels and Dashboard Usage Rules
PA5.2
Implementation and Institutional Use of the Dashboard in Management Processes
📚
Agenda Avanza
Continuous updating of the academic offering, this project ensures the adaptation of
degrees and master's programmes to RD 822/2021 and the demands of the professional environment. It
includes the implementation of new strategic degrees, such as the Degree in Business and Digital
Technology, and the progressive integration of artificial intelligence in the classroom. It consolidates
an institutional model of curricular review that reinforces academic quality, graduate employability and
the Faculty's capacity for adaptation.
Strategic lines
Excellence 75%
Impact 25%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★★
👔Staff★★☆☆☆
👨🏫Faculty★★★★★
🏢Companies★★★★☆
🌐Society★★★☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Adapt official degrees to RD 822/2021
Review, redesign and adapt the ADE Degree and the MUGA, MUDFF and MUGEPS master's programmes to RD
822/2021, ensuring educational coherence, competency alignment and compliance with quality assurance
procedures.
▾
PA1.1
Diagnosis and Analysis of Adaptation to RD 822/2021
Description
Systematic analysis of the programmes (ADE, MUGA, MUDFF and MUGEPS), identifying the
degree of alignment with RD 822/2021 requirements in terms of structure, competencies, methodologies,
assessment and quality assurance.
Deliverables
RD 822/2021 compliance evaluation matrix by programmeDiagnostic report by programmeMap of external regulatory
milestones with realistic approval deadlines (UPV, ANECA, AVAP)
KPIs
% programmes analysed (target: 100%)No. of
reports prepared (target: 4)
⚠️ Risks
• Dependence on external UPV criteria
and guidelines.
• Heterogeneous interpretation of
guidelines between programmes.
• Uneven depth in the diagnoses.
• Overload of programme coordinators.
• Difficulties in collecting and
organising the necessary information.
🛡️ Mitigation Plan
• Continuous alignment with the
Vice-Rectorate for Programme Management.
• Internal coordination and comparison
sessions between programmes.
• Use of common analysis templates.
• Planning of work in phases with a
defined calendar.
• Technical support from the quality
area.
PA1.2
Redesign of Study Plans and Verification Reports
Description
Redesign the study plans for the ADE Degree, MUDFF, MUGEPS and MUGA, adapting the
verification reports with the elements required by the regulations and processing them with the
agencies until obtaining final verification.
Deliverables
Verification reports submitted for evaluationANECA/AVAP evaluation reportsVerification resolutions
KPIs
% reports submitted (target: 100%)% reports
favourably verifiedNo. of requirements/corrections per reportAverage verification time
⚠️ Risks
• Delays in the preparation of the
reports.
• Difficulty in aligning different
academic visions.
• Inconsistencies between sections of
the report.
• Excessive dependence on a few key
people.
• Delays arising from the external
evaluation process.
• That the redesign is limited to a
formal adaptation without effective updating of content.
🛡️ Mitigation Plan
• Establish a detailed timeline with
partial milestones and intermediate reviews.
• Maintain central methodological
coordination.
• Use common templates and internal
validation procedures.
• Distribute tasks among several people
and document changes.
• Thorough internal review prior to
submission.
• Incorporate specific review of content
and methodologies in the academic redesign.
O2
S.O.2. Implement and consolidate the new strategic academic offering
Implement the Degree in Business and Digital Technology (from 2026/27) and the Master's in Corporate
Responsibility and Sustainability, ensuring correct launch and integration into coordination and quality
systems.
▾
PA2.1
Activation of Academic Management for the Degree in Business and Digital Technology
Description
Establishment of the CAT and definition of teaching coordination mechanisms. It will
oversee the progressive implementation of the degree and will prepare the annual Degree Management
Report.
Deliverables
CAT established and operationalEvidence of CAT
functioningTeaching coordination mechanismsAnnual
Degree Management Report
KPIs
CAT establishment in first year (Yes/No)No. of
CAT meetings per academic yearNo. of teaching coordination
meetings% subjects with validated teaching guide (100%)Management Report prepared on time (Yes/No)No. of agreed
improvement proposals
⚠️ Risks
• Misalignments in academic coordination
during the first year.
• Faculty overload in the initial phase.
• Incidents arising from new or
interdisciplinary subjects.
• Difficulties in adjusting student and
faculty expectations during the first years.
🛡️ Mitigation Plan
• Establish degree coordination from the
start, with periodic meetings and continuous monitoring.
• Validate teaching guides in advance
and ensure their overall coherence.
• Identify incidents early and activate
rapid adjustments.
• Maintain close supervision by the
decanal team during the first years of deployment.
PA2.2
Activation of Academic Management for the Master's in Corporate Responsibility and Sustainability
Description
Activate the management structure of the CSR Master's: establishment of the CAT,
teaching coordination, validation of teaching guides, management of the TFM and the Degree Management
Report from the first year of implementation.
Deliverables
CAT establishedValidated teaching
guidesTFM management system operationalDegree
Management ReportCoordination meetings held
KPIs
CAT establishment first year (Yes/No)%
subjects with validated guide before start (100%)Management Report prepared
on time (Yes/No)No. of degree coordination meetings
⚠️ Risks
• Excessive duration and density of
School Council sessions, which may limit attention and adequate treatment of new degrees.
• Low participation or involvement of
Council members.
🛡️ Mitigation Plan
• Plan the inclusion of new degrees on
the agenda in a structured manner, prioritising key points and providing prior documentation.
• Present information in a concise
manner oriented towards decision-making.
• Ensure repetition of relevant points
in different sessions if necessary.
PA2.3
Integration of New Degrees in Governing Bodies and Academic Planning
Description
Incorporate the Degree in Business and Digital Technology and the CSR Master's into the
School Council and academic planning processes, ensuring their organisational fit with the overall
academic offering.
Deliverables
New degrees presented to School CouncilEvidence of incorporation into academic planningRecord of
agreements adopted
KPIs
Presentation to School Council (Yes/No)No. of
sessions where new degrees are discussedFormal implementation agreements
(Yes/No)Integration into academic planning (Yes/No)
⚠️ Risks
• Excessive duration and density of
School Council sessions.
• Low participation or involvement of
Council members on matters related to new degrees.
🛡️ Mitigation Plan
• Plan the inclusion of new degrees on
the agenda in a structured manner.
• Present information in a concise
manner oriented towards decision-making.
• Ensure repetition of relevant points
in different sessions if necessary.
O3
S.O.3. Manage accreditation renewal processes
Manage the accreditation renewal processes for official programmes according to the deadlines established
by the agencies, preparing self-assessment reports and coordinating external evaluation.
▾
PA3.1
Preparation of Accreditation Renewal Processes
Description
Preparation of the re-accreditation self-assessment report, systematic collection of
evidence and internal review of documentation, ensuring that each programme arrives at the external
evaluation process in adequate conditions according to ANECA/AVAP criteria.
Deliverables
Re-accreditation self-assessment report by programmeOrganised evidence dossierInternally validated
documentation
KPIs
% programmes submitting self-assessment report on time
(100%)% programmes with favourable documentary evaluation
⚠️ Risks
• Delays in collecting evidence or in
preparing the self-assessment report.
• Lack of coherence between the
information included in the self-assessment report and the evidence provided.
• Dependence on multiple agents.
• Insufficient advance preparation of
the re-accreditation process.
🛡️ Mitigation Plan
• Establish a detailed timeline with
intermediate milestones and defined responsibilities.
• Centralise coordination in the Quality
Vice-Deanship.
• Use structured templates and clear
criteria.
• Conduct internal reviews prior to
submission, verifying consistency between evidence and analysis.
PA3.2
Management of the External Evaluation Process and Accreditation Renewal
Description
Coordinate the visit of the evaluation committee, hearings with the various groups and
the response to provisional reports, with the aim of obtaining a favourable final renewal report.
Deliverables
Evaluation committee visit organisedHearings
held with the various groupsProvisional report analysedAppeals prepared if applicableFinal renewal report
obtained
KPIs
Committee visit completed (Yes/No)% groups in
hearings (100%)No. of critical requirements in provisional
report% appeals acceptedFinal result by programme
(Favourable/Not favourable)
⚠️ Risks
• Unfavourable evaluation or with
significant requirements arising from weaknesses detected in the programme.
• Lack of alignment in the narratives
during hearings between the different participating groups.
• Difficulties in preparing the
evaluation committee visit.
• Insufficient or weak response to
provisional reports.
🛡️ Mitigation Plan
• Prepare hearings in advance, aligning
key messages between the different participants.
• Conduct internal simulations of the
external evaluation process to identify possible weaknesses.
• Coordinate centrally the organisation
of the evaluation committee visit.
• Prepare solid and well-founded
responses to provisional reports, supported by evidence and concrete improvement actions.
O4
S.O.4. Systematically integrate teaching innovation and artificial intelligence into programmes
Progressively incorporate into subjects innovative methodologies, tools and approaches developed in
educational innovation projects, including the integration of AI as cross-cutting content and learning
methodology.
▾
PA4.1
Development and Application of Teaching Innovation Projects
Description
Develop and implement teaching innovation projects (PIME or others) in the programmes,
promoting the continuity of initiatives, their coordination at programme level and the transfer of
practices among faculty.
No. of teaching innovation projects developedNo. of subjects with innovation activitiesNo. of participating
faculty members% subjects with documented evidence of innovation applied in
the classroom
⚠️ Risks
• Limited faculty participation.
• Occasional or non-sustained
application of innovative initiatives.
• Lack of systematic impact evaluation.
• Dependence on individual initiatives
without sufficient coordination at programme level.
🛡️ Mitigation Plan
• Foster faculty participation through
institutional recognition and alignment with official calls.
• Promote innovation projects adapted to
the characteristics of each initiative.
• Incorporate impact evaluation as a
mandatory element.
• Promote coordination within each
programme.
PA4.2
Promotion and Dissemination of FADE Teaching Innovation
Description
Organise teaching innovation conferences at FADE with scientific standards (scientific
committee, proceedings with ISBN from an academic publisher), participate in academic events through
institutional parallel sessions and promote faculty participation in external conferences.
Deliverables
FADE teaching innovation conferences (every 2 years) with
ISBNTeaching contributions at internal and external conferencesInstitutional parallel sessions organised at external forums
KPIs
No. of teaching innovation conferences organised at FADENo. of parallel sessions organised by managementNo. of
contributions presented at FADE conferencesNo. of FADE faculty participating
in conferencesNo. of faculty participating in parallel sessions
⚠️ Risks
• Low faculty participation in
conferences, parallel sessions or teaching congresses.
• Difficulty in consolidating a stable
and periodic dynamic for disseminating teaching innovation.
• Insufficient production of teaching
contributions with sufficient academic quality.
• Excessive dependence on the initiative
of the decanal team.
🛡️ Mitigation Plan
• Plan conferences and dissemination
actions well in advance and integrate them into the academic dynamic of the Faculty.
• Incentivise faculty participation
through institutional recognition and support for presenting contributions.
• Establish a stable organisational
structure with a scientific and organising committee.
• Promote the generation and maturation
of teaching contributions from already developed innovation projects.
PA4.3
Development of AI Literacy for Faculty
Description
Design and implementation of a structured AI competency development programme aimed at
FADE faculty, oriented towards advancing in the AI literacy and professional development dimensions of
the Ten Dimension AI Readiness Framework (Digital Education Council, 2025). The programme will combine
training in ethical and responsible AI use, concrete pedagogical applications by disciplinary area and
spaces for exchange among faculty for the transfer of good practices.
Deliverables
Diagnosis of initial AI competencies of FADE facultyStructured training programme by levels (basic, applied, advanced)Evidence of participation and utilisationAnnual report on faculty
AI maturity progress
KPIs
% faculty completing basic AI training (target: ≥70% by
2028/29)No. of training actions carried out annuallyFaculty AI maturity level (DEC scale: Emerging → Developing → Established)No. of good practices of AI use in teaching documented and shared
⚠️ Risks
• Low voluntary participation of faculty
in training actions.
• High heterogeneity in the starting
point among faculty.
• Risk that training does not translate
into real changes in teaching practice.
🛡️ Mitigation Plan
• Modular and flexible design that
allows different levels of entry and dedication.
• Linking the programme to existing
teaching innovation projects (PIME).
• Institutional recognition of
participation and good practices generated.
O5
S.O.5. Drive the permanent updating of the academic offering
Progressively update programmes through evidence-based review of content, subjects and academic
structure, promoting continuous and coherent updating.
▾
PA5.1
Review and Proposal for Updating the Academic Offering
Description
Periodically analyse elements of the academic offering (elective subjects, content,
overlaps) to identify update opportunities and formulate proposals assessed in the CATs, facilitating
continuous updating.
Deliverables
Analysis reports of elements of the academic offeringDocumented identification of review needsEvidence of agreements
adopted in the CATsEvidence of academic actions taken
KPIs
No. of analyses performed on the academic offeringNo. of evidence-based academic decisions adopted% decisions
implementedNo. of subjects modified after analysisNo. of programmes with at least one improvement applied
⚠️ Risks
• Identification of a large number of
review needs without real viability for action.
• Lack of availability or quality of the
information used in analyses.
• Uneven involvement between programmes
or teaching teams.
🛡️ Mitigation Plan
• Prioritise viable academic actions
within the existing regulatory framework.
• Focus analyses on specific and
relevant aspects.
• Use verified and available information
sources.
• Integrate this process into the usual
dynamic of the Academic Degree Committees.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Diagnosis and Analysis of Adaptation to RD 822/2021
PA1.2
Redesign of Study Plans and Verification Reports
PA2.1
Activation of Academic Management for the Degree in Business and Digital Technology
PA2.2
Activation of Academic Management for the Master's in Corporate Responsibility and Sustainability
PA2.3
Integration of New Degrees in Governing Bodies and Academic Planning
PA3.1
Preparation of Accreditation Renewal Processes
PA3.2
Management of the External Evaluation Process and Accreditation Renewal
PA4.1
Development and Application of Teaching Innovation Projects
PA4.2
Promotion and Dissemination of FADE Teaching Innovation
PA4.3
Development of AI Literacy for Faculty
PA5.1
Review and Proposal for Updating the Academic Offering
🎓
University Experience 360
Consolidation of a management model centred on the comprehensive student experience
throughout their university journey. The project coherently articulates support, communication,
participation and university life, inside and outside the classroom, to reinforce the sense of belonging
and offer a more human, close, participatory experience connected with the Faculty.
Strategic lines
Excellence 50%
Impact 50%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★★
👔Staff★★★☆☆
👨🏫Faculty★★★☆☆
🏢Companies★★☆☆☆
🌐Society★★★☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Strengthen two-way, transparent and direct communication with students
Improve communication channels and dynamics, facilitating access to information, the collection of
feedback and direct interaction between the decanal team and the various student representation channels.
▾
PA1.1
Organisation of Communication Channels with Students
Description
Review and organisation of the communication system, identifying existing channels,
defining their purpose and establishing clear usage criteria to improve coherence, avoid duplication,
promote the use of formal channels and adapt to student communication habits.
Deliverables
Inventory of communication channels and their purposeDocument of channel usage and management criteriaAnalysis of
adaptation to student habits
KPIs
No. of channels analysedCriteria document
defined and validated (Yes/No)No. of channels adapted to identified habitsMean value (1–5) of
perceived clarity (survey/focus group)
⚠️ Risks
• Duplication of communication channels,
generating confusion among students.
• Receipt of the same query through
multiple channels and by different persons responsible, making management difficult.
• Low effectiveness of channels used to
reach students.
🛡️ Mitigation Plan
• Clear definition of official
communication channels, their purpose and their use.
• Establishment of criteria on what type
of queries are managed in each channel.
• Explicit communication to students of
the enabled channels and their uses.
• Definition of channels based on the
needs and proposals raised by students.
PA1.2
Development of Communication Actions at Key Moments of the Student Journey
Description
Design and development of structured communication actions at key moments of the
journey (admission, enrolment, pathways, FYP, completion), facilitating academic decision-making with
clear and advance information.
Deliverables
Informational sessions (welcome, enrolment, pathways,
FYP…)Informational materials and unified resource guideStructured calendar of key milestonesIntegration of the PIAE+
programme in the miUPV appRecord of meetings with student
representatives
KPIs
No. of communication actions carried outNo. of
material viewsMilestones calendar defined and implemented
(Yes/No)% students contacting their tutor via app
⚠️ Risks
• Information overload or dispersion.
• Low utilisation of materials.
• Information perceived as not very
relevant by students.
• Lack of adaptation of communication
formats to student habits.
🛡️ Mitigation Plan
• Advance planning of actions.
• Adaptation of content to student
needs.
• Adaptation of formats to student
communication habits.
• Recording and subsequent dissemination
of sessions.
O2
S.O.2. Consolidate a model of continuous student support
Evolve the PIAE+ programme towards a more integrated and structured model that accompanies students at
all stages of their journey, incorporating AI for early identification of at-risk situations.
▾
PA2.1
Organisation and Coordination of the Student Support System (PIAE+)
Description
Organisation, coordination and improvement of the PIAE+ system, including coordination
with other centres in double degrees, articulation with university support services and appropriate
information management for monitoring.
Deliverables
PIAE+ organisation and coordination documentCommon guidelines for PIAE+ tutorsCoordination mechanisms with
other centres
KPIs
PIAE+ organisation document defined (Yes/No)No. of coordination meetings with PIAE+ tutorsNo. of coordination
actions with other centres
⚠️ Risks
• Lack of effective coordination between
the various agents involved.
• Differences in programme application
between programmes or centres.
• Low involvement of some tutors.
🛡️ Mitigation Plan
• Establishment of periodic coordination
spaces.
• Clear definition of roles and
responsibilities.
• Periodic monitoring of programme
functioning.
PA2.2
Monitoring and Intervention with Students Throughout Their Journey
Description
Monitoring and intervention actions to detect at-risk situations early. Includes the
analysis of diversity variables in low performance situations (within institutional data access and
custody criteria) and use of AI for proactive intervention.
Deliverables
Early academic risk identification systemRecord of monitoring actions via PIAE+Record of students making insufficient progress on their bachelor’s thesisDropout risk action protocolAnalysis of dropout variables and preventive actions
KPIs
No. of students identified as at riskAverage
detection time from course startNo. of students contacted via
PIAE+No. who start/reactivate the FYP after interventionNo. of preventive actions designed from analysisNo. of at-risk
students who continue in the following year% low performance situations with
identified diversity variables
⚠️ Risks
• Late detection of academic risk
situations.
• Low student response to monitoring
actions.
• Difficulty in translating data
analysis into concrete actions.
• Limitations in data availability or
quality.
• Difficulty in obtaining adequate
information on diversity variables.
🛡️ Mitigation Plan
• Progressive improvement of data access
and analysis systems.
• Reinforcement of the active role of
PIAE+ tutors in intervention.
• Design of concrete actions from data
analysis.
• Adaptation of actions to student
characteristics.
• Coordination with specialised
university services for diversity support.
• Prior definition of the necessary
information and its access and processing conditions.
O3
S.O.3. Foster the sense of belonging, participation and identification with the Faculty
Drive active student participation, reinforce their identification with the Faculty and generate
initiatives that favour interaction and community building.
▾
PA3.1
Building Community and Sense of Belonging at the Faculty
Description
Initiatives to build community and belonging, combining support for the Student
Delegation and promotion of decanal team actions that favour interaction between students, faculty and
alumni at significant moments.
Deliverables
Annual community-building activities planRecord of activities, events and meetings with institutional presenceAnnual report of community initiativesEvidence of activity
dissemination
KPIs
No. of community activities and initiatives carried outNo. of activities promoted by students with Faculty supportLevel
of participation (average attendance)No. of initiatives with
student–faculty–graduate interaction% students rating their satisfaction
≥4/5 (survey)
⚠️ Risks
• Low student participation in
activities.
• Lack of coordination between Student
Delegation and decanal team.
• Concentration of activities with low
real impact.
• Scarce student involvement in
Faculty-driven initiatives.
🛡️ Mitigation Plan
• Periodic coordination with the Student
Delegation to align initiatives.
• Prioritisation of activities with
greater student interest.
• Reinforcement of activity
dissemination through centre channels.
• Periodic evaluation of participation
and adjustment of initiatives.
O4
S.O.4. Give visibility to the work of the Student Vice-Deanship and student representatives
Give greater visibility to the actions, initiatives and results of the Student Vice-Deanship and student
representation, improving their communication and recognition within the Faculty.
▾
PA4.1
Showcasing and Recognising the Work of the Student Area and Students
Description
Visibility and recognition of the work of the student area and students, giving greater
dissemination to their activities, results and trajectories, including recognition of academic merits
and contributions with social impact.
Deliverables
Communication plan for area initiatives and achievementsList of student achievements and recognitions (academic, social)Evidence of
dissemination
KPIs
No. of initiatives, achievements or activities
disseminatedNo. of recognition actions carried outNo. of achievements and recognitions identified and recorded
⚠️ Risks
• Low effective visibility of actions
despite their dissemination.
• Lack of systematic identification or
collection of student achievements.
• Little student interest in the
disseminated content.
🛡️ Mitigation Plan
• Establishment of mechanisms to
identify and collect student achievements.
• Prioritisation of relevant and close
content for students.
• Combined use of different channels and
formats to improve dissemination reach.
O5
S.O.5. Integrate education beyond the classroom as part of the university experience
Drive co-curricular and extracurricular activities that contribute to the development of cross-cutting
competencies, personal growth and a more complete university experience.
▾
PA5.1
Promotion of Education Beyond the Classroom
Description
Promotion and organisation of co-curricular and extracurricular activities that enrich
student education, identifying, supporting and giving coherence to initiatives that favour the
acquisition of cross-cutting competencies and personal growth.
Deliverables
Annual plan of competency development actions beyond the
classroomEvidence of communication of organised initiativesEvidence of student participation in complementary activities
KPIs
No. of initiatives beyond the classroom promoted annuallyNo. of communication actions about these initiativesNo. of
students participating in complementary educational activities% of students rating the educational value at 4/5 or above (survey)
⚠️ Risks
• Difficulty in clearly identifying
which activities genuinely provide educational value.
• Low student participation in proposed
activities.
• Perception that these activities do
not provide educational value.
• Difficulty in having information on
all activities faculty carry out at the Faculty.
🛡️ Mitigation Plan
• Definition of basic criteria to
identify the educational value of activities and prioritisation of those aligned with competency
development.
• Adaptation of initiatives to student
interests and reinforcement of their dissemination.
• Clear communication of the educational
value of activities and collection of student feedback.
• Establishment of simple coordination
and information collection mechanisms with faculty and academic managers.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Organisation of Communication Channels with Students
PA1.2
Development of Communication Actions at Key Moments of the Student Journey
PA2.1
Organisation and Coordination of the Student Support System (PIAE+)
PA2.2
Monitoring and Intervention with Students Throughout Their Journey
PA3.1
Building Community and Sense of Belonging at the Faculty
PA4.1
Showcasing and Recognising the Work of the Student Area and Students
PA5.1
Promotion of Education Beyond the Classroom
🏗️
FADE Spaces
Addresses the comprehensive improvement of Faculty infrastructure. It reorganises classrooms
and timetables to optimise their use and adapt them to new active learning methodologies. It transforms
shared areas into functional and sustainable environments that favour interaction and collaborative work.
In addition, it renews the main hall to create a representative, modern and welcoming space, equipped with
new visual identity and digital supports, projecting an image of innovation and reinforcing the sense of
community.
Strategic lines
Excellence 55%
Impact 45%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★★
👔Staff★★★★☆
👨🏫Faculty★★★★☆
🏢Companies★★☆☆☆
🌐Society★☆☆☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
Area A — Hall Renovation
O1
S.O.1. Reconfigure the hall as a functional and optimised space for daily use
Redesign the layout and organisation of the hall to improve access flows, circulation and functionality,
ensuring efficient use adapted to real needs.
▾
PA1.1
Analysis of Hall Space Usage
Description
Analysis of transit flows, current uses and hall user needs, with the aim of defining
an optimal functional model.
Deliverables
Hall usage analysis reportIdentification of
needs by user typeFunctional zoning proposal
KPIs
Analysis document prepared (Yes/No)No. of
users/groups consultedValidation of the functional model by decanal team
(Yes/No)
⚠️ Risks
• Incomplete or unrepresentative
analysis of users.
• Lack of consensus in defining the
model.
🛡️ Mitigation Plan
• Include different groups in the
analysis.
• Formal validation of the functional
model before proceeding.
PA1.2
Design and Implementation of the Hall Layout and Staying Areas
Description
Detailed design of the space (layout, zoning, furniture, circulation and staying and
informal encounter areas) and implementation of the new hall configuration according to the defined
functional model.
Deliverables
Hall layout planFurniture, staying areas and
functional elements proposalSpace reorganised and implemented
KPIs
Design approved (Yes/No)% of redesign
executionNo. of staying areas createdUser
satisfaction level
⚠️ Risks
• Physical space limitations.
• Deviations in cost or execution times.
• Low use of the staying areas created.
• Inappropriate use of the space.
🛡️ Mitigation Plan
• Prior technical validation of the
design.
• Execution in phases if necessary.
• Design based on detected real needs.
• Signage and basic usage rules.
O2
S.O.2. Set up a work room in the hall
Refurbish the hall's computer room, currently underused, adapting its furniture and technological
infrastructure to students' new ways of working.
▾
PA2.1
Refurbishment of the Hall's Work Room
Description
Changes in students' working patterns and use of facilities mean that the hall's
computer room has a low level of use and effectiveness. In order to encourage greater use and
utility, a change in furniture and technological infrastructure is proposed for the room.
Deliverables
Initial study of room usage and needsWork
room refurbished and implemented
KPIs
% of executionStudent satisfaction
level
⚠️ Risks
Persistent low use despite
refurbishment.
🛡️ Mitigation Plan
Initial study of real needs and
promotion of the new space among students.
O3
S.O.3. Reinforce the institutional image and visual identity of FADE in the hall
Provide the hall with a coherent, modern aesthetic aligned with institutional values, and integrate
communication supports that disseminate academic activity.
▾
PA3.1
Implementation of Identity and Signage
Description
Design and implementation of a signage system coherent with the institutional identity
of FADE and the UPV, including branding and visual communication elements.
Deliverables
Signage system implementedBranding elements
installedVisually coherent space
KPIs
% of elements implementedImprovement in image
perception (survey)
⚠️ Risks
• Visual saturation.
• Lack of coherence between elements.
🛡️ Mitigation Plan
• Application of defined visual guide.
• Supervision of the final ensemble.
PA3.2
Digital Communication Supports
Description
Installation and management of screens and digital supports in the hall to disseminate
the academic, research and institutional activity of FADE.
Deliverables
Screens installed and operationalContent
management system definedFirst content published
KPIs
No. of supports installedNo. of content items
disseminated monthlyUpdate frequency
⚠️ Risks
• Lack of content updating.
• Technical problems.
🛡️ Mitigation Plan
• Assignment of content
responsibilities.
• Periodic technical maintenance.
Area B — Comprehensive Reorganisation of Classrooms and Timetables
O4
S.O.4. Improve the assignment and use of classrooms and teaching spaces
Ensure that teaching facilities are used efficiently, reducing overlaps, under-utilisation and mismatches
between the type of classroom and pedagogical needs.
▾
PA4.1
Diagnosis and Analysis of Space and Timetable Usage
Description
Analysis of classroom occupancy flows, current uses and needs of training programmes,
identifying opportunities for improvement in the assignment and use of teaching spaces.
Deliverables
Classroom occupancy diagnostic reportSpace and
time slot utilisation mapIdentification of improvement opportunities
KPIs
Average classroom occupancy rate% of
under-utilised classroomsNo. of time slots with deficit in current
planning
⚠️ Risks
• Availability of complete data.
• Limitations of current systems for
extracting detailed information.
• Coordination between programmes.
🛡️ Mitigation Plan
Collaboration with programme managers and
PTGAS to ensure information quality.
O5
S.O.5. Design and implement a new model of academic planning
Develop a more flexible and efficient planning model that optimises the assignment of timetables and
classrooms, facilitating coordination between programmes and the incorporation of new methodologies.
▾
PA5.1
Design of the New Academic Planning Model
Description
Design and implementation of a more efficient, flexible teaching planning model aligned
with the evolution of the Faculty's academic offering, including the operational protocol for its
annual application.
Deliverables
Approved teaching planning modelOperational
protocol for annual timetable planning
KPIs
Reduction in the No. of timetable conflictsImprovement in classroom occupancy indexNo. of requests processed
and successfully resolved
⚠️ Risks
• Organisational complexity in
coordination between programmes and departments.
• Limitations of existing computer
systems.
• Changes in the academic offering or in
the number of students that alter initial assumptions.
• Resistance to change.
🛡️ Mitigation Plan
• Participatory design process involving
managers and administrative staff.
• Development of an iterative timetable
adjustment process.
• Inform managers in advance about
planning and changes made.
O6
S.O.6. Progressively adapt teaching spaces to pedagogical needs
Ensure that available spaces support the methodologies of new degrees (flexible classrooms, collaborative
work, technological equipment).
▾
PA6.1
Functional Adaptation of Teaching Spaces
Description
Diagnosis of the pedagogical adequacy of classrooms and a prioritised action plan to
adapt spaces to active methodologies, collaborative work and the technological needs of new
programmes.
Deliverables
Diagnosis of pedagogical adequacy of classroomsClassification of space typologiesFunctional adaptation plan with
prioritised actions
KPIs
No. of classrooms adapted or improved% spaces
aligned with methodological needsNo. of incidents due to space
inadequacy
⚠️ Risks
• Budget limitations for carrying out
space adaptations.
• Physical or structural restrictions of
existing facilities.
• Interference with teaching activity
during adaptation works.
🛡️ Mitigation Plan
• Prioritisation of actions according to
academic impact and technical feasibility.
• Staggered planning of adaptations to
minimise interference with teaching activity.
• Coordination with university
infrastructure services to assess the technical feasibility of interventions.
Area C — Common Areas
O7
S.O.7. Optimise the use and management of common areas
Improve the organisation, assignment and use of common areas, ensuring efficient, coordinated use adapted
to the real needs of the various groups.
▾
PA7.1
Diagnosis and Analysis of Common Area Usage
Description
Analysis of the usage patterns, occupancy and needs of the various Faculty common areas
(transit zones, staying areas, signage) to identify improvement opportunities.
Deliverables
Common area usage and occupancy reportNeeds
map by group
KPIs
Report prepared (Yes/No)No. of spaces
analysed
⚠️ Risks
Incomplete data..
🛡️ Mitigation Plan
Include multiple sources and
groups.
PA7.2
Implementation of a Management and Optimisation System for Common Areas
Description
Design and implementation of a coordinated management model for common areas, including
usage regulations, sustainability criteria and an occupancy monitoring system.
Deliverables
Common area management model definedUsage
regulations approvedOccupancy monitoring system
KPIs
Model approved (Yes/No)% improvement in
perceived occupancyNo. of incidents resolved
⚠️ Risks
Resistance to change.
🛡️ Mitigation Plan
Communication and training.
O8
S.O.8. Improve the user experience and foster interaction in common areas
Transform common areas into accessible, comfortable and attractive environments that favour interaction,
collaborative work and sense of belonging, incorporating sustainability criteria.
▾
PA8.1
Design and Creation of Interaction and Collaborative Work Zones
Description
Design of staying areas, collaborative work and informal interaction zones in common
areas, fostering university life and reinforcing the institutional identity of the Faculty.
Deliverables
Design of interaction zones and work spacesSpaces enabled (meeting points, collaborative areas)Sustainability criteria incorporated in materials and furniture
KPIs
No. of spaces/zones created or renovatedLevel
of use (periodic observation)User satisfaction level (%)
⚠️ Risks
Low use.
🛡️ Mitigation Plan
Design based on needs.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Analysis of Hall Space Usage
PA1.2
Design and Implementation of the Hall Layout and Staying Areas
PA2.1
Refurbishment of the Hall's Work Room
PA3.1
Implementation of Identity and Signage
PA3.2
Digital Communication Supports
PA4.1
Diagnosis and Analysis of Space and Timetable Usage
PA5.1
Design of the New Academic Planning Model
PA6.1
Functional Adaptation of Teaching Spaces
PA7.1
Diagnosis and Analysis of Common Area Usage
PA7.2
Implementation of a Management and Optimisation System for Common Areas
PA8.1
Design and Creation of Interaction and Collaborative Work Zones
🌍
FADE Global
Improves access to the academic exchange offering through interactive digital tools, such
as a destinations map and artificial intelligence assistance for resolving frequently asked questions. It
systematises recognition regulations and centralises student support through Policonsulta, reducing
administrative barriers. It fosters balanced mobility by adjusting the offering to demand. In addition, it
promotes double degree agreements and staff mobility to reinforce the international reputation of the
centre.
Strategic lines
Excellence 60%
Impact 40%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★★
👔Staff★★★☆☆
👨🏫Faculty★★★☆☆
🏢Companies★★★☆☆
🌐Society★★★☆☆
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Improve access, understanding and usability of information on academic exchange
Provide students with clear and up-to-date access to the mobility offering, reducing information barriers
through interactive digital tools and AI-based systems.
▾
PA1.1
Development of an Interactive Map with Available Destinations
Description
Design and implementation of an interactive digital map that allows visualising all
academic exchange destinations, incorporating information on partner universities, places, language,
requirements and basic characteristics of each destination.
Deliverables
FADE interactive digital map of international destinationsBasic information sheets per destinationIntegration into
institutional web environment
KPIs
Tool published and operational (Yes/No)%
active destinations incorporated into the map
⚠️ Risks
• Incomplete or outdated information.
• Low initial utilisation.
🛡️ Mitigation Plan
• Annual content review.
• Active dissemination at FADE
conferences and channels.
PA1.2
Development of an AI Chatbot for Students and Proposal of Recognition Rules
Description
AI-based conversational assistant that resolves frequently asked questions about
mobility, administrative procedures and academic recognition criteria, with a validated knowledge base
and periodic updating.
Deliverables
Operational AI chatbot integrated in FADE environmentPeriodic content update system
KPIs
Chatbot implemented and operational (Yes/No)No. of queries handled automatically
⚠️ Risks
• Incorrect or outdated responses.
• Low initial student trust.
🛡️ Mitigation Plan
• Validation by academic managers.
• Periodic updating.
• Initially limited to frequent queries.
O2
S.O.2. Improve support and accompaniment for outgoing students
Reinforce the quality, traceability and consistency of support for outgoing students through structured communication channels and up-to-date recognition guidance, reducing administrative uncertainty throughout the mobility process.
▾
PA2.1
Implementation of Policonsulta as a Communication Tool
Description
Centralise the management of outgoing student queries through the Policonsulta system,
ensuring traceability and efficiency in a single communication channel.
Deliverables
Policonsulta channel configuredUsage
protocolStudent manualFrequently asked questions
record
KPIs
Channel operational (Yes/No)% queries
handledAverage response time
⚠️ Risks
• Initial student resistance to changing
channels.
• Duplication of queries due to
simultaneous use of email and Policonsulta.
🛡️ Mitigation Plan
• Clear communication of the single
official channel.
• Initial transition period with
automatic reminders.
PA2.2
Regulatory Update on Recognition and Collection
Description
Systematise the academic recognition regulations applicable to international mobility
in a single operational document, simplified and digitally accessible.
Deliverables
Updated single document of recognition regulationsDigital version accessible in institutional environment
KPIs
Document approved and published (Yes/No)Reduction of interpretative incidents in recognition
⚠️ Risks
• Difficulty in homogenising criteria
between programmes.
• Subsequent changes in UPV regulations.
🛡️ Mitigation Plan
• Prior academic validation.
• Annual document review.
O3
S.O.3. Facilitate the academic integration of incoming international students
Favour the effective incorporation of international students through an accessible academic organisation
coherent with their educational needs.
▾
PA3.1
Assign a Coordinated Timetable for Electives in English
Description
Coordinate the timetable offering of elective subjects in English so that incoming
students can enrol in pathways without overlaps, with advance publication of the offering.
Deliverables
Proposal for coordinated timetable of electives in EnglishAdvance publication of the academic offering for incoming students
KPIs
Coordinated timetable approved (Yes/No)No. of
mutually compatible subjects in English
⚠️ Risks
• Timetable rigidity due to general
centre restrictions.
• Coordination difficulty between
programmes.
🛡️ Mitigation Plan
• Prioritise minimum compatibilities in
strategic subjects.
• Early coordination during the teaching
planning phase.
PA3.2
Creation of FADE International Seminars
Description
Modular cross-cutting subject for incoming students with sessions taught by foreign
faculty on business, innovation, sustainability and the international environment.
Deliverables
Academic design of the International Seminars subjectAnnual programme and session calendarInitial catalogue of
participating faculty
KPIs
Subject designed and approved (Yes/No)No. of
incoming students enrolledNo. of participating faculty
⚠️ Risks
• Low initial enrolment in the subject.
• Difficulty in consolidating a stable
calendar of participating faculty.
• Overlaps with other teaching
activities.
🛡️ Mitigation Plan
• Flexible initial implementation with a
reduced number of seminars.
• Progressive recruitment of volunteer
faculty.
• Advance coordination in teaching
planning.
O4
S.O.4. Foster the international exchange of FADE students
Drive more balanced, accessible and sustainable outgoing mobility, adjusting the destination offering to
real demand and fostering additional economic incentives.
▾
PA4.1
Adjust Supply and Demand between Destinations and Student Preferences
Description
Periodic analysis of the correspondence between the destination offering and student
preferences to optimise the distribution of places and reinforce strategic agreements.
Deliverables
Annual supply-demand report on destinationsProposal for adjustment or reorientation of agreements
KPIs
Report prepared annually (Yes/No)% occupancy
of offered places
⚠️ Risks
• Persistence of demand concentration in
few destinations.
• Institutional limitations for
modifying agreements.
🛡️ Mitigation Plan
• Reinforcement of information on
alternative destinations.
• Progressive prioritisation of
strategic destinations.
PA4.2
Mobility Incentives through Additional Fundraising
Description
Fundraising of complementary financing to reinforce mobility, especially in
international double degrees and PROMOE programmes, reducing economic barriers.
Deliverables
Identification of complementary funding sourcesSpecific incentives proposal
KPIs
No. of applications submittedAdditional funds
raised (€)No. of students benefited
⚠️ Risks
• Failure to obtain external funding.
• Dependence on competitive calls.
🛡️ Mitigation Plan
• Diversify funding sources.
• Prioritise calls compatible with
international mobility.
O5
S.O.5. Foster the international reputation of the Faculty
Reinforce the international positioning of FADE through strategic academic alliances with prestigious
institutions and the promotion of faculty and staff mobility.
▾
PA5.1
Promote International Double Degree Agreements with Prestigious Faculties
Description
Promote international double degree agreements with prestigious faculties, prioritising
institutions with academic affinity and strategic complementarity.
Deliverables
Identification of target universitiesInstitutional negotiation roadmapFormal academic agreement
proposals
KPIs
No. of institutions analysedNo. of
negotiations startedNo. of agreements formalised or in advanced
phaseNo. of active international double degrees
⚠️ Risks
• Long negotiation processes.
• Complex curricular differences.
• High mutual demands.
🛡️ Mitigation Plan
• Prioritisation of compatible strategic
partners.
• Start with academically close
agreements.
PA5.2
Foster PAS and PDI Mobility
Description
Drive the participation of PAS and PDI in international mobility programmes, academic
visits and institutional cooperation, strengthening academic networks and good practices.
Deliverables
Specific dissemination of mobility callsAnnual
record of mobility periods carried out
KPIs
No. of PAS mobility periods carried outNo. of PDI
mobilities carried out
⚠️ Risks
• Low participation due to teaching or
administrative workload.
• Limitation of available funding.
🛡️ Mitigation Plan
• Advance dissemination.
• Prioritisation of strategic
mobilities.
• Utilisation of existing active calls.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Development of an Interactive Map with Available Destinations
PA1.2
Development of an AI Chatbot for Students and Proposal of Recognition Rules
PA2.1
Implementation of Policonsulta as a Communication Tool
PA2.2
Regulatory Update on Recognition and Collection
PA3.1
Assign a Coordinated Timetable for Electives in English
PA3.2
Creation of FADE International Seminars
PA4.1
Adjust Supply and Demand between Destinations and Student Preferences
PA4.2
Mobility Incentives through Additional Fundraising
PA5.1
Promote International Double Degree Agreements with Prestigious Faculties
PA5.2
Foster PAS and PDI Mobility
⚡
FADE Impact Lab
Structures and empowers the Faculty's relationship ecosystem, connecting its academic
activity with the professional and social environment through co-created challenges or missions. It
integrates employability, entrepreneurship, internship and collaboration initiatives with companies,
institutions and alumni, facilitating their coordination and monitoring. It uses data and artificial
intelligence to identify opportunities and improve relational management. Its purpose is to convert FADE's
knowledge into real projects with impact, enriching the educational experience of students.
Strategic lines
Excellence 35%
Impact 65%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★★☆
👔Staff★★☆☆☆
👨🏫Faculty★★★☆☆
🏢Companies★★★★★
🌐Society★★★★★
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Structure and integrate the FADE ecosystem through co-created challenges or missions
Develop a common framework to identify, organise and coordinate initiatives linked to employability,
entrepreneurship, internships, applied teaching, chairs, master's programmes and stakeholder
collaboration, using FADE Challenges as structuring axes.
▾
PA1.1
Mapping, Inventory and Classification of the FADE Ecosystem
Description
Identification, collection, organisation and classification of the set of activities,
agents and relationships existing in FADE linked to employability, entrepreneurship, internships,
applied teaching, alumni and stakeholder collaboration.
Deliverables
FADE ecosystem framework documentStructured
inventory of activities, agents and relationshipsBasic taxonomy for
ecosystem classificationBasic information structure for management and
monitoring
KPIs
Framework document prepared and validated (Yes/No)% FADE areas/units incorporated into the inventoryNo. of
activities and relationships identified and classifiedBasic information
structure defined (Yes/No)
⚠️ Risks
• Incomplete identification of existing
activities or relationships.
• Lack of homogeneity in information
provided by different units.
• Generation of an inventory of little
use for subsequent management.
🛡️ Mitigation Plan
• Use a common information collection
template and a shared basic classification.
• Carry out a brief validation with
managers of the main units involved.
• Design the inventory with a practical
approach, oriented towards subsequent coordination and monitoring.
PA1.2
Definition of the Annual Co-creation and Prioritisation Process for FADE Challenges
Description
Definition of an annual process for the co-creation, prioritisation and validation of
FADE Challenges that will guide each academic year. The challenges proposed to the socioeconomic
environment will be supported by the areas where the Dashboard indicates a high Thought Leadership
Index (MTLI).
Deliverables
Annual co-creation process documentChallenge
formulation and selection criteriaProcess calendarInitial catalogue of prioritised FADE Challenges
KPIs
Annual process defined and validated (Yes/No)Formulation and selection criteria defined (Yes/No)No. of FADE
Challenges prioritised for the yearInitial catalogue prepared
(Yes/No)
⚠️ Risks
• Defining challenges that are too
generic or of little use for guiding the year's activity.
• Lack of alignment between the
prioritised challenges and FADE's real capabilities or initiatives.
• Scarce involvement of key units in the
co-creation and prioritisation process.
🛡️ Mitigation Plan
• Establish clear formulation and
selection criteria, oriented towards relevance, feasibility and mobilisation capacity.
• Link the definition of challenges to
the prior map of activities, agents and opportunities of the FADE ecosystem.
• Carry out a final validation with
academic managers and key units before approving each year's challenges.
PA1.3
Definition of the Governance and Coordination Model of the FADE Ecosystem
Description
Definition of a governance model that organises responsibilities, information circuits,
internal interaction mechanisms and common criteria for the articulation of ecosystem activities and
external relationships.
Deliverables
Ecosystem governance and coordination modelRoles, responsibilities and coordination mechanismsFunctional
proposal for a support toolBasic information management protocol
KPIs
Governance model validated (Yes/No)Roles and
mechanisms formalised (Yes/No)Functional tool proposal defined
(Yes/No)Basic protocol approved (Yes/No)
⚠️ Risks
• Definition of a governance model that
is unclear or difficult to sustain in practice.
• Excessive organisational complexity or
coordination burden between units.
• Mismatch between ecosystem needs and
the functional solution planned for its management.
🛡️ Mitigation Plan
• Design a simple, realistic model
supported by already existing structures in FADE wherever possible.
• Limit the number of roles and
coordination circuits to those strictly necessary.
• Define the functional support solution
based on real needs previously identified in PA1.1 and aligned with the planned uses in the
project.
O2
S.O.2. Improve student connection with employability, entrepreneurship, internship and active
participation opportunities
Provide students with more structured, visible and coherent access to the set of activities and
opportunities offered by FADE.
▾
PA2.1
Integrated Organisation and Visibility of the Opportunities Offering for Students
Description
Organisation and visibility of the set of activities and opportunities that FADE offers
students (employability, entrepreneurship, internships, FADE Challenges), presenting the offering in a
clearer and more accessible way.
Deliverables
Offering organisation framework documentStructured opportunities catalogueClassification and presentation
criteriaBasic prototype of integrated channel
KPIs
Framework document validated (Yes/No)Structured catalogue prepared (Yes/No)No. of opportunity
typologies classifiedBasic prototype of integrated channel defined
(Yes/No)
⚠️ Risks
• Persistence of a fragmented or
difficult-to-homogenise offering.
• Difficulty in presenting information
clearly and usefully for diverse student profiles.
• Lack of updating or continuity in the
organisation of the offering.
🛡️ Mitigation Plan
• Establish a common classification and
homogeneous criteria for presenting opportunities.
• Validate the organisation and
visibility proposal with a small sample of students and involved units.
• Design the solution with a simple,
practical and sustainable approach over time.
PA2.2
Promotion of Student Participation and Connection with the FADE Ecosystem and its Environment
Description
Design and promotion of actions that favour greater student participation in the FADE
ecosystem, reinforcing their connection with companies, institutions, alumni and other stakeholders.
Deliverables
Approach document for student activationProposal of activation actions/formatsPilot programme of
activitiesBasic participation monitoring criteria
KPIs
Approach document validated (Yes/No)No. of
activation actions/formats definedPilot programme defined
(Yes/No)Monitoring criteria established (Yes/No)
⚠️ Risks
• Low initial student participation in
proposed activities.
• Scarce connection between the promoted
actions and students' real interests.
• Difficulty in sustaining participation
and involvement of entities or alumni over time.
🛡️ Mitigation Plan
• Design participation actions using
attractive, useful formats aligned with real student needs.
• Previously validate the proposal with
a small sample of students and agents involved.
• Prioritise a limited number of viable
actions with capacity for continuity, in collaboration with units and actors already active in FADE.
O3
S.O.3. Systematise the monitoring of FADE's interactions and collaborations with its stakeholders
Implement a monitoring system to record, classify and analyse the relationships that the Faculty
maintains with companies, professional associations, administrations, alumni and collaborating entities.
▾
PA3.1
Implementation of the Interaction and Collaboration Recording and Monitoring System
Description
Homogeneous system for recording, updating and monitoring FADE's interactions and
collaborations with its stakeholders, generating a common operational basis for institutional
monitoring of the relational ecosystem.
Deliverables
Basic recording and monitoring system implementedOperational protocol for use, updating and validationInitial set
of interactions recordedBasic usage guide
KPIs
Basic system implemented (Yes/No)Operational
protocol approved (Yes/No)No. of interactions recorded in initial
phaseNo. of units incorporated into system use
⚠️ Risks
• Low system adoption by the units or
people involved.
• Incomplete or irregular recording of
information.
• Excessive complexity in the tool or in
the usage protocol.
🛡️ Mitigation Plan
• Implement a simple solution, adjusted
to real needs and easy to use.
• Define minimum responsibilities and a
clear operational protocol for recording and updating information.
• Carry out an initial piloting or
gradual deployment phase with a limited number of units before progressive extension.
PA3.2
Analysis and Exploitation of Information to Improve FADE's Relational Management
Description
Development of basic mechanisms for the analysis and exploitation of recorded
information on FADE's interactions and collaborations, to improve institutional knowledge of the
relational ecosystem and support decision-making.
Basic criteria and indicators defined (Yes/No)Basic exploitation report prepared (Yes/No)Reporting scheme
defined (Yes/No)No. of improvement recommendations formulated
⚠️ Risks
• Insufficient availability or limited
quality of recorded information for carrying out useful analyses.
• Generation of reports poorly oriented
towards decision-making.
• Excessive complexity in the indicators
or in the exploitation of information.
🛡️ Mitigation Plan
• Prioritise a reduced set of relevant
and viable indicators from the information effectively available.
• Orient the analysis towards concrete
and useful management questions for FADE.
• Develop a basic progressive reporting
scheme, expandable as the monitoring system matures.
O4
S.O.4. Reinforce the visibility, communication and measurement of the impact generated by FADE
Generate and communicate evidence of the activities, connections and results of the FADE ecosystem,
demonstrating the Faculty’s contribution to society, organisations and responsible development.
▾
PA4.1
Structuring, Visibility and Value-adding of the Impact of the FADE Ecosystem
Description
Identification, structuring and value-adding of the content, results and evidence of
the FADE ecosystem, coherent with the procedures, channels and criteria defined in the COMUNICA
Project.
Deliverables
Content identification and structuring framework documentSelection and value-adding criteriaPrioritised content, evidence
and resultsVisibility scheme aligned with COMUNICA
KPIs
Framework document validated (Yes/No)Selection
and value-adding criteria defined (Yes/No)No. of content items, evidence or
results prioritisedVisibility scheme aligned with COMUNICA (Yes/No)
⚠️ Risks
• Overlap or lack of coordination with
the COMUNICA Project.
• Unclear or insufficiently strategic
selection of content and impacts to make visible.
• Difficulty in translating project
information into understandable and relevant messages for different audiences.
🛡️ Mitigation Plan
• Align this action plan from the start
with the criteria, procedures and channels defined in the COMUNICA Project.
• Establish clear selection and
prioritisation criteria for content, oriented towards relevance, utility and institutional value.
• Prioritise a simple, comprehensible
visibility proposal adapted to specific audiences.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Mapping, Inventory and Classification of the FADE Ecosystem
PA1.2
Definition of the Annual Co-creation and Prioritisation Process for FADE Challenges
PA1.3
Definition of the Governance and Coordination Model of the FADE Ecosystem
PA2.1
Integrated Organisation and Visibility of the Opportunities Offering for Students
PA2.2
Promotion of Student Participation and Connection with the FADE Ecosystem and its Environment
PA3.1
Implementation of the Interaction and Collaboration Recording and Monitoring System
PA3.2
Analysis and Exploitation of Information to Improve FADE's Relational Management
PA4.1
Structuring, Visibility and Value-adding of the Impact of the FADE Ecosystem
📡
COMUNICA
Strengthens the internal and external communication system of FADE through the definition of
common processes, flows, criteria and channels to provide coherence and traceability to all its activity.
It organises the collection, validation and publication of content generated by programmes, chairs,
services and other agents. Supported by data and artificial intelligence, it improves the visibility of
teaching, research and outreach. It reinforces institutional projection and systematically disseminates
the intellectual leadership of the FADE community.
Strategic lines
Excellence 35%
Impact 65%
Mechanisms
⚙️Processes
📊Data
📢Communication
🤖AI
Stakeholders
🎓Students★★★☆☆
👔Staff★★★☆☆
👨🏫Faculty★★★★☆
🏢Companies★★★★☆
🌐Society★★★★★
UPV Strategy
🌱Sust.
🌍Intl.
💡Relev.
❤️Vital
⭐Excel.
Strategic Objectives and Action Plans
O1
S.O.1. Structure FADE's communication system through common processes, flows and criteria
Develop a common framework to organise the collection, validation, prioritisation, scheduling and
publication of content generated by the various agents linked to FADE.
▾
PA1.1
Definition of the Process, Flow and Criteria Model for the Communication System
Description
Definition of a common framework to organise FADE's communication system: processes,
work flows, editorial criteria, content typologies and channel adaptation guidelines.
Deliverables
FADE communication system framework documentBasic process and flow mapEditorial and publication
criteriaClassification of content typologies and channels
KPIs
Framework document prepared and validated (Yes/No)Process and flow map defined (Yes/No)Editorial criteria defined
(Yes/No)Classification of typologies and channels defined (Yes/No)
⚠️ Risks
• Design of an excessively complex or
insufficiently operational model.
• Lack of adjustment to FADE's reality.
• Classification that is unclear or
difficult to apply.
🛡️ Mitigation Plan
• Design a simple, realistic model
adjusted to FADE's management capacities.
• Contrast it with the main units
involved.
• Prioritise a clear, functional and
applicable classification.
PA1.2
Implementation of the Operational Content Management and Publication Circuit
Description
Put into operation a homogeneous circuit for the reception, validation, prioritisation,
scheduling and publication of content generated by the various agents linked to the Faculty.
Deliverables
Operational circuit implementedBasic operating
and usage protocolInitial set of managed contentBasic usage guide
KPIs
Operational circuit implemented (Yes/No)Basic
protocol approved (Yes/No)No. of content items managed in initial
phaseNo. of units/persons responsible incorporated
⚠️ Risks
• Low circuit adoption by the units or
people involved.
• Irregular or incomplete initial
recording of content.
• Excessive operational complexity in
circuit functioning.
🛡️ Mitigation Plan
• Implement a simple, clear circuit
adjusted to FADE's real needs.
• Define minimum responsibilities and
easy-to-apply operational guidelines.
• Carry out an initial piloting or
gradual deployment phase with a limited number of units before progressive extension.
O2
S.O.2. Organise, make visible and put value on strategic content and the activity generated by FADE
Reinforce FADE's capacity to communicate its activity, giving priority attention to the Open Agenda,
Scientific Outreach, Research Projects and the Dissemination of FYP/Master's Dissertations.
▾
PA2.1
Structuring and Visibility of FADE's Priority Areas and Strategic Content
Description
Identification, organisation and definition of visibility criteria for the priority
areas (Open Agenda, Scientific Outreach, Research Projects, FYP/Master's Dissertations). Includes
specific channels for making FADE's Thought Leadership visible.
Deliverables
Structuring and visibility framework documentClassification of priority areas and content typologiesBasic
visibility criteriaContent–audiences–channels linkage scheme
KPIs
Framework document validated (Yes/No)Areas and
typologies defined (Yes/No)Visibility criteria defined (Yes/No)Linkage scheme defined (Yes/No)
⚠️ Risks
• Excessively broad or insufficiently
operational definition of priority areas and strategic content.
• Overlap between content typologies or
lack of clarity in their delimitation.
• Difficulty in reaching consensus on
priorities and visibility criteria between different units or agents.
🛡️ Mitigation Plan
• Prioritise a clear, limited and
functional proposal of areas, content and visibility criteria.
• Define simple classification and
communicative treatment criteria.
• Contrast the proposal with the main
units involved before final validation.
O3
S.O.3. Reinforce the traceability, archiving and monitoring of FADE's communication activity
Implement a system to record, classify, archive and consult publications and communication actions,
reinforcing traceability and institutional memory.
▾
PA3.1
Implementation of the Recording, Archiving and Monitoring System for Publications and Communication
Actions
Description
Structured system for recording and archiving publications and communication actions,
incorporating partial structural alignment with the FADE Impact Lab agent categories to favour
institutional coherence.
Deliverables
Basic recording and monitoring system implementedBasic recording and consultation protocolCategory and field
structure defined (with references to FADE Impact Lab)Initial set of
publications recorded
KPIs
Basic system implemented (Yes/No)Basic
protocol approved (Yes/No)Category structure defined (Yes/No)No. of publications and actions recorded in initial phase
⚠️ Risks
• Design of an excessively complex or
difficult-to-maintain recording system.
• Lack of homogeneity in the
classification and archiving of publications and communication actions.
• Mismatch between COMUNICA's own
categories and the references shared with other strategic projects, especially FADE Impact Lab.
🛡️ Mitigation Plan
• Design a simple, functional system
adjusted to FADE's real management and consultation needs.
• Define clear classification, archiving
and recording criteria from the start.
• Incorporate only partial structural
alignment with other projects, limited to common categories and references that add real value and
avoid unnecessary duplication or rigidities.
Timeline
26/27
27/28
28/29
29/30
PA1.1
Definition of the Process, Flow and Criteria Model for the Communication System
PA1.2
Implementation of the Operational Content Management and Publication Circuit
PA2.1
Structuring and Visibility of FADE's Priority Areas and Strategic Content
PA3.1
Implementation of the Recording, Archiving and Monitoring System for Publications and Communication Actions
Faculty of Business Administration
