Quality Policy

1 Introduction & Rationale

Digital Transformation: Design and Management (DTDM) is a proposed dual master’s programme being developed between the Department of Product and Systems Design Engineering (DPSD) at the University of the Aegean, Greece and Université Paris 8 Vincennes–Saint-Denis, France. The programme sits at the convergence of design thinking, digital technology, and organizational management, an increasingly critical intersection for European higher education and industry.

DPSD, part of the School of Engineering at the University of the Aegean, is based on the island of Syros and focuses on the integrated design of modern and emerging products, systems, and services. Its three curricular tracks,  Interactive Systems Design, Computer-Aided Design, and Service Design, combine engineering, informatics, and arts in a unique interdisciplinary framework. Paris 8, located in Saint-Denis (Île-de-France), is one of Europe’s largest centres for arts education and research, with particular strengths in digital arts, virtual image technologies, and digital humanities through its INREV, TEAMeD, and ArTeC research groups.

The MSc in Digital Transformation: Design & Management (DTDM) adopts a formal Quality Policy that ensures the continuous enhancement of the programme’s academic, organisational, and operational dimensions. The Policy is aligned with the strategic objectives of the University of the Aegean, the quality assurance framework of the Hellenic Authority for Higher Education (EΘΑΑΕ), the European Standards and Guidelines for Quality Assurance in Higher Education (ESG 2015), and the institutional collaboration with Université Paris 8. It reflects the interdisciplinary nature of the programme, combining design, management, and digital technologies within a coherent academic and research framework, and forms an integral part of the Internal Quality Assurance System of the University and the Department.

2 Vision and Strategic Orientation

The DTDM programme aspires to be an internationally recognised postgraduate programme in digital transformation, with a clear emphasis on human-centred and inclusive design, socio-technical innovation, and ethical, sustainable, and responsible digital systems. Its strategic orientation focuses on the provision of high-quality interdisciplinary education that bridges design, management, and digital technologies, and on the systematic integration of research and practice. The programme seeks to strengthen international collaboration and mobility, to remain aligned with labour market and wider societal needs, and to develop professionals who are critical, reflective, and innovative, capable of leading and managing complex digital transformation initiatives in diverse organisational and cultural contexts.

3 Scope of the Quality Policy

The Quality Policy applies to all dimensions of the DTDM programme. It covers the design, implementation, evaluation, and regular revision of the curriculum, the organisation and delivery of teaching and learning processes, and the methods and criteria used for student assessment and feedback. It extends to the monitoring of academic staff performance and development, the planning and support of research and research-informed teaching, and the organisation of administrative and technical services that underpin the operation of the programme. Furthermore, it includes the planning, operation, and continuous enhancement of digital learning environments, as well as the design, implementation, and quality assurance of external collaborations, particularly those with Université Paris 8, other academic partners, and organisations in the public and private sector.

4 Principles of Quality Assurance

The DTDM programme implements its Quality Policy through a coherent set of principles that guide all academic and administrative processes. Student-centred learning forms a core commitment: teaching is organised so that students actively participate in learning, engage with real-world problems, and work on experiential and project-based activities that respect different learning profiles, backgrounds, and aspirations. Academic excellence is promoted through evidence-based curriculum design, ongoing monitoring of course content, and the systematic integration of emerging technologies such as artificial intelligence, extended reality, and data science into teaching and learning activities.

Transparency and accountability are ensured by clearly defining learning outcomes at programme and course level, by establishing transparent and documented assessment procedures, and by maintaining public access to key programme information, including structure, regulations, and expected competencies. Ethics and inclusivity are embedded across the programme through policies and practices that guarantee equal access and non-discrimination, responsible and ethical use of digital technologies, robust data protection practices, and a strong culture of academic integrity. Continuous improvement is supported by systematic evaluation processes, by the structured collection and analysis of stakeholder feedback, and by data-driven decision-making that informs curriculum revision, teaching enhancement, and strategic planning.

4.1 Programme Structure and Organisation

The DTDM curriculum is designed to provide knowledge and develop competencies in the field of digital transformation within an interdisciplinary framework. The structure and organisation of the programme comply with international academic standards and contemporary technological trends, ensuring well-defined and sufficient learning outcomes aligned with the European and National Qualifications Framework for Higher Education (Level 7), integration of design thinking, management approaches, and digital technologies, and coherence between theoretical foundations and practical applications.

4.2 High-Level Learning Outcomes

The programme provides students with sufficient knowledge and skills to respond to the emerging needs and requirements of society and the economy. Learning outcomes correspond to Level 7 of the European and National Qualifications Framework for Higher Education, ensuring that graduates acquire competencies in human-centred design, digital innovation, and strategic management. Students develop critical thinking, creativity, and problem-solving abilities applicable to complex digital transformation challenges.

4.3 Quality of Educational Work

The educational work offered is of high quality and effectiveness, following the trends of leading programmes in digital transformation, design, and management in Greece and internationally. This is achieved through evidence-based curriculum design, continuous updating of content to reflect technological and methodological advances, integration of emerging technologies such as artificial intelligence, extended reality, data science, and the Internet of Things, active and participatory learning approaches, and emphasis on experiential and project-based learning.

4.4 Suitability of Teaching Staff Qualifications

The teaching staff selected fully meets the needs of the programme, possesses high qualifications, and demonstrates expertise in contemporary scientific developments in relevant knowledge domains. The programme ensures the selection of qualified and experienced academic staff, the participation of international faculty and practitioners, continuous professional development and pedagogical training, and active engagement in research and innovation.

4.5 Graduate Employability and Labour Market Demand

Graduates acquire cutting-edge competencies and knowledge that provide them with opportunities for diverse professional pathways in the public and private sectors. They develop skills aligned with digital transformation needs across industries, competencies valued in innovation management, user experience design, digital strategy, and consultancy, an entrepreneurial mindset and capability for leading change initiatives, and international mobility and cross-cultural competence.

4.6 Integration of Research with Teaching

Faculty members, external collaborators, and postgraduate students focus on contemporary research issues within the framework of the programme’s courses. The programme employs research-based teaching methods, supports participation in international research initiatives and projects, ensures that thesis projects are aligned with contemporary research themes, and promotes the dissemination of research outcomes through publications and conferences.

4.7 Quality of Support Structures

The programme, through the infrastructure of the Department of Product and Systems Design Engineering, offers high-quality, modern support infrastructure and services. These include state-of-the-art laboratories and design studios, digital learning environments and e-learning platforms, integration of collaborative and AI-supported tools, access to the bibliographic collection and digital resources of the University of the Aegean, and continuous monitoring and upgrading of digital infrastructure.

4.8 Effective Use of Financial Resources

The financial resources of the programme are used to promote academic excellence among students through scholarships and awards, to improve infrastructure, laboratories, and learning environments, to strengthen external collaborations for research, teaching, technological, and administrative support, and to support student and faculty mobility within the international collaboration framework.

4.9 Annual Quality Objectives and Internal Review

The programme, through its institutional bodies and in application of the Internal Quality Assurance System of the University of the Aegean, monitors and improves the quality of its activities, develops, implements, and reviews specific annual quality objectives aimed at improving programme operation and educational work, conducts systematic evaluation processes based on data-driven decision-making, and integrates stakeholder feedback for continuous improvement.

5 Quality Assurance Mechanisms

Quality assurance in the DTDM programme is implemented through a set of internal and external mechanisms. Internal evaluation includes the regular collection and analysis of student course evaluations, structured reviews of teaching performance, and an annual programme evaluation that reviews the coherence and effectiveness of the curriculum, the achievement of learning outcomes, and the overall functioning of the programme. Monitoring indicators such as student progression and completion rates, academic performance in courses and the thesis, and the quality and relevance of thesis work are systematically examined in relation to the programme’s objectives.

External evaluation is ensured through compliance with the accreditation procedures and guidelines of HAHE (EΘΑΑΕ), the involvement of external academic reviewers in critical stages of programme monitoring and revision, and consultation with industry and public sector stakeholders regarding labour market trends, skills needs, and graduate profiles. Programme governance is organised so that a Programme Committee, comprising academic staff from both institutions, the Programme Director and coordinators, and representatives of relevant stakeholders where appropriate, assumes responsibility for monitoring quality-related issues, proposing improvements, and overseeing the implementation of decisions in alignment with the Department’s and University’s quality assurance framework.

6 Quality Assurance Mechanisms

The curriculum of the DTDM programme is conceived as a coherent and evolving structure that responds to scientific, technological, and societal developments. Its design and regular updating are informed by advances in digital transformation and design, documented labour market requirements, and systematic feedback from students and alumni, while also taking into account international academic standards and relevant European and national qualification frameworks. The curriculum structure includes a set of core courses that provide fundamental knowledge and skills, a range of elective courses that allow students to develop specialised profiles according to interests and career plans, and a thesis or internship component through which students apply and synthesise their learning in research, design, or applied projects. Curriculum revisions are discussed within the Programme Committee and Departmental bodies and are documented, approved, and communicated according to institutional procedures.

7 Teaching and Learning Quality

Teaching and learning in the DTDM programme rely on a combination of methods selected to support deep understanding, critical thinking, and the development of practical and research skills. Lectures and seminars provide structured theoretical grounding and opportunities for discussion and critical reflection. Workshops and studios are used to explore design methods, prototyping, and collaborative practices in realistic scenarios, while project-based learning allows students to work in teams on complex, open-ended problems related to digital transformation. Hybrid and online delivery models are used where appropriate to support flexibility, international collaboration, and participation of external experts, while ensuring that learning outcomes and interaction standards remain equivalent to face-to-face teaching.

The digital learning environment is understood as an essential component of teaching quality, and appropriate e-learning platforms are systematically used for course management, communication, and the distribution of educational material. Collaborative and AI-supported tools are integrated to support group work, feedback, and personalised learning, with particular attention to ethical and pedagogical considerations. The reliability, accessibility, and security of the digital infrastructure are monitored, and necessary enhancements or support measures are planned in collaboration with the relevant university services.

8 Student Assessment

Student assessment in the DTDM programme is designed to be transparent, fair, and aligned with the intended learning outcomes. A variety of assessment methods is employed, including written assignments, design and research projects, individual and group presentations, written examinations, and the preparation and defence of a master’s thesis or the completion of an internship with an appropriate report. Assessments aim to evaluate not only the acquisition of knowledge, but also analytical and critical thinking, design and problem-solving skills, collaboration, and the ability to communicate results effectively.

Quality in assessment is ensured through clearly defined and communicated grading criteria, which are linked to learning outcomes and shared with students in a timely manner. The use of multiple forms of assessment within and across courses reduces dependence on any single exam format and supports a more comprehensive evaluation of student performance. Moderation or review procedures, where needed, contribute to consistency and fairness in grading, while the regular analysis of grade distributions and completion rates informs the Programme Committee and academic staff about potential areas that require attention or improvement.

9 Academic Staff Quality Assurance

The quality of academic staff is a central factor in achieving the objectives of the DTDM programme. Teaching staff are selected based on clearly defined academic and professional criteria, ensuring that they possess suitable qualifications, research activity, and experience in fields relevant to digital transformation, design, management, and related disciplines. The programme systematically encourages the participation of international faculty and visiting scholars, particularly from Université Paris 8 and other partner institutions, to enrich the academic environment and expose students to diverse perspectives.

Continuous professional development is actively supported, with staff encouraged to engage in research projects, pedagogical training, and innovation in teaching methods, including the adoption of new technologies and inclusive practices. The effectiveness of teaching is regularly evaluated through student feedback, peer discussion, and programme-level review processes. Findings from these evaluations are used to identify strengths, address challenges, and plan targeted support, mentoring, or training activities.

10 Research Integration

The DTDM programme integrates research into its educational activities to ensure that teaching is informed by current knowledge and that students develop research skills and a critical understanding of the evolving digital landscape. Courses are designed to incorporate recent research results, theoretical debates, and methodological developments in digital transformation, human–computer interaction, design, and management. Students are encouraged to participate in research projects and laboratories associated with the Department and partner institutions, where they can engage with ongoing studies and collaborative initiatives. 

The master’s thesis constitutes a key mechanism for research integration, as students undertake projects aligned with contemporary research themes and supervised by academic staff with relevant expertise. Participation in international research initiatives, conferences, and networks is supported, and opportunities are sought to link thesis work and course projects with funded research, innovation activities, and collaborations with external organisations.

11 Stakeholder Engagement

Stakeholder engagement is considered essential for maintaining the relevance and impact of the DTDM programme. Students are systematically involved in quality assurance processes through course evaluations, participation in meetings or consultations where appropriate, and structured feedback mechanisms at programme level. Alumni are invited to contribute their experience regarding the applicability of acquired knowledge and skills, employability, and emerging needs in professional practice.

Academic partners, including Université Paris 8 and other institutions, are engaged in joint activities such as curriculum development discussions, shared teaching, and research collaborations. Industry and public sector organisations are consulted on issues related to digital transformation challenges, required competencies, and possible forms of collaboration, including internships, guest lectures, and joint projects. This network of stakeholders supports the adaptability of the programme and enhances its contribution to the wider socio-economic environment.

12 Information Management

The DTDM programme bases its quality assurance efforts on systematic information management. Data are regularly collected and analysed concerning student performance and progression, course and programme evaluations, thesis topics and outcomes, graduate employment patterns, and satisfaction indicators from students and external partners. These data are processed in accordance with applicable data protection regulations and ethical principles.

The analysis of information supports informed decision-making at all levels of programme management. It enables the identification of strengths and areas requiring improvement, guides the planning of curriculum revisions and pedagogical interventions, and contributes to the formulation of annual quality objectives. Key findings are discussed within the Programme Committee and relevant Departmental bodies, and actions are monitored over time to ensure that they lead to measurable improvements.

13 Public Information

The programme places particular emphasis on transparency and the availability of accurate and up-to-date information to the public. The structure and content of the DTDM curriculum, the admission requirements and procedures, the expected learning outcomes, and the main academic regulations governing studies and assessment are presented clearly through the official website and other communication channels of the University and the Department. Information regarding teaching staff, collaborative institutions, and opportunities for mobility or internships is also publicly accessible.

The publication of this Quality Policy, as well as summaries of evaluation findings and key actions for improvement, ensures that current and prospective students, graduates, employers, and other stakeholders can form a clear view of the programme’s objectives, standards, and commitments. Public information is reviewed regularly to remain current, consistent, and aligned with institutional and national requirements.

14 Continuous Improvement Cycle

Quality assurance in the DTDM programme follows a structured and continuous cycle of planning, implementation, evaluation, and revision. At the planning stage, the Programme Committee and relevant bodies define priorities, set specific quality objectives, and decide on actions regarding curriculum development, teaching enhancement, research integration, and support services. Implementation involves the coordinated execution of these actions by academic and administrative staff, within the framework of the University’s regulations and quality assurance system.

Evaluation draws on quantitative and qualitative data from course and programme evaluations, performance indicators, stakeholder feedback, and external requirements, and leads to analyses that identify achievements and challenges. Revision then translates these findings into concrete adjustments in curriculum structure, teaching methods, assessment practices, and support mechanisms. This cyclical process allows the programme to respond systematically to technological developments, educational innovation, and shifts in societal and market needs, ensuring that the DTDM remains current, robust, and effective.

15 Organisation of the Quality Assurance System

The MSc in Digital Transformation: Design & Management (DTDM) applies the quality assurance procedures of the Internal Quality Assurance System (IQAS) of the University of the Aegean, with the required specification as necessary. The implementation of the IQAS and the achievement of the Quality Policy objectives are the responsibility of the Programme Director, the Programme Coordination Committee, the Internal Evaluation Team (OMEA), and the Department Assembly.

15.1 Department General Assembly (GA)

The Department Assembly is responsible for the organisation, governance, and management of the MSc programme. In this context, it:

• Constitutes the Internal Evaluation Team (OMEA) of the programme
• Approves the enrolment of postgraduate students in the programme
• Assigns teaching responsibilities to the instructors of the programme
• Establishes examination committees for master’s theses and designates supervisors for each thesis
• Approves the annual report of the programme, following the recommendation of the Coordination Committee
• Approves amendments to the Quality Policy and programme regulations

15.2 Programme Coordination Committee (PCC)

The Programme Coordination Committee is responsible for monitoring, coordinating the operation, and qualitative upgrading of the curriculum. Its responsibilities include:

• Establishing the evaluation committee for applicant candidates
• Approving the awarding of scholarships and financial support to students
• Recommending to the General Assembly the distribution of teaching work based on the programme’s teaching needs
• Preparing the plan for modification of the curriculum and study programme
• Compiling an annual report on the research and educational work of the programme
• Monitoring programme performance indicators and quality metrics
• Coordinating collaboration activities with Université Paris 8

15.3 Programme Director

The Programme Director serves as the chair of the Programme Coordination Committee and is responsible for:

• Overall supervision of programme quality and operations
• Matters related to the organisation and operation of the programme
• Monitoring the implementation of decisions made by programme bodies
• Budget execution and resource allocation
• Representing the programme in institutional and external forums
• Coordination with the Internal Evaluation Team and MODIP

15.4 Internal Evaluation Team (OMEA)

The Internal Evaluation Team participates in the quality assurance process of the programme within the framework of its general responsibilities for quality assurance, by:

• Collecting annual census data and submitting them to MODIP of the University of the Aegean
• Analysing and processing responses to official programme evaluation questionnaires as defined by MODIP
• Preparing quality reports and identifying areas for improvement
• Monitoring the implementation of quality objectives
• Supporting the continuous improvement cycle

15.5 Academic Staff

Academic staff members are responsible for the quality of the courses they deliver, including the design of learning outcomes, teaching methods, assessment strategies, and the timely provision of feedback to students, as well as for their own academic development. They participate in curriculum development and review, engage in research activities aligned with programme objectives, supervise student theses and projects, and contribute to quality assurance processes and self-evaluation.

15.6 Administrative and Technical Staff

Administrative and technical staff support the operational aspects of quality assurance by ensuring accurate information management, timely communication with students and partners, and effective organisation of processes such as enrolment, course registration, and examination scheduling. They provide operational support for programme activities, manage student records and academic administration, support digital infrastructure and learning platforms, and facilitate communication between students, faculty, and management.

15.7 Students

Students contribute to the enhancement of quality by actively participating in learning activities, completing evaluation questionnaires, and providing constructive feedback through formal and informal channels. They provide feedback through course evaluations and surveys, participate actively in learning activities and programme development, engage with quality assurance processes, and represent student perspectives in programme committees where applicable.

Every member of staff collaborating with the programme has the obligation to contribute to the implementation of the Quality Policy and the achievement of its objectives.

16 Quality Assurance Procedures and Actions

The quality assurance procedures of the Internal Quality Assurance System (IQAS) of the University of the Aegean are applied at the level of the Department and the postgraduate programme, with the required specification as necessary. The implementation of the IQAS is monitored and controlled by MODIP of the Institution, and the achievement of the Quality Policy objectives is the responsibility of the Internal Evaluation Team (OMEA) and the Department Assembly.

The programme implements the following specific quality assurance procedures:

16.1 Annual Internal Evaluation

• Annual internal evaluation of the programme is conducted
• The programme is reviewed and updated every spring semester on an annual basis
• Data concerning the programme are collected, classified, and their results analysed
• Performance indicators are monitored and benchmarked against quality objectives

16.2 Evaluation of Teaching Quality and Effectiveness

• Annual evaluation of the quality and effectiveness of teaching work is performed
• Courses and instructors are evaluated by postgraduate students according to the provisions of the Internal Quality Assurance System of the University of the Aegean
• Evaluation is supervised by the Department’s OMEA and the Institution’s MODIP
• Results inform professional development and course improvements

16.3 Benchmarking with Comparable Programmes

• Regular comparison with corresponding programmes offered by institutions in Greece and abroad, known for their innovation
• Comparison focuses on curriculum, course content, pedagogical methods, and learning outcomes
• International collaboration with Université Paris 8 facilitates benchmarking practices
• Best practices are identified and adapted to the programme context

16.4 External Evaluation and Accreditation

• The programme is certified and evaluated by the Hellenic Authority for Higher Education (EΘΑΑΕ / HAHE)
• The Authority conducts a comprehensive assessment of the work performed by the programme based on qualitative and quantitative evidence
• External review recommendations are systematically integrated into programme development
• Compliance with ESG 2015 standards is maintained and documented

17 Communication of the Quality Policy

The Quality Policy is communicated to all stakeholders through multiple channels:

• The Quality Policy is posted prominently on the Department’s website and the programme’s web pages
• New students are informed about the Quality Policy through a presentation by the Programme Director during their welcome event
• New teaching staff are referred to the Quality Policy document as part of their comprehensive briefing by the Secretariat and the Programme Director regarding their duties
• The Quality Policy is included in programme documentation and student handbooks
• Regular updates and reminders are communicated through the programme’s digital platforms
• Stakeholders are invited to provide feedback on the Quality Policy and its implementation

Document Version: 1.0
Date: March 2026
Review Cycle: Annual
Next Review Date: March 2027
Approved by: General Assembly of the Department of Product and Systems Design Engineering