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Universidad I+J has launched the Comillas ICAI-ICADE "social map", a platform that brings together the social initiatives, resources and projects organized by the University and the members of our university community.

If you are involved in social activities and/or projects as part of your job or you take part in any social action in your free time, you can participate by adding your activities to the social map.

The process is easy: Fill in your details on the following form and the information will then be recorded in a database that can be accessed and view through the University website. (You will need to confirm your identity with your Intranet username and password before filling out the form).

If you have any questions, please contact us at This email address is being protected from spambots. You need JavaScript enabled to view it.


D. Ignacio Bayón Mariné. President

P. Francisco José Ruiz Pérez, S.J. Vice-president

D. Fernando Abril-Martorell Hernández.

D. Javier Benjumea Llorente

Dña. Eva Castillo Sanz.

D. Carlos Espinosa de los Monteros Bernaldo de Quirós

Dña. Carmen Fernández Rozado

P. Salvador Galán Herráez, S.J.

D. Gonzalo Hinojosa Fernández de Angulo

D. Pablo Isla Alvarez de Tejera

P. Julio Luis Martínez Martínez, S.J.

D. Rafael Miranda Robredo

D. Luis Javier Navarro Vigil

D. Lucas Mª de Oriol López-Montenegro

D. Ignacio Osborne Cologán.

D. Antonio Pau Pedrón.

P. Guillermo Rodríguez-Izquierdo Gavala, S.J.

D. Angel Ron Güimil.

D. Ignacio Sánchez Galán.

01. University Executive Board
Patron of the University

His Holiness POPE FRANCIS acts as patron of the University through His Excellency, Most Rev. Bernardito Cleopas Auza, Apostolic Nuncio to Spain.


Most Rev. Arturo Sosa Abascal, SJ, Superior General of the Society of Jesus


Rev. Antonio José España Sánchez, SJ, Provincial of Spain

02. Team of Governors
Rector Magnificus

Dr. P. Julio Luis Martínez Martínez, SJ

Vice-Rector for Chair and Academic Affairs

Dr. D. Antonio Obregón García

Vice-Rector for Research and International Affairs

Dr. D. Mariano Ventosa Rodríguez

Vice-Rector for Community Services and Students

Dra. D.ª Ana García-Mina Freire

General Director of Economic Affairs

D. Benjamín Estévez de Cominges

Vice-Rector for Institutional Relations and University Registrar

Dra. D.ª Ana Soler Presas

03. Governing Board
Rector Magnificus

Dr. P. Julio Luis Martínez Martínez, SJ

Vice-Rector for Chair and Academic Affairs

Dr. D. Antonio Obregón García

Vice-Rector for Research and International Affairs

Dr. D. Mariano Ventosa Rodríguez

Vice-Rector for Community Services and Students

Dra. D.ª Ana García-Mina Freire

General Director for Economic Affairs

D. Benjamín Estévez de Cominges

Vice-Rector for Institutional Relations and University Registrar

Dra. D.ª Ana Soler Presas

Deans of Faculties and Heads of Schools
  • Faculty of Theology and Faculty of Canon Law: Dr. P. Enrique Sanz Giménez-Rico, SJ
  • Faculty of Humanities and Social Sciences: Dra. D.ª Susanne Margret Cadera
  • ICAI School of Engineering: Dr. D. Antonio Muñoz San Roque
  • Faculty of Economics and Business Administration: Dra. D.ª M.ª Teresa Corzo Santamaría
  • Faculty of Law: Dr. D. Íñigo A. Navarro Mendizábal
  • University School of Nursing and Physical Therapy: Dr. D. Juan Manuel Arribas Marín
Student Representatives
  • Head Representative: D. Gonzalo Gómez de la Calle
  • Deputy Representative: D.ª Cristina Castellote López
04. Senate

Dr. P. Julio Luis Martínez Martínez, S.J.

Vice-Rectors, General Director and University Resgistrar:

Dr. D. Antonio Obregón García, Vice-Rector for Chair and Academic Affairs
Dr. D. Mariano Ventosa Rodríguez, Vice-Rector for Research and International Affairs
Dra. D.ª Ana García-Mina Freire, Vicer-Rector for Community Services and Students
Ing. D. Benjamín Estévez de Cominges, General Director for Economic Affairs
Dra. D.ª Ana Soler Presas, Vice-Rector for Institutional Relations and University Registrar

Deans of Faculties and Heads of Schools:

Dr. P. Enrique Sanz Giménez-Rico, S.J. (Faculty of Theology and Faculty of Canon Law)
Dra. D.ª Susanne Margret Cadera (Faculty of Humanities and Social Sciences)
Dr. D. Antonio Muñoz San Roque (ICAI School of Engineering)
Dra. D.ª M.ª Teresa Corzo Santamaría (Faculty of Economics and Business Administration)
Dr. D. Íñigo A. Navarro Mendizábal (Faculty of Law)
Dr. D. Juan Manuel Arribas Marín (University School of Nursing and Physical Therapy)

Directors of Institutes:

Institute of Modern Languages

Ldo. D. Martin Beagles

Institute of Education Sciences

Dr. D. Jorge Torres Lucas

University Institute of Spirituality

Dr. P. Fernando Joaquín Millán Romeral, O. Carm

University Institute of Family Studies

Dr. D. Fernando Miguel Vidal Fernández

Institute for Research in Technology

Dr. D. Tomás Gómez San Román

Univeristy Institute of Studies on Migration

Dr. P. Alberto Ares Mateos, S.J.


Directors of Essential Services:

Pastoral Service
Dr. P. Alberto Núñez Fernández, S.J.
Service for Solidarity and Cooperation for Development
Ldo. D. Carlos Prieto Dávila
Library Service
Lda. D.ª M.ª del Puy Salvador Fernández
Information and Communications Technology Systems Service
Ing. D. Luis Francisco Blanco Esteban
Corporate Marketing Service
Lda. D.ª Virginia Tolín Hernani
Facilities Manager
D. Miguel Ángel Cilveti Herranz

Representatives of Tenured Faculty and School:

Dr. P. Gabino Uríbarri Bilbao, S.J. (Faculty of Theology)
Dr. P. José Ramón Busto Saiz, S.J. (Faculty of Theology)
Dr. D. Francisco Javier de la Torre Díaz (Faculty of Theology)
Dr. D. Rufino Callejo de Paz (Faculty of Canon Law)
Dra. D.ª Cristina Guzmán Pérez (Faculty of Canon Law)
Dra. D.ª Carmen Peña García (Faculty of Canon Law)
Dra. D.ª María Prieto Ursúa (Faculty of Humanities and Social Sciences)
Dra. D.ª Elena Gismero González (Faculty of Humanities and Social Sciences)
Dr. P. Pedro Álvarez Lázaro, S.J. (Faculty of Humanities and Social Sciences)
Ldo. D. Félix Mariano Alonso Sanz (ICAI School of Engineering)
Dr. D. Andrés Ramos Galán (ICAI School of Engineering
Dr. D. Michel Rivier Abbad (ICAI School of Engineering)
Dr. D. Carlos Ballesteros García (Faculty of Economics and Business Administration)
Dra. D.ª Susana de los Ríos Sastre (Faculty of Economics and Business Administration)
Dr. D. Antonio Núñez Partido (Faculty of Economics and Business Administration)
Dra. D.ª Salomé Adroher Biosca (Faculty of Law)
Dra. D.ª M.ª Isabel Álvarez Vélez (Faculty of Law)
Dra. D.ª Cristina Gortázar Rotaeche (Faculty of Law)
Dra. D.ª Soledad Ferreras Mencía (University School of Nursing and Physical Therapy)
Dr. D. Calixto Andrés Plumed Moreno (University School of Nursing and Physical Therapy)
Dra. D.ª Paloma Huerta Cebrián (University School of Nursing and Physical Therapy)

Representatives of non-tenured Faculty and School:

Ldo. P. Pablo Guerrero Rodríguez, S.J. (Faculty of Theology)
Dr. D. Teodoro Bahillo Ruiz (Faculty of Canon Law)
Dra. D.ª Laura Bermejo Toro (Faculty of Humanities and Social Sciences)
Dr. D. Carlos Morales Polo (ICAI School of Engineering)
Dra. D.ª Susana Carabias López (Faculty of Economics and Business Administration)
Dr. D. Adam David Dubin (Faculty of Law)
Dr. D. Ricardo Blanco Méndez (University School of Nursing and Physical Therapy)

Representatives of students:

D. Antonio Francisco Bohórquez Colombo (Faculty of Theology)
D. Silvestre Martínez Sosa (Faculty of Theology)
D. Jorge Briceño Guillen (Faculty of Canon Law)
D. Francisco Yojcom Rocché (Faculty of Canon Law)
D.ª Carmen Chichón Criado (Faculty of Humanities and Social Sciences)
D. Miguel Bermudo de Mateo (Faculty of Humanities and Social Sciences)
D. Daniel Elechiguerra Batlle (ICAI School of Engineering)
D. Ignacio Sanz Girgado (ICAI School of Engineering)
D.ª Macarena Martín-Gil Cubillo (Faculty of Economics and Business Administration)
D.ª Teresa Ana Gómez de Olea Prados (Faculty of Economics and Business Administration)
D. Santiago M.ª Mazzuchelli Morales (Faculty of Law)
D. Joaquín Echeguren Pérez de Herrasti (Faculty of Law)
D.ª Isabel M.ª Gordillo Heras (University School of Nursing and Physical Therapy)
D. Guillermo Ilán Murciano Albert (University School of Nursing and Physical Therapy)
D.ª Marina López Rodríguez (CESAG)
D. Lluis Salom Morell (CESAG)
D. Alberto Chico Marcos (INEA)
D. Andrés Velasco Cocho (INEA)

Representatives of Staff:

D.ª Belén Recio Godoy
D.ª Begoña Pérez de Lema Yanes
D. Miguel Ángel de Domingo Ballesteros
D. Juan José de Barbachano Herrero
D. Julián Alcalde de Heras
D. Juan Carlos Matías García


After a century of university experience, at COMILLAS we are keenly aware that a great many things have changed since the university was founded. Spanish universities have moved on from the education of a select social minority toward a more universal social mission. Catholicism is no longer the Official State Religion and the Church has lived through the fruitful opening of the Second Vatican Council. Spanish society has assumed a more European and even global character.

The effect of these profound changes on COMILLAS can be seen in the University's move from Comillas to Madrid, in the broad expansion of its educational offer (Humanities and Technical Sciences as well as Ecclesiastic Sciences) and in its ongoing commitment to evolution and modernization based on solid and permanent foundations. Our university mission is firmly rooted within the framework of this evolutionary process, of the growing plurality of Spanish universities and new social and ecclesiastic needs and challenges.

However, when it comes to defining this mission we are all too aware of the lacuna that will always exist between the ideal and the actual reality of the human world.

A University above all else

COMILLAS accepts and endorses the definition of a University set forth in the "Magna Charta Universitatum", signed in Bologna in 1988: "... an academic community that, in a rigorous and critical manner, contributes to the protection and development of human dignity and cultural heritage through research, teaching and providing a diverse range of services to local, national and international communities".

We nurture Science and transfer scientific knowledge

  • Through the growing shared development of research in all specialist areas of study, as the basis and evolution of all transferred knowledge and the responses provided by the University to today's big questions. Because universities are nothing without research.
  • Through the teaching offered in all three cycles of university education, the complementary and permanent programs taught at our various Institutions and our specialist courses.
  • Through the progressive adaptation of degrees and programs to the professional needs and requirements of Spanish society. So that the time spent at out University equips students with bright employment prospects and prepares them to make an effective contribution to society through comprehensive professional preparation.
  • And, in particular, as the University's founding principle; through the contribution made to university-level ecclesiastic training for candidates to the priesthood and for pastoral agents, creating dialog-based structures so that theological disciplines can maintain their rightful place in the world of knowledge and the message of faith is transmitted in the right way throughout the modern-day academic community.

But Science alone is not enough... We strive to encompass the full reality of humankind and the World we live in

In response to the growing fragmentation of knowledge as it becomes increasing dispersed through new branches of science and specialist areas, COMILLAS aspires: to a systematic approach to reality in all its most complex manifestations; to an interdisciplinary method in research and teaching practices, and to the proposal and search for solutions to human and social problems.

Personal development alongside academic progress

Our aim is that every person to form part of our University receives a comprehensive education: focusing not only on academic training but also on their own free will, their human, ethical and aesthetic awareness, capacity for personal reflection and sense of responsibility. In short, COMILLAS aims to contribute to the full personal development of all its students.

Values can be described as the things that we, as human beings, value; the principles for which we are prepared to make sacrifices. They give meaning to our existence. They influence the way we think, how we feel and the action we take. No training or education program for human beings can be permitted the luxury of foregoing some kind of values.

COMILLAS will select and promote, within its own individual nature, but always in the most independent manner, the personal and social values it feels are fundamental to any given society, and especially in divided and unjust societies: mutual respect, interpersonal dialog, responsible freedom, the search for justice and peace, quantified professionalism, accessibility, helping others, solidarity with those who are most in need and a critical, balanced and long-term outlook.

Insistence on a critical approach

A solid base for building a critical approach requires science, the interdisciplinary search for Truth, the assimilation of fundamental values and a deep understanding of social reality. It is only upon these foundations that a truly human and global critical approach can be developed and applied. This critical approach must serve to discern any human manifestation.

COMILLAS can only promote a critical approach among its students if, as an institution, it also adopts this attitude. Therefore, the University sees self-criticism as a personal obligation, carried out through internal debate and critical analysis of the social and cultural situations in which it is immersed.

Local, national and international dimension

All universities today structure their service mission around these three areas, which cannot be achieved without ongoing interaction based on knowledge and exchange between these dimensions.

COMILLAS will always aim to maintain: a broad and open dialog with the academic, cultural, scientific and socioeconomic world in Madrid and throughout Spain; a constant commitment to global social and cultural development, particularly in Europe and Latin America, and a systematic international connection with other universities and university organizations.

We aspire to quality

None of the tasks or aspects required to establish an authentic university can be said to constitute a true service to society if they do not have the intrinsic quality guaranteed by the level of social approval gained by COMILLAS. We aim to make true quality our distinctive characteristic, and especially in our current times when all too often this word is used rhetorically and its meaning is being lost.

Our university is Catholic

COMILLAS was established by the Vatican and is run by the Society of Jesus. This reality is essential to our mission and shapes it in a very specific way.

Humankind, the center of the world. Jesus Christ, the center of humankind

No university education can claim to be comprehensive and founded on authentic values if it is not shaped by a specific perception of humankind. COMILLAS upholds, along with all its consequences, the Christian perception of humankind. That is: we adopt the Gospel in all its dimensions, together with the insertion in the Church as a basic community.

Christian response to fundamental questions

As human beings, it is in our nature to question ourselves and the world about us. We seek answers to life's big questions such as where we come from, the meaning of our lives and the world around us, about our past and what happens when we die. What is the meaning of Human life? Of our own individual existence? The University offers a Christian response to these questions based on the message of Jesus of Nazareth. With His support, we seek the deepest possible understanding of the mysteries that form an inevitable part of our lives. COMILLAS looks to achieve such ambitious aims through a concerted dedication to theological and philosophical scientific progress with a crucial humanism element.

Freedom to explore

COMILLAS proposes this approach, but it does not impose it. Because religious freedom and respect are upheld both within and outside the University and because confessional freedom forms the very roots of the University's Catholic faith. We will always promote, at the deepest level, authentic human freedom.

Impact on university life

The Christian view of life, humankind and society provides a host of intrinsic and enriching benefits:

  • The search for truth aspires to arrive at the ultimate Truth of God This search should be at the heart of all teaching and research, not to distort science but rather to reach the vital point of convergence between science and faith at which Truth can be found. This has been the motivation, among other projects and resources, for our desire to build a large library as both a tool and symbol of religious sciences and humanities.
  • There must be regular dialog between religion and culture. These are not two unrelated worlds. They are constantly interconnecting in our own thoughts and hearts as we search for our own internal balance and synthesis.
  • The primacy of human values can be seen in the selection and focus of the degrees and courses taught at the University.
  • Professionals who train at COMILLAS should never forget their obligation to others to be first and foremost fellow men and women. Beyond merely obtaining a degree certificate, our efforts should be focused on promoting justice and offering a compassionate and effective service to others, and especially to those who are most in need.
  • The University's autonomy will always be respected; however, this autonomy must also coexist alongside its own mission and the tangible link it maintains with the Church.
  • The community dimension of the Church reinforces the shift from a merely rhetorical to a genuine academic community, in which directors, lecturers, students and non-teaching staff form special bonds through their shared dedication to the University and acceptance of evangelical values. This all translates into a unique environment based on freedom, mutual respect and esteem, genuine dialog and awareness of shared responsibility.

Impact at personal and group level

In keeping with these ideas and conclusions, COMILLAS, in its internal dealings, proposes for


  • The broadest possible accessibility for all, supported by a diverse system of grants and personal loans.
  • Permanent academic targets, but also a strong sense of personal responsibility. The student is the central figure in their own learning process.
  • Individual support and guidance through direct interaction with lecturers and personal monitoring.
  • A personal talent for self-transformation in order to become agents of social change and to create and drive forward new business, economic and social activities. Any profession should be seen as a service to others and a chance to promote justice. COMILLAS believes that this goal is greatly hindered by studying at university for the sole purpose of securing future employment.


  • Academic autonomy and chair freedom, supported by proven professionalism and ongoing training.
  • Social and financial recognition of the importance of their work and the corresponding responsibility in the attached to this profession.
  • Identification with the COMILLAS university mission, which at the very least should cover recognition and respect for this mission and which can be seen through joint academic projects and other activities that support it.
  • Selection, education in the university mission, access to interdisciplinary projects and team work. A mentality based on the greatest possible dedication to the University.

All members of the COMILLAS community

Are invited to embrace the idea that team work, genuine collaboration and shared responsibility constitute a social obligation and a enriching mutual experience. Awareness of this can be seen through the maximum appreciation of the moral authority born from professional competence and bearing witness to life, and through joint ongoing evaluation of all university activity, the university's own mission and its ability to adapt to new contexts and challenges over time.

Permanent renewal

COMILLAS is aware that it has not and will not achieve all the goals set out in its university mission and wishes to expressly extend this intrinsic limitation to all educational institutions. However, it also confirms its desire to continually evolve and to always remain in touch with the changing realities, problems and needs of humankind, society and the Church.

comillas nodiscrimination

Non-discrimination statement

(Approved by the Governing Board on March 28, 2011)

The Comillas Pontifical University, in accordance with its aims and commitments as set forth in the Preamble to the University's Statutes, strives to ensure that no discrimination whatsoever should occur in any of its regulations or activities due to birth, racial or ethnic origin, gender, religion, belief or opinion, age, disability, sexual identity or orientation, illness, language or any other personal or social condition or circumstance, directing all university activity toward the utmost respect of human rights, social progress, the culture of peace, respect for the Environment and sustainable development.

The Comillas Pontifical University will adopt all necessary measures to establish the procedures and tools that will allow for the eradication and prevention of any behavior or situation that may contradict any fundamental right and will attempt to include a balanced number of males and females on all its decision-making bodies.

The Seminary and the Comillas Pontifical University

pres hist1

In response to the projects proposed by Antonio López y López and his son Claudio López Brú, the first and second Marquis of Comillas, Pope Leo XIII founded a Seminary in the town of Comillas (Cantabria). Established under the papal brief "Sempiternam Dominici Gregis", dated December 16, 1890, this Seminary offered training for candidates to the priesthood from dioceses throughout Spain, Latin American and the Philippines.

Its ability to attract pupils from such a range of places, its rigorous internal organization, advanced level of teaching and explicit support from the Vatican, as documented from the outset, gave this Seminary the feel and status of a University.

Fourteen years after its foundation, under the papal decree "Praeclaris honoris argumentas" issued by the Sacred Congregation for Catholic Education on March 19, 1904, Pope St. Pius X granted the Pontifical Seminary of Comillas the power to award academic degrees in Philosophy, Theology and Canon Law.

At the beginning of the 1970s, the Vatican representative in Spain, as the most influential patron of the Institution and acting on behalf of the Holy Father, suggested moving the University from Comillas to Madrid. Assuming an active role in the promotion of this project, he believed it would increase the University's influence on current training of candidates to the priesthood and provide lay Christians with the chance to also benefit from studying ecclesiastic sciences and other similar programs. Authorized and supported by the Vatican, and with the personal blessing of Pope Paul VI, as expressed in a letter to the Chancellor dated January 24, 1969, this move was approved by the Spanish Episcopal Conference and the project was gradually carried out.

In agreement with these authoritative bodies, the University opened its doors to all types of students, and with approval from the above-mentioned Sacred Congregation, the former Faculty of Philosophy became the Faculty of Philosophy and Humanities, offering non-ecclesiastic degrees in Psychology and Educational Sciences, in addition to courses in Philosophy.

Under Royal Decree 719/1977 of February 18, the Spanish Authorities acknowledged the full civil effects of all programs offered by the Faculty of Philosophy and Humanities, in application of the agreement made with the Vatican on April 5, 1962.

From this period onward, the University has offered both ecclesiastic and non-ecclesiastic programs and its founding educational mission, without losing the validity built up over so many years, was enriched with new academic and formative objectives.

The Catholic Institute of Arts and Industry (ICAI)

In turn, the Catholic Institute of Arts and Industry (ICAI) of Madrid began as a School for Mechanics and Electricity that was founded in 1908. Its aim was to offer Christian and technical training to factory workers specializing in these two areas. Very early on, the Jesuit Agustín Pérez del Pulgar saw the need to complement this training with courses equivalent to a Bachelor's Degree in Engineering for the most gifted of the school's initial student body, showing a clear dedication to professional and human progress.

As a result, the ICAI School of Electromechanical Engineering of was created, offering specialist degrees for engineering fitters and later engineering assistants.

The Institute’s impressive achievements and the high quality of its programs were finally recognized by the Spanish State by Decree, dated August 10, 1950 and then by Law, dated 20 July, 1957, granting civil validity to the courses studied at this school.

Around the same time, new additions to the ICAI university complex were being prepared. Since 1956, a Technical Seminary for Business Management was run with the support of the Bueno Consejo University College. At first, this Seminary exclusively offered specialist postgraduate training for access to business management positions. However, being incorporated into the ICAI Institute in 1960, its range of programs was expanded to include university degrees in Business Sciences, combining various concentrations with the ICADE Law Degree.

Incorporation of ICAI-ICADE Degree Programs to Comillas

The closeness of both institutions in Madrid, the fact that they were both run by the Society of Jesus and the complementary nature of the programs they offered led to the idea of uniting the two institutions, by incorporating the degrees studied at ICAI-ICADE into the Comillas Pontifical University. This would also afford said degrees the legal academic status corresponding to their reality and, as such, State recognition of their civil effects.

However, most importantly, it created a rich and diverse education institute that could fulfill the duties of a true university to a greater extent than the two individual institutions. In particular, it could accommodate technical, economic, legal, humanistic and theological programs all under one roof, so that each study area would contribute to and be enriched by the findings and questions raised in the others. This has allowed us to develop a notably interdisciplinary approach to current problems, in keeping with the search for a global perspective that become such a key part of human nature today.

Once an agreement was reached between the governing bodies of both institutions and the academic authorities responsible for the same, an application was made to the Sacred Congregation for Catholic Education for the canonical establishment of the School of Industrial Engineering, the Faculty of Economics and Business Administration (Business Administration Section), the Faculty of Law and the School of Industrial Technical Engineering, based on the former ICAI-ICADE university centers, and for their incorporation into the Comillas Pontifical University.

In two Decrees issued by this Sacred Congregation on June 20,1978, the above-mentioned requests were approved, and based on this approval, the Spanish State officially recognized the full civil effects of the programs studied at these new Schools and Faculties in Royal Decree 1610/1979 of April 4, in accordance with the provisions of the Agreement signed between the Vatican and the Spanish Government on April 5, 1962.

The University's newly drafted Statutes were presented for approval to the Sacred Congregation for Catholic Education, the application for which was authorized by the Chancellor on September 16, 1979 and definitively approved by the Vatican on February 15, 1986. These Statutes aimed to facilitate a gradually more unified and, as appropriate, internally diverse management system to ensure the University could effectively respond to its new situation, thorough the provision of a university service that was officially recognized by both Church and State.

In 1982, the San Vicente de Paúl School of Social Work was fully integrated into the University's network of Centers. This school was canonically established in 1957 and officially recognized under a Decree dated April, 20 1964. It was transformed, under the legislation in force, into the University School of Social Work under a Royal Decree issued on October 26, 1983 (Official Spanish State Gazette of 2 December 1983), in which the full civil effects of its programs were also recognized.

Under two Decrees from the Sacred Congregation for Catholic Education, dated September 23, 1988, the School of Computer Systems, Management concentration and the "San Juan de Dios" School of Nursing were canonically founded as new University Centers. Two Royal Decrees, dated April 12, 1991 (Official Spanish State Gazette of April 20), officially recognized the full civil effects of the programs offered at these Centers.

In recent years, new Study and Research Centers have been gradually incorporated into the University through the transformation of University Study Institutes (such as the University Institute of Business Administration and Management in 1981, whose founding mission was the study of businesses and development of business administration and management sciences. It focused on research and sharing knowledge, integrating humanist, economic, legal and technical elements, with a strong ethical and Christian approach; or the University Institute of Modern Languages in 1981), or the creation of new Centers in response to academic needs as they arose (such as the University Institute of Education in 1982; the University Institute of Marriage and Family in 1984; the University Institute of Spirituality in 1982; the University Institute of Legal Practice in 1983) or, the creation new schools to strengthen research in specific areas (such as the University Institute of Technological Research in 1984; the Institute for Research into Liberalism, Krausism and Freemasonry in 1990; the Inter-Faculty Sociology Department in 1991; and the University Institute of Studies on Migration in 1994).

In addition, new Curricula was also approved for the Licentiate Degrees in Philosophy and Pedagogy (R.D. 1023/1993, Official State Gazette 16-7), and in Psychology (M.O. 5-3- 1993, Official State Gazette 9-4) within the Faculty of Philosophy and Humanities; for the Licentiate Degree in Industrial Engineering (M.O. 12-2-96, Official State Gazette 23-2), the Social Work Diplomas from the San Vicente de Paúl University School of Social Work, the Nursing Diplomas from the “San Juan De Dios” University School of Nursing (M.O. 5-3-1993, Official State Gazette 9-4); the Licentiate Law Degree (M.O. 3-12-1993, Official State Gazette 1-94); and the new curricula for Industrial Engineering (M.O. 12-02-96) and for Industrial Technical Engineering with concentrations in Mechanics and Electricity (M.O. 12-02-96).

Likewise, the civil effects of the following programs were recognized: Educational Psychology and Translation and Interpreting (R.D. 1023/1993, Official State Gazette 16-7) within the Faculty of Philosophy and Humanities; the Physical Therapy Diploma within the San Juan de Dios University School of Nursing (R.D. 1630/1993, Official State Gazette 27-9); the Diploma in Technical Engineering in Computer Management Systems (M.O.30-08-1993, Official State Gazette 18-11) within the University School of Computer Systems; and the Licentiate Degrees in Business Management and Administration, the Licentiate Degree in Market Research and Techniques and in Actuarial Science and Finance (R.D. 2161/1994 of November 4, 1994, Official State Gazette 21-12). Industrial Electronics and Control Engineering, Industrial Organization Engineering and Computer Systems and IT Engineering at the ICAI School of Engineering, and the Technical Industrial Engineering program with the Industrial Electronics Concentration at the University School of Technical Industrial Engineering (ICAI) under R.D. 2562/1996 13-12-96, Official State Gazette 17-01; and finally, the ecclesiastic Bachelor's Degree in Theology as equivalent to the civil Licentiate Degree in Ecclesiastical Studies and the civil effects of the Licentiate Degree in Theology (1995).

In 1997, the ICAI-ICADE Institute of Postgraduate and Continuous Education incorporated the programs offered over the past 40 years by the former Institute for Business Management and Administration Studies, adding new courses in Humanities, Engineering and Law.


Finally, it is important to stress the decisive importance of academic staff in the application of any university's strategic plan, since the daily work of its lecturers shapes the fundamental pedagogical channel and, to a large extent, the quality of student learning according to the lecturer's attitude and teaching skills.

At an institution like COMILLAS that aspires to provide education in moral values and the means for comprehensive personal development, it is vital that academic staff -or at least a significant and important core group thereof- identify with its Institutional Declaration, Strategic Plan and key set of values. Within this education model, the attitudes and human qualities of academic staff are also very important.

Therefore, when recruiting and promoting teaching staff, it is essential to not only evaluate their scientific knowledge and subject-specific research background, but also the attitudes, human qualities and teaching skills that would enable them to instill core values and to guide students through their learning experience.

And this does not only apply to recruitment and promotion: both initial and ongoing teacher training is hugely important. In addition to including a wide range of courses provided by the institution (scientific, methodological, use of new ITC in education, assessment, etc.), this teacher training should be based on a progressive identification and assimilation of the mission and strategic plan of COMILLAS; an awareness of the importance of developing teaching skills and impact of this on the quality of teaching; and on a strong belief that the most fruitful starting point that is currently known for teacher to improve their teaching skills begins with a reflection of their own activities within the classroom. Thanks to this training, COMILLAS can guarantee that its academic staff are able to implement its strategic plan in a scientific, expert and professional manner; to work in collaboration and harmony with their colleagues; and to guide and support students through their learning experience at out university.


Under our firm belief that the key purpose of a university is to educate its students to operate in and make a positive contribution to society, and in keeping with the current mission of all Society of Jesus institutions, COMILLAS has set the key target of its strategic plan as an unwavering commitment to the promotion of justice.

This pedagogical option, in keeping with its Institutional Declaration, means that all students at COMILLAS -who chose to study here for a whole range of reasons, which are not necessarily connected to our strategic plan- must:

3.1. Be educated in a qualified and ethical manner in their chosen profession and in the social values that COMILLAS sees as fundamentally important in a society tainted by injustice: the search for justice and peace, respect for human rights, accessibility, brotherly and effective service to humans and communities and solidarity with those who are most in need.

3.2. Never forget their obligation to others to be first and foremost men and women and to built a personal talent for self-transformation to become agents of social change and to create and drive forward new business, economic and social activities.

Any profession should be seen as a service to others and a chance to promote justice. COMILLAS considers the desire to secure future employment on the labor market as the sole reason for studying at this university as an obstacle to achieving this goal.

3.3. Enrich their professional activity with an international and intercultural outlook so that any human group can and should be considered as a potential beneficiary of the promotion of the values referred to in the two preceding paragraphs.


As an education institution, COMILLAS is aware that its main duty is to educate students as effective and active members of society, teaching them to be themselves and to live in harmony with others. It aims to instill a critical and competent approach to professional work which, in turn, translates into a firm social commitment. In short, it is vital to offer a comprehensive education based on the following fundamental features:

2.1. A focus on all dimensions of the person, to contribute to all-round personal development and to forming an individualized and fully integrated set of knowledge, concepts, skills and moral values in all aspects of life: personal, family, social, professional and religious. University education should not be restricted to solely intellectual development, but rather should focus on all dimensions of the person, such as: freedom, free will, moral autonomy, human, social, ethical and aesthetic awareness, a sense of responsibility or personal discipline.

2.2. A more formative less informative approach. In such a fast-changing world, education cannot just be based on accumulating knowledge: it must be design to help students deal with the complex and fast-changing situations they will face in the professional and social world.  This is why the programs offered at COMILLAS, without neglecting content and the transfer and acquisition of knowledge, must be increasingly based on intellectual and methodological training. This type of training requires a greater focus on teaching students to do things, on critical thought, reflection, sound reasoning, and the development of initiative, curiosity, creativity, entrepreneurialism, planning and team work.

2.3. A solid and broad cultural education, which encompasses both personal, family and social aspects of life as well as professional skills and that, safeguarding cultural identity, provides training in living in harmony with others, intercultural dialog, mutual respect, interpersonal communication, understanding, tolerance and pluralism. In order for this to be achieved, a solid preparation in basic topics is required alongside a broad and diverse range of social, human, religious, cultural and sports activities, integrated to the greatest possible degree with the development of academic activities. COMILLAS must aim to foster among all its students a board and comprehensive world view and a strong sense of university culture that goes beyond merely gaining the basic knowledge required for professional work.

2.4. Training that aims to transcends its own immediate culture to enable students to take part in intercultural dialog, through the discovery, respect and acceptance of values from other cultures, regardless of the nationality and condition of the people who share these cultures.

2.5. Development of a strong sense of professional ethics in addition to professional skills and qualities. To develop these skills and qualities, the theoretical and instrumental knowledge, skills and tools required to carry out the corresponding profession are provided (for example, use of ITC techniques or command of foreign languages). Students are also introduced to the academic research that is connected to the corresponding profession. In turn, ethical training consists in assimilating the specific ethical principles and values that should govern professional activity.

2.6. The inclusion on all curricula of the following types of subjects:

2.6.1 Theological One of the primary aims of our University is "to serve as an institutional bridge between Christian ideals, as expressed in the Gospels, and all forms of cultural expression in order to promote dialog and exchange" (University Statutes, Art. 1.2). As such, our curricula will include an "Introduction to Religion" that provides a basic understanding of Religion and other specific theological subject. Through this introduction we aim to offer our mainly Christian student body, future professionals and members of a plural society the following elements:

  1. A deeper knowledge of Christian doctrine, aligning their existing knowledge with the needs and requirements (cultural, intellectual, physiological...) of their condition as university students.
  2. Reciprocal understanding and dialog between Christian doctrine and positive, technical sciences.
  3. Training that will enable them to carry out their professional activity in line with their Christian faith and, in general, to shape their place in society based on a conscious knowledge and affirmation of Christian values.

2.6.2 Social. Social formation at COMILLAS is designed to develop a strong awareness and sense of responsibility concerning what we do and the social impact of our actions. This is, in part, based on creating a concern for society or the idea of justice through modules such as Christian Social Thought. And although this is very important, the acquisition of stable attitudes in this field is based, above all, on rational knowledge of our social environment. We develop this knowledge through including in our curricula subjects such as Analysis of Social Reality or Sociology related to specific areas of knowledge or professions.

2.6.3 Humanistic. The notable specialist and professionalized nature of university programs today, together with the commitment at COMILLAS to promoting moral values and personal development, creates the need to include in current curricula subjects of a humanistic formative nature that are directly related to corresponding study area (History of legal or economic thought, for example), as well as the need for a specific range of Humanities subjects (History, Literature, Arts, Media, Epistemology, ...), structured in a cyclical and coordinated manner.

2.7. To give a practical dimension to our degree programs that includes not only a focus on case studies or laboratory and workshop-based projects but also the completion of professional internships in business and institutions through the corresponding education cooperation agreements. This dimension will ensure that university education offers an early introduction to social and professional realities.

2.8. To strengthen international relations through exchange programs.

2.9. Finally, preparation for life-long learning so that, in a constantly changing world, our graduates will be able to adapt to the new contexts and challenges that will arise in both their private and professional lives, basically translating as the need to learn how to learn.

Comillas Pontifical University Educational Project

The revision of new curricula in our Faculties and Schools has led to a process of reflection on the mission of COMILLAS as an education center run by the Society of Jesus. This process also focuses on ways of improving and monitoring the quality of teaching at our University as a distinguishing feature that sets us apart from other higher education alternatives.

Within this process, and with the aim of forming what would become a new Strategic Plan for COMILLAS -that would, in turn, help define a new set of criteria for revision of our curricula-, at the end of 1995, the Rector of the University created a Commission composed of governing bodies and lecturers from the University. Since then, and throughout the following year, this Commission met on various meetings to reflect on:

  • The design of COMILLAS' Strategic Plan, centered on general training to complement each specific degree program and constituting a strong distinctive feature of our University.
  • Comprehensive personal development within our University that goes beyond strictly professional training and the exclusive transfer of knowledge.
  • The style of COMILLAS as an institution, its targets and teaching methods in relation to the teaching on its licentiate degrees, engineering degrees, diplomas, technical engineering degrees and to an equivalent private degree.

A dual concern emerged from these meetings: firstly, a range of questions related to quality, covering both methodological and teaching aspects as well as in more structural aspects related, above all, to the degree programs that are taught, the cycles that make up these programs, the compulsory, optional and free elective modules, potential new programs or language teaching. Secondly, the values that are transmitted in our University, in relation to human and social development, the promotion of justice and the relationship between Christianity and contemporary cultures.

In an ordinary session held on March 30, 1998, the Governing Board of the University resolved to accept the results and conclusions that emerged from this Commission, thus creating the official:

Comillas Pontifical University Strategic Plan

Approved by the Governing Board on March 30, 1998

In line with a mission that is fitting for an institution run by the Society of Jesus, COMILLAS aims to offer the most suitable training for the comprehensive education of modern-day, global citizens. In order to achieve this goal, four key areas will be taken into account: In order to achieve this goal, four key areas will be taken into account:

  • the learning processes that make up this higher level training.
  • The features of a comprehensive education, which covers all facets of personal development and links cultural learning with moral values.
  • The context of the current mission of the Society of Jesus as a fundamental point of reference.
  • The academic staff who form the vital teaching channel in the implementation of any education project.


The quality of this training can be understood as the quality of the student to emerge from this process in which learning should gradually take the place of teaching. We could say that the quality of the training is reflected in the quality of the trainee. There are many variables that can affect this quality, beginning with students themselves who need to take increasingly more responsibility for their own learning as the central figures in this process However, another very important variable is the quality of the lecturer, not only in relation to their professional and scientific background, but also in what we can refer to as their teaching skills and their human attitudes and qualities. The quality of student learning depends to a large extent on how they study and how they work (not just on what they study), which, in turn, also depends on the lecturer's teaching skills and their ability to act as a guide and tutor. These truly complex skills form a key part of the professional qualification for university lecturers and are put into practice at different times and in different contexts.

1.1. Scheduling and coordination

1.1.1 Aside from the general learning objectives of the program, the corresponding curriculum and a clearly-defined graduate profile, within their respective department or knowledge area, module lecturers must make the following four points extremely clear:

  1. The learning objective that students should aim to achieve:
    • The way in which their current skill set will be changed by studying the module.
    • The module priorities and, depending on these, the type of goals that will be set.
    • The parts of these goals, when appropriate, which are seen as fundamental and must be achieved by all students.
    • The parts which are, in turn, see as optional or indicative of higher achievement
  2. The program blocks and content of the topics that make up these blocks. The internal organization of this content will serve as the basis for deciding whether to expand or, when necessary, reduce content, and how to adjust the material to the way the module develops, to student learning and to the time available.
  3. The course schedule, the teaching and learning methods, and the material that will be used: reference books, complementary material, internships and activities outside the classroom.
  4. The assessment criteria: to what extent do specific objectives and content need to be fulfilled for students to pass the module, both in terms of gaining access to other modules and their ability to effectively use the skills developed on the module in question.

This all points to the benefits of creating a module program that is more than simply a list of topics to present to colleagues and the Dean or Director, and that contains an division of the hours of study and some assessment criteria.

1.1.2. In addition, coordination is also very important:

  1. On the one hand, in terms of vertical coordination; the progression of the studies over the course of the degree, responsibility for which lies with the program’s Head of Studies and the departments and knowledge areas.
  2. This type of coordination also covers standardization of the development of identical modules taught by different lecturers in different groups, responsibility for which lies with the department or knowledge area. In addition, the department or knowledge area will also be responsible for staff agreements about the use of teaching material and the organization and implementation of tests and exams. The rules established in each department on how modules are organized must be clearly established and must be included in the module programs which, in turn, should be published in a timely manner.
  3. On the other hand, in terms of horizontal coordination, which refers to the academic year or group and in which the tutor or coordinator for each academic year also needs to be involved.

1.2. Methods, tutoring and assessment

1.2.1 Under certain circumstances, it is clear why lectures are still a popular method of teaching. However, the way in which these lectures are taught must always foster students’ mental and intellectual maturity, encourage active student participation, inspire them to seek out original reference books and sources and serve to provide access to knowledge and perspectives that students would otherwise struggle to obtain. In order to achieve these aims, lectures should be combined with other teaching methods.

According to common teaching experience, learning becomes increasingly effective the less lectures are used and the more priority is given to methods based on student activity. The following resources can serve, among others, to promote active student participation: student preparation and presentation of topics or subtopics; forming groups to encourage dialog within the group or with the lecturer; short and specific tasks carried out by some or all students; the use of ITC and especially in terms of magnetic, computer-based and audiovisual tools; and dynamic and stimulating activities in class when textbooks or previously edited notes are available (the most suitable sections should be selected for reading and assessed both individually and in groups).

1.2.2 Individualized student support should be one of COMILLAS' distinctive features. While this is made easier by the reduced size of our classes, it is neither circumstantial nor a mere methodological accessory. In fact, with the gradual change in focus from lecturer teaching towards student learning, it comes as no surprise that more attention needs to be paid to students. This is also our response to the student's right to accurate diagnosis and access to the most effective support This focus on student needs is centered on the tutor figure but it also requires a firm commitment from lecturers. This commitment consists in the most individualized monitoring possible of the work carried out by students on their respective modules and of the corresponding results.  Do to this, lecturers will need a diverse and effective data collection system for assessment purposes in which, with active participation from students, we can always guarantee that any difficulties that may arise -at the very least the most serious or that can endanger future learning- will be detected in time for corrective decisions to be made and applied.

The most effective supervision of student groups is based on good coordination between lecturers attached to the same group; or rather horizontal coordination that complements vertical coordination. . The program coordinator is responsible for organizing various meetings between these lecturers throughout the academic year. At these meetings, the scheduled student workload, covering both classroom activities and private study, is coordinated and a shared idea is formed of the essential content and different methodologies which should be introduced.

1.2.3 Assessment is, in the end, highly influenced by the fact that nearly all students will study specifically to answer the questions posed in their final exams In other words, learning is shaped around what is assessed and how it is assessed. If the assessment process is adjusted to the learning objectives set out above, the resulting improvements would enhance the quality of our study programs as a whole. A good way of gauging the quality of a university is to look at what students have to do to get good grades.

Assessment should be predominately formative, in addition to summative. It should not simply be a means of informing the lecturer and the student of the results obtained. Assessment is not just about grades. When assessment is formative it allows both the lecturer and the student to confirm, above all, where they are at on the learning and teaching process at that moment in time. Through assessments, we can discover the kind of difficulties that might arise and decide how they can be overcome.  Providing students with assessment feedback is, therefore, an essential task.

Official name

The official and correct name of the university is Comillas Pontifical University. As such, we ask that the media uses this name to refer to the University, at least at the beginning of all reports, and that the abbreviated name "Comillas" is used for all subsequent references.

Since the length of the official and correct name could be a problem in news titles, we suggest using the name Comillas University, yet strictly as a last resort.

ICAI and ICADE are historic brands that are widely recognized and valued in their own right. They originate from education centers which became part of Comillas Pontifical University and that now form part of its School of Engineering and its faculties of Law and of Economics and Business Studies, respectively.

In order to help the general public identify Comillas Pontifical University and the relevant educational bodies that form part of the university, while also upholding the right of this institution to its full identity, we ask the media to use, where necessary, the following abbreviations:

ICAI Comillas, and never just ICAI, when the information in question refers expressly to this part of the university, whose official name as an academic center is currently ICAI School of Engineering of the Comillas Pontifical University.

ICADE Comillas, and never just ICADE, when referring to the ICADE Faculty of Law and to the ICADE Faculty of Economics and Business Administration at this university, whose official and full names must be identified as such.

Origins and present day

Comillas is a university run by the Society of Jesus, an Order of the Catholic Church which manages over 90 universities and 500 schools all over the world.

The university of today can be traced back, on the one hand, to the ecclesiastic university commissioned by Pope Leo XIII in 1890 in the town of Comillas, Cantabria, which was run from the very beginning by the Society of Jesus. On the other hand, the university also has its roots in two institutions established in Madrid by the Jesuits: The Catholic Institute of Arts and Industry (ICAI), which opened in 1908, and the Catholic Institute of Business Administration and Management (ICADE), established in 1956.

After the ecclesiastic university moved from Comillas to Madrid in the 1960s, the Society of Jesus found it had two complementary higher education institutions in close proximity to each other in the capital of Spain and decided to integrate ICAI-ICADE into the university.

Comillas is an academic institution that is fully integrated into the Spanish university system under the agreements drawn up between the Vatican and the Spanish State, and its official degree courses have all been granted full civil effects.

Degrees and programs

Official and ecclesiastic programs: 65

Double-degree programs: 5

Programs adapted to the EHEA:

  • Bachelor's Degrees: 16
  • Master's Degrees: 17
  • Doctorate Programs: 4

Programs prior to the EHEA reform:

  • Licentiate (five-year) degrees: 9
  • 2nd-cycle Licentiate degrees: 4
  • Engineering: 2
  • 2nd-cycle engineering: 4
  • Technical engineering: 5
  • Diplomas (three-year degrees): 3

Private Degrees: 38

  • Advanced Graduate: 1
  • Master's Degrees: 17
  • Specialist Programs: 13
  • Advanced Programs: 3
  • Other Programs: 4

University mission

According to its Institutional Declaration, COMILLAS accepts and endorses the following definition of a University set forth in the "Magna Charta Universitatum", signed in Bologna in 1988: "... an academic community that, in a rigorous and critical manner, contributes to the protection and development of human dignity and cultural heritage through research, teaching and providing a diverse range of services to local, national and international communities".

As a Catholic university, Comillas "aims as a not-for-profit institution -as expressed in its University Statues- to serve as an institutional bridge between Christian ideals, as expressed in the Gospels, and all forms of cultural expression in order to promote dialog and exchange. Comillas promotes teaching and research activities in line with the methodological and substantive requirements for all university institutions and welcomes and encourages feats of human spirit in the field of science, technical progress and arts, seeking to be a leavening force on culture, human value, life and society, while contributing to the message of Jesus Christ".


Comillas Magazine Number 85 Marth 2015


Edited by

Institutional Marketing Office of Comillas Pontifical University ICAI-ICADE.


Miguel Churruca Soto


Juan Manuel Daganzo Nieto
José Ganga Algarra
Lucía Tornero González


Jose Ángel Molina Redondo

Board of Editors

Santiago Cano Casanova
Alfonso Fernández del Hoyo
María Victoria García Mellado
María del Carmen Jiménez Bermejo
Alejandro Labajos Broncano, SJ
Begoña Pérez de Lema
Nadia Rodríguez Ortega
José Antonio Rufo Castro

C/Alberto Aguilera, 21
28015 Madrid.
Tel.: +34 91 540 62 56
Fax +34 91 548 45 12
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C/ Alberto Aguilera, 21. 28015 Madrid

Miguel Churruca - Director of Institutional Marketing

Lucía Tornero González
Direct line: +34 91 540 62 56
Tel: +34 91 542 28 00 (ext. 6256).
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Juan Manuel Daganzo
Responsible for Media Relations 
Tel: +34 91 542 28 00 (ext. 2475).
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José Ganga
Direct line: +34 91 540 62 56
Tel: +34 91 542 28 00 (ext. 2886).
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José Ángel Molina
Tel: +34 91 542 28 00 (ext. 2471).
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The Communications Office is part of the Corporate Marketing Service of Comillas Pontifical University.


C/ Francisco de Ricci, 3
28015 Madrid
Phone: +34 91 542 28 00 Fax: +34 91 540 62 89
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Subway: Argüelles, San Bernardo, Ventura Rodríguez
Busses (emt): Lines 1, 2, 21, 44, 74, 133, C (Details)
Estación BiciMAD nº57, Santa Cruz de Marcenado, 24. Consultar detalles

Teaching centres


C. Santa Cruz de Marcenado, 26
28015 Madrid
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Subway: Argüelles, San Bernardo, Ventura Rodriguez
Busses (EMT): Lines 1, 2, 21, 44, 74, 133, (Details)
Estación BiciMAD nº57, Santa Cruz de Marcenado, 24. Consultar detalles

Teaching centre


C. Alberto Aguilera, 21
28015 Madrid
Phone: +34 91 542 28 00 Fax: +34 91 559 65 69
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Subway: Argüelles, San Bernardo, Ventura Rodriguez
Busses (EMT): Lines 1, 2, 21, 44, 74, 133, C (Details)

Edificio de Ciempozuelos


Avda. San Juan de Dios, 1
28350 Ciempozuelos (Madrid)
Phone: 600 478 489
           607 154 697
          +34 91 893 37 69

Fax: +34 91 891 02 75
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Local train: Station Ciempozuelos
Busses: Lines 410, 426 (Details)

Teaching centres

Campus Comillas Postgraduate


C. Rey Francisco, 4
28008 Madrid
Phone: +34 91 559 20 00 Fax: +34 91 542 34 53
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  • "Stair-saver" for access to the building

Teaching centres

Sede de Cantoblanco


C. Universidad Comillas, 3-5
28049. Madrid
Phone: +34 91 734 39 50 Fax: +34 91 734 45 70
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Local train:Station Universidad Pontificia Comillas
Busses: Lines 714, 827, 827A, 828 (Details)

Teaching centres

Sede Comillas ICAI


C. Alberto Aguilera, 25
28015 Madrid
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Subway: Arguelles, San Bernardo, Ventura Rodriguez
Busses (EMT): lines 1, 2, 21, 44, 74, 133, C Details


  • Building is wheelchair accessible through the entrances of: Alberto Aguilera 25 and Mártires de Alcalá, but not through the entrance of Santa Cruz de Marcenado
  • Acces to: Laboratories, classrooms, offices, library, etc.
  • Accesible restrooms

Teaching centres


C. Alberto Aguilera, 23
28015 Madrid
Phone: +34 91 542 28 00  Fax: +34 91 559 65 69

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Subway: Argüelles, San Bernardo, Ventura Rodríguez.
Busses (EMT): Lines 1,2,21,44,74,133,C (Details)


  • Access ramp to the building
  • Suitable bathrooms on the first floor
  • Access by means of a special lift to the cafeteria, gym, physiotherapiest...

Teaching centres