Purpose: This study aims to properly and objectively assess the students' study progress in bachelor programmes by applying statistical process control (SPC). Specifically, the authors focused their analysis on the variation in performance rates in business studies courses taught at a Spanish University. Design/methodology/approach: A qualitative methodology was used, using an action-based case study developed in a public university. Previous research and theoretical issues related to quality indicators of the training programmes were discussed, followed by the application of SPC to assess these outputs. Findings: The evaluation of the performance rate of the courses that comprised the training programs through the SPC revealed significant differences with respect to the evaluations obtained through traditional evaluation procedures. Similarly, the results show differences in the control parameters (central line and control interval), depending on the adopted approach (by programmes, by academic year and by department). Research limitations/implications: This study has inherent limitations linked to both the methodology and selection of data sources. Practical implications: The SPC approach provides a framework to properly and objectively assess the quality indicators involved in quality assurance processes in higher education. Originality/value: This paper contributes to the discourse on the importance of a robust and effective assessment of quality indicators of the academic curriculum in the higher education context through the application of quality control tools such as SPC.