Higher Education in Biology in Denmark

Transcription

1 Higher Education in Biology in Denmark Rita Wyndaele, Aarhus Universitet and Cliff Rankin, Odense Universitet 1. Introduction This report includes the following institutions : Aarhus University (AU), Biology and Molecular Biology Departments Copenhagen University (KU), Biology- and Biochemistry Departments Odense University (OU), Biology, Biochemistry and Molecular Biology Departments Roskilde University Center (RUC), Molecular Biology and Environmental Sciences Departments The report does not include Biology Departments at the Royal Veterinaryand Agricultural University in Copenhagen where the departments of Agriculture, Horticulture and Forestry have an extended biology education or at Aalborg University where some biology is taught in the Institut for Vand, Jord og Miljoeteknik. This report is based partially on an evaluation report Evaluering af de Videregående Biologi- og Biokemiuddannelser by the Center for Quality Assurance and Evaluation of Higher Education, Copenhagen, December System of organization Biology is taught at the 3 Danish Universities (Copenhagen, Aarhus and Odense) and at Roskilde University Centre (a University level institution without the full range of subjects) within Natural Science Faculties (covering both physical and biological sciences). Within these faculties are a

2 150 Rita Wyndaele and Cliff Rankin variable number of Departments (Institut in Danish) teaching biological subjects (including for example biochemistry and molecular biology). Staff are grouped by research interests but teaching committees (Studienævnet) coordinate teaching. Teaching is arranged in 2 semesters, September to January and February to June. Anyone can apply for university entrance but Faculties set their own entry requirements (Table 4) based on the 13 point scale (Table 3) which applies throughout the Danish education system. There are no tuition fees and students are paid subsistence grants (SU) by the government. Everyone is entitled to these once for post-school education at Universities, vocational training etc. Credits towards degrees are accumulated as courses are passed and it is common for students to take time out of their studies to supplement their grants. Course lengths (3 years for a B.Sc., 5 years for an M.Sc.) are minima : it often takes much longer to obtain a degree (Table 4) but the mean number of years is falling. It is very common to take 1 or 2 years out between school and university (to travel round the world etc.) so Danish graduates are relatively old. 3. Studies in biology 3.1. University teaching Basic studies Content, structure and length The basic core programme in biology is spread over a total of 8 semesters and contains a basic training in biology and the differentiation phase prior to specialisation. It is built up according to one of the three following models: Model 1. Aarhus University 1.part, basic training (4 semesters) 2.part, differentiation phase (4 semesters) A bachelor degree (B.S.) can be obtained after 6 semesters, including a project work.

3 Higher Education in Biology in Denmark 151 Model 2. Odense and Copenhagen Universities Bachelor (B.Sc.): 6 semesters basic training: 2 semesters OU or 4 semesters KU differentiation phase: 4 semesters OU or 2 semesters KU 2 more semesters with some specialisation Model 3. Roskilde University Centre 1.part, basic training (4 semesters) 2.part, differentiation phase (3 semesters) Basic training period ( 1st cycle ) The basic course period has a fixed structure and is common for all students in biology and this is valid for all the Danish Universities. All the courses are compulsory. Teaching in basic non-biology courses is generally given by the departments of Physics, Chemistry, Mathematics and Statistics. Therefore only a restricted part of those courses follow a multidisciplinary approach, where mathematics, chemistry and physics are seen in relation to biology. The universities should be aware of this problem and should exploit better the importance of those service courses, e.g. computer sciences, which are absolutely necessary, if not essential in biology. The obligatory service courses required by each university for further biology education are listed in Table 1. Table 1 Compulsory service courses as fractions of 1 years study University Mathematics Physics Chemistry Statistics Aarhus biology 1/6-1/3 1/4 Odense biology 1/4 2/5 1/2 - Copenhagen biology 1/6-1/2 1/4 Copenhagen biochemistry 1/4 1/6 1/2 - As far as the basic courses in biology are concerned, the content and structure for the different universities varies and can be seen in the following schemes (A,B,C,D and E), where the basic and differentiation phase courses are listed together.

4 152 Rita Wyndaele and Cliff Rankin Scheme A. Copenhagen University 5. year Masters thesis 4. year fagmodul kursusmodul kursusmodul 3. year fagmodul fagmodul kursusmodul 2. year Biochemistry Genetics Evolution Cytology Mol.Biol. Phylogeny Anatomy Cell biol. Taxonomy Physiology 1. year General Ecology, form and function Maths Chemistry Biostatistics During the first and second years 3 supplementary summer courses are given: Marine Biology, Fresh Water Biology and Terrestrial Biology. During the second year an additional small unit course is given in Biological Science Theory. Scheme B. and C. Aarhus University Scheme B. Aarhus university Compulsory courses during the basic training period of 2 years 4.sem.Biology 4 Genetics - Population Ecology - Microbiol. Biostatistics 3.sem.Biology 3 Biochem. - Mol.Biol. - Plant Physiology Bio-philosophy Mathematics 2.sem.Biology 2 Zoology - Zoophysiology 1.sem.Biology 1 Botany - Cytology - Botanical Ecology Chemistry

5 Higher Education in Biology in Denmark 153 Scheme C. Aarhus University. Global study scheme B.Sc. M.Sc. Ph.D. 8. year Part B. 7. year Ph.D. Project work M.Sc. 6. year Part A 5. year Ph.D. Project work M.Sc.project 4. year 2.part 3. year Bachelor year 2. year 1.part 1. year Scheme D. Odense University 5.year MASTERS PROJECT 4.year Ecology Physiology Optional courses B.Sc. 3.yearPopulation biology Project Optional courses Ecology Toxicology Genetics 2.year Biochemistry, Physiology Molecular Biology Classification, Chemistry Optional courses 1.year Chemistry Physics Mathematics Environm. Biol.

6 154 Rita Wyndaele and Cliff Rankin 7. sem. Masters thesis Scheme E. Roskilde Universitets Center Scheme for Molecular Biology studies: 6. sem. Cell Biology Practicals Project work 5. sem. Genetics Practicals Field Project work Biochemistry course 4. sem. 3. sem. 2. sem. 1. sem. In total: 8 courses In total: 4 projects The first 2 years are basis education in science. The 3 differentiation modules during the 5., 6. and 7. semester shown here, are for the Molecular Biology direction. Differentiation phase (2nd cycle) During the differentiation phase, education is closely related to the actual research of the different biology departments, especially through the optional specialised courses. A number of obligatory and optional courses with different weightings are available and a choice can be made according to certain rules which differ for each university. In Table 2 the diversity of courses at the different universities is listed.

7 Higher Education in Biology in Denmark 155 Table 2 Compulsory and Optional courses/subject modules Service courses shown as (+) University Compulsory courses Options Aarhus biology 4 (+4) 21 Odense biology 13 (+7) 16 Odense cell biology 14 (+10) 5 Copenhagen biology 8 (+5) 52 Copenhagen biochemistry 4 (+4) 15 KU (see scheme A) Two different types of course units are available : Fagmoduler : Course modules of 100/120 hrs and 8 credits are basically 0.5 semester units. These units include practicals and are evaluated by an examination with assessment on a 13 point scale. There is a choice of 14 Fagmoduler units. Kursusmodul Course modules of 60 or 30 hrs and 4 or 2 credits evaluated by e.g. report writing or seminars. There are specialisation courses: more than 30 such units are available. The bachelor education contains, after the 2 year basis courses, a 1 year free choice structure including a project. The Kandidate or M.Sc. education contains, after the bachelor degree, 1 year free choice courses,but including 1 Fagmodule unit. AU (see scheme B. and C.) After a basis education of 2 years the students can choose between continuing to obtain a bachelor degree or proceeding to the M.Sc. degree. Teaching is during the differentiation phase very much related to the research interests of the academic staff and the same specialisation courses are not provided every year depending on the teaching staff. The study structure for each student is different and can be built up by choosing from the following available course units: 13 course modules - A courses - and 6 Optional courses - B courses - each covering 0,5 semester units (3 credits) are available A number of specialisation courses (C courses) ranking 1 or 2 credits are further available. For the bachelor degree 2 semesters are required including a project. As the basis for either a M.Sc. or a Ph.D. degree, 4 semesters, with a total of 24 credits are required, 18 credits being A courses. The selection is in

8 156 Rita Wyndaele and Cliff Rankin agreement with the student s supervisor and has to be approved for each student independently by the Study Committee. OU (see scheme D) Courses are of variable length, from 0.1 to 0.3 of a semester; students put them together to fill the requisite number of semesters. Some courses are obligatory for all students. Others fall into groups from which students must choose a certain number (for example in Biology students specialise in Physiology, Ecology or Ecotoxicology) and in addition there are a number of free-choice courses. Courses can consist of lectures, practicals, field courses, seminars or any combination of these or a project. Some courses are assessed on the 13 point scale by written or oral examinations, seminars or preparation of reports with external examiners. Others (mainly the shorter courses) are just pass or fail. There is a wide choice of 2 subject degrees (e.g. Biology and Chemistry) which are particularly suited to potential gymnasium teachers. RUC (see scheme E) Following a 2 year basis biology education in RUC is divided into Molecular Biology and Environmental Biology educations, either can be combined with another subject from a broad range (including, for example, Geography and Communication, although 95% of biology joint students choose another disciplines in the science faculty) but they cannot be combined with each other. RUC differs from the other Universities in placing very great emphasis on project work for groups of 4-6 students which, together with field courses and laboratory work makes up more than 50% of the teaching. Teaching is very much related to the research interests of the academic staff Modalities of control Most of the main courses are assessed by a written examination of 4 to 5 hours and evaluated on a 13 point scale (Table 3) with an external censor. The optional courses are frequently assessed by a written report or by a seminar.

9 Higher Education in Biology in Denmark 157 Table 3 Comparison of Danish and UK Marking Schemes Danish UK 10 Very bad failure 13 Bad failure 15 Marginal failure 16 Marginal pass / III Class 17 Satisfactory - Lower second Class 18 Good - Borderline II (ii) / II (i) 19 Good - Upper second Class 10 Very good - Borderline II / I 11 Very good - First Class 13 Excellent - Exceptionally good first Class - Very rarely given Entry examination The entry requirements for the different universities are listed in Table 4. There are no entry examinations for biology students but a numerus clausus selection regulates the entry number. Numerus clausus at AU: 124 students per year in 1993, 156 students per year in At OU there is no numerus clausus while at KU more than 200 were allowed to start. Table Entrance Requirements (to proceed beyond basis) and mean number of years taken to obtain a degree(5 year course) University Maths Physics Chemistry Years Quot. * Aarhus biology B(B) B(B) C(C) Odense biology -(A) -(B) -(B) Copenhagen biology B(B) B(B) C(C) Copenhagen biochem. A(A) B(B) C(C) Roskilde biology -(A) -(-) -(B) * Entrance level or requirement : mean result of school examinations on 13 point scale. A level: highest level course; B level: medium level course; C level: lower level course.

10 158 Rita Wyndaele and Cliff Rankin Impact of European Community programmes Erasmus, Tempus, Nordplus, Comett grants and networks as well as grants given by the universities for international student mobility are intensely used for student exchanges and the number of exchanges is increasing very rapidly. Most of the biology students from Aarhus and Odense Universities, on a student exchange programme, are awarded a mobility grant from e.g. Nordplus and Erasmus ICP s. For the period 1994/ Erasmus networks in Biological Sciences are active in the area of Biology in general but also in special areas such as Ecotoxicology, Aquatic Ecology, Ecophysiology, Biochemistry, Biology/ Archeology, Anthropology, Biotechnology etc. at the Danish Universities. Student exchange programmes start only from the 2nd cycle and most exchanges are for a period of 3 to 12 months. The main requirement for receiving a grant from the European Community or others is the beforehand recognition by the Study Committee, of the study programme the student intend to follow abroad. Afterwards by return of the student to the home university, the credit transfer takes place nearly automatically. An application has been forwarded to the European Community for entering the ECTS in Biology at AU. Concerning the uptake of European Community students by Danish Universities an effort is made in providing study programmes in English, by regularly organising language courses and by establishing courses taught in english. The internationalisation is greatly intensified by a great number of guest lectures and staff exchanges Post-graduate studies Content, structure and length. As can be seen from the above schemes A., B.,C., D. and E., post- graduate education leads to a Master of Science, M.Sc. (Cand. scient.) degree in e.g. Biology, Molecular Biology, Cell Biology and Biochemistry, Biotechnology, Gene Technology, Human Biology, Environmental Biology etc. after a total of minimum 5 years study including a one year research project, Speciale. For the final assessment the written thesis is evaluated together with 1 or 2 written or oral examinations. The subjects of these reports are related to the specialisation area of the thesis work. All the assessments are with external examiners.

11 Higher Education in Biology in Denmark Internationalisation Internationalisation is by the same international programmes as for the basic studies. Student exchanges at the post-graduate level during the thesis period are typically for short periods, for example 3 months. Also through staff exchanges within the European Community by the Erasmus and Tempus programmes, internationalisation is expanding at this level of specialisation Ph.D. Studies Since the new Ph.D. reform of 1993 the studies are structured and defined in time in contrast to the earlier Ph.D. studies which only contained a practical research work terminated by a written thesis and a oral thesis defence. At AU and OU the Ph.D. studies are integrated in a general study structure (Scheme C) with a (or ) model. The students take either the M.Sc. direction or the Ph.D. direction, at the start of their postgraduate studies. The entry to the Ph.D. school is by priority selection after application by means of a project description. The selection is done by a Department scientific committee and further by a Faculty scientific committee. Part A (2 years) of the project is ended by a qualification examination including a progress report, an evaluation by the supervisor and a oral presentation of a given subject. At this stage the students are awarded a M.Sc. (cand. scient.) degree. Part B (2 years) is concluded by a written thesis and an oral defence with external examiner. During those 4 years specialisation courses are compulsory and a stay abroad is recommended. At the other universities the Ph.D. studies start after the M.Sc. education and takes 3 years of practical project work. Internationalisation In the Erasmus Biology network rules for a European Ph.D. are in preparation. As already mentioned above, a 6 months stay abroad is recommended for all Ph.D. students. The involvement of staff exchange programmes from e.g. Erasmus and Tempus, in the establishment of Ph.D. courses make it possible to organise truly specialised teaching at a very high level.

12 160 Rita Wyndaele and Cliff Rankin 3.2. Professional education Job recruitment The diversity of employment possibilities for biologists in different public and private sectors or societies is listed in Table 5. Table 5 Evolution of employment possibilities for biologists in different sectors (expressed in %) Business area Research Teaching Public administration Chemical industries Others * Unemployed Unknown * Editorial business, post, telegraph, trade, hotel business, catering, banks, insurance, business services, computer sector, private organisations and companies. Due to new directions in employment possibilities for biologists where relatively less jobs will be available in research the M.Sc. graduates should choose more untraditional combinations of study specialisations. It is predictable that biologists will more and more be employed in e.g. administration, education and in the consultancy and management sector. These sectors require other qualifications than the traditional specialisations in biology and it will be necessary for biologists to take specialisations in other disciplines. An overview of possible study combinations recommended by the employers, is given in Table 6.

13 Higher Education in Biology in Denmark 161 Table 6 Employers indications of appropriate supplementary subjects Business area Biology graduates Biochemistry graduates Research Biochemistry Biology Statistics Chemistry Computing Management Economics Public Administration Organisation Economics Statistics Law Management Chemistry Biology Teaching Private Industry Chemistry Sport Arts subjects Economy Commercial subject Statistics Chemistry Management Those combinations should confer better qualifications, and a broader business ability to the graduates. In order to get a position as a teacher in gymnasium or higher level of secondary school, it will be essential to have a two-subject education, e.g. biology and chemistry. In conclusion: to deal with a rapid evolution in the labour market and the necessity to be competitive it is advisable that more and more biologists qualify themselves by taking two or more specialisations Continuous education There is no real organised continuous education in the universities in Denmark. Nevertheless some sectorial organisations organise courses in their specific fields. This is the case in e.g. environmental administration, biotechnology, the teaching sector, the Danish Society of Engineers etc. Through the Open University an attempt is made to organise a more structured efteruddannelse.

14 162 Rita Wyndaele and Cliff Rankin Preparation of teachers Before being able to get a qualification to teach at higher secondary school level the biologist has first to be appointed as a teacher. Only at that moment he/she is allowed to follow the teacher-training course - the pedagogicum. This includes supervised teaching hours to gymnasium students Role of national scientific associations The Danish biologists are organised in the Forening af Danske Biologer. Together with the Ministry of Education they organise post-educational courses on different subjects. Scientific organisations as the National Science foundations or Research Councils (Forskningsrådene) are also involved in promoting high quality research and education at the Ph.D. level and above by a system of fellowships. The Research Academy (Forskerakademiet) has also a grant system for funding at least partially the Ph.D. students during the 4 years of their studies. At the Ph.D. and post-graduate level specialised courses are occasionally organised by National research centres, Pharmaceutical Industries, Biotechnology Industries, Plant breeding companies, Environmental Research centres and other state or local authorities ( including Amts and Communes) or private institutions related to biological disciplines. More frequently European institutions such as NATO, EMBO etc. organise post-education courses. 4. New needs The key feature of biology is diversity. Millions of species have evolved over thousands of millions of year to occupy a vast range of habitats from hot salt water in deep ocean vents to Antarctic ice deserts. The search for common basic mechanisms underlying this immense variation is only just beginning. Study of biological systems covers all levels of organization from molecules through cells, organs and organisms to ecosystems. The attempt to integrate information from all disciplines involved to gain a greater holistic understanding requires an appreciation of both the diversity and the unity of living processes and this should be reflected in biological education. The increasing specialisation of research makes this aim difficult to achieve in individual biology departments. However, attempting to standardise biological education is wholly undesirable if the diversity which is biology is to be emphasised. Fortunately, on the European scale there are great opportunities for reconciling diversity and unity in biological education.

15 Higher Education in Biology in Denmark 163 Ways to satisfy these new needs The need for diversity in biological education Small networks are often arranged around members with common research interests. Students exchanging are able to take courses or carry out projects in areas related to those taught in their home university but with a different approach. This is excellent, but does not take full advantage of the diversity in European biological education. Large networks give greater choice, but to extend this to its logical conclusion it is now feasible to match students to courses in which they have a special interest on a truly European scale. The necessary dissemination of information about courses can now be done easily and cheaply by taking advantage of new technology, for example by using the World Wide Web on the internet. A number of universities in the Biology network already have entries. At the moment, for example, the timetable for all courses for the current semester in the Natural Science Faculty at Odense University can be accessed at the following address : We plan to improve the presentation and content of our entries, which at present is just a copy of the semester timetable in Danish. From the Department of Biology at Aarhus University the following address give access to useful information about research and education : If all members of the Biology network made suitable entries there would be no need to send or to carry kilograms of brochures around Europe and, more importantly, if students could go to a computer (for example in the universities International Office) they could immediately see what was available. It may seem strange to make a proposal for European collaboration which cost nothing, but this is another advantage! The need for Unity in Biological Education Increased specialisation in research, for example due to the increased cost and need for teamwork involved in the latest techniques, mitigate against the provision of expert teaching over the broad range of biological topics which would provide students with the background knowledge which should form a framework for specialisation. This problem can be overcome by giving increased emphasis to staff exchange. Moving one member of staff is much more cost effective than moving a whole class of students. However, such exchanges must be more of a serious contribution than occasional changes of scenery for individual university teachers; for example lecturer A giving a particular course of lectures in university X and Y for a sufficient period (3-5 years) to make a real contribution to strengthening their curricula.