Animal Sciences. Faculty of Agricultural and Environmental Sciences, Wageningen University

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1 Animal Sciences Faculty of Agricultural and Environmental Sciences, Wageningen University

2 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 PO Box RA Utrecht The Netherlands Phone: +31 (0) Telefax: +31 (0) Internet: Project number: Q QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 QANU /Animal Sciences, Wageningen University

3 CONTENTS Report on the bachelor programme in Dierwetenschappen and the master programme in Animal Sciences of Wageningen University...5 Administrative data regarding the programme...5 Administrative data regarding the institution...5 Quantitative data regarding the programme...6 Composition of the assessment committee...6 General information regarding Wageningen University...6 Working method of the assessment committee...7 Summary judgement...9 Description of the standards from the Assessment framework for limited programme assessments Standard Standard Standard Appendices Appendix 1: Curricula vitae of the members of the assessment committee...35 Appendix 2: Domain-specific framework of reference...37 Appendix 3: Intended learning outcomes...41 Appendix 4: Overview of the curriculum...43 Appendix 5: Quantitative data regarding the programme...47 Appendix 6: Programme of the site visit...49 Appendix 7: Theses and documents studied by the committee...51 Appendix 8: Declarations of independence...53 Appendix 9: Rubric for the assessment of a MSc-thesis...59 This report was finalized on 3 December 2012 QANU /Animal Sciences, Wageningen University 3

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5 Report on the bachelor programme in Dierwetenschappen and the master programme in Animal Sciences of Wageningen University This report takes the NVAO s Assessment framework for limited programme assessments as a starting point. Administrative data regarding the programmes Bachelor programme in Dierwetenschappen Name of the programme: Dierwetenschappen CROHO number: Level of the programme: bachelor Orientation of the programme: academic Number of credits: 180 EC Specializations or tracks: Terrestrial animals Aquatic organisms Location(s): Wageningen Mode(s) of study: full time Expiration of accreditation: Master programme in Animal Sciences Name of the programme: Animal Sciences CROHO number: Level of the programme: master Orientation of the programme: academic Number of credits: 120 EC Specializations or tracks: Animal breeding and genetics Animal nutrition Animal production systems Animal health and behaviour Animal health management Applied zoology Location(s): Wageningen Mode(s) of study: full time Expiration of accreditation: The visit of the assessment committee Animal Sciences to the Faculty of Agricultural and Environmental Sciences of Wageningen University took place on 29 and 30 March Administrative data regarding the institution Name of the institution: Status of the institution: Result institutional quality assurance assessment: Wageningen University publicly funded institution applied (pending) QANU /Animal Sciences, Wageningen University 5

6 Quantitative data regarding the programmes The required quantitative data regarding the programmes are included in Appendix 5. Composition of the assessment committee The committee that assessed the bachelor programme Dierwetenschappen and the master programme Animal Sciences consisted of: Prof. F. Zwarts (chair), professor at University of Groningen and professor and manager at University Campus Fryslân; Mrs R.L. Prenen, MSc, independent educational adviser; Prof. K.J. Peters, professor in International Livestock Production of Humboldt University, Berlin (Germany); Prof. M. Rodehutscord, professor in Animal Nutrition at the University of Hohenheim (Germany); Mrs. A. Marsbøll, BSc, master student in Animal Health and Welfare at the Aarhus University, Denmark. The committee was supported by Mrs. M. Maarleveld MSc, who acted as secretary. Appendix 1 contains the curricula vitae of the members of the committee. General information regarding Wageningen University Educational programme assessments in Life Sciences at Wageningen University A total of 31 educational programmes of Wageningen University which could not be included in a national disciplinary assessment had to be assessed in 2012 in order to apply for reaccreditation. In consultation with QANU, Wageningen University decided to divide the work among fourteen committees in the period between March and July For each site visit different expert committee members were invited to assess the programmes. In addition to the expert committee members, two non-expert committee members were involved as core members in all site visits and programme assessments. These non-expert committee members were the chairman, Prof. F. Zwarts, and the educational expert, Mrs. R.L. Prenen, MSc. This construction was chosen to guarantee consistency between the fourteen assessments as well as to respect the diversity between the programmes. Prior to the site visits an extended kick-off meeting was held in February 2012, during which topics applicable to all programmes were discussed (for the programme, see Appendix 6). In addition to the core members of the committee, an expert member (Prof. E. Van Damme), a student member (Mrs. T.I.E. Veldkamp, BSc) and both secretaries to the committees (Dr M.J.V. Van Bogaert and Mrs. M. Maarleveld, MSc) were present. During the kick-off meeting, interviews were held with representatives of the Education Institute, Programmme Committees, study advisers, Examining Boards and alumni. The findings of the kick-off meeting were used as input for the fourteen site visits and are incorporated in the committee reports on the 31 educational programmes. Based on the information received in the first five site visits, the core committee members held another interview with the Examining Boards and a selection 6 QANU /Animal Sciences, Wageningen University

7 of study advisers. This meeting was held on 6 June 2012 and provided additional insight into the functioning of and relation between the Examining Boards and study advisers. Wageningen University Wageningen University is comprised of one faculty, the Faculty of Agricultural and Environmental Sciences. The Faculty consists of 80 chair groups, arranged in five departments. All educational programmes, bachelor and master, are organized by the Education Institute (OWI). The Board of the OWI is responsible for the content, quality and finances of the educational programmes. Every programme has a programme director and a Programme Committee, consisting of equal numbers of students and academic staff. The Programme Committee is responsible for the content and quality of the programme, though in a formal sense this is subject to approval by the Board of the OWI. The programme director is responsible for the realization of the programme. The courses are provided by staff of the chair groups, the supply side. The Programme Committees are considered the demand side, with the programme director being the matchmaker. Wageningen has four Examining Boards, usually consisting of five to eight people from different disciplines. Before the site visit period, these boards were in the process of strengthening the quality management of assessment processes and procedures. Each programme has one or more study advisers, who are tasked with supporting students throughout their study career. Study advisers provide information and invite students for progress evaluations and meetings to plan the student s individual curriculum. Each student needs the study adviser s approval for the elective parts of the programme s/he has chosen. Internationalization Wageningen University has an international reputation, in terms of both research qualities and the number of international master students. The committee especially considered the latter point since there are both possible drawbacks and advantages to having many international students. Extensive discussions during the site visits made it clear to the committee that despite the fact that it will always be difficult to assess the quality of enrolling international students, the programme managements are well aware of the imperfections of its procedures and have tightened the selection in the past few years. Overall the committee thinks that the advantages of having many international students outweigh the disadvantages. Working method of the assessment committee Preparation After receiving the critical reflection, the project manager checked the quality and completeness of the information provided. After approval, the critical reflection was forwarded to the committee, in both printed form and digitally. In addition, the committee members selected and read a total of 15 theses for each programme that was assessed (see Appendix 7). Before the site visit the project manager created a draft programme for the interviews (see Appendix 6). The draft programme was discussed with the chair of the committee and the coordinator of the educational institute. As requested by QANU, the coordinators of the programmes carefully composed a select and representative panel for all interviews. QANU /Animal Sciences, Wageningen University 7

8 Site visit During the initial meeting at the start of each site visit, the committee members discussed among themselves their findings regarding the critical reflection and the theses. They also discussed their task and working methods and the proposed domain-specific requirements (see Appendix 2). During the site visit, interviews were held with representatives of the programme, students, staff members, the Educational Committee, and a study advisor. The Examining Boards were interviewed in the extended kick-off meeting, as can be read on page 6. The committee also received additional information, for example, study books and reports from the meetings of the Educational Committee. This information was examined during the site visit. When considered necessary, committee members could read additional theses during the site visit. A consultation hour was scheduled to give students and staff of the programmes the opportunity to talk to the committee. No requests were received for the consultation hour. The committee used part of the site visit to discuss the assessment of the programmes and to prepare a preliminary presentation of the findings. The site visit concluded with an oral presentation by the chairman of the general assessment and several specific findings and impressions of the programme. Report After the site visit the project manager wrote a draft report based on the committee s findings. The draft was first commented upon by the committee members and then sent to the faculty to check for factual irregularities. All comments made by the faculty were discussed with the chair of the committee and, if necessary, with the other committee members. After revision, the report became official. Decision rules In accordance with the NVAO s Assessment Framework for Limited Programme Assessments (as of 22 November 2011), the committee used the following definitions for the assessment of each individual programme, both of the standards and the total programme. Generic quality The quality that can reasonably be expected in an international perspective from a higher education bachelor s or master s programme. Unsatisfactory The programme does not meet the current generic quality standards and shows serious shortcomings in several areas. Satisfactory The programme meets the current generic quality standards and shows an acceptable level across its entire spectrum. Good The programme systematically surpasses the current generic quality standards across its entire spectrum. Excellent The programme systematically well surpasses the current generic quality standards across its entire spectrum and is regarded as an (inter)national example. 8 QANU /Animal Sciences, Wageningen University

9 Summary judgement This report provides the findings and considerations of the Animal Sciences committee on the bachelor and master programmes in Animal Sciences at Wageningen University. The committee assessment is based on information in the critical reflection, interviews during the site visit and a selection of theses. Standard 1: Intended learning outcomes The Animal Sciences programmes are concerned with exploring sustainable development options for the complex, society-driven issues of the wide range of animal husbandry systems worldwide. The bachelor programme has a well thought out profile. It is designed to train potential master students, and the intended learning outcomes represent a very high academic level. The objectives and profile of the master programme are formulated in a way that makes it perfectly clear that the programme aims to educate students on the highest possible scientific level. According to the committee, the combination of international research activities on the highest scientific level and high-quality education is an exceptional combination. The intended learning outcomes represent this very high academic level. The new tracks in the master programme ensure that students have a choice to pursue either an academic career or a professional one. For both programmes the learning outcomes correspond to the Dublin Descriptors. Both also have a strong link to the professional field and are aware of its requirements. Standard 2: Teaching-learning environment The bachelor programme is built on three pillars: Biological fundamentals, Disciplinary deepening, and Integration within species and broadening the horizon. This provides a clear structure. With the improvements made since the last assessment, the programme now has a good balance between the three pillars. The programme offers two majors: Terrestrial animals and Aquatic organisms. In the master programme, students can choose one of six specializations. In addition, a research track and three professional tracks have been developed. A track can be chosen in each specialization, they offer students the opportunity to specialize in the field and in subjects of their choice. The committee is impressed by how the master programme manages to structure the curriculum to be broad and have sophisticated research elements at the same time. All Wageningen programmes provide individual students with a lot of freedom, which is highly appreciated by students and staff. Chair groups and their research strongly influence the courses offered. The study adviser has a crucial role in supporting students in their elective choices and assuring that all students follow a high-quality and coherent programme. The combination of the study advisers for the programmes and the tutor system organized by the study association makes the student support system very well organized. The programme also has good specific services and facilities. Lecturers are acknowledged experts in the field they are teaching and they have a high international reputation. They are members of the Wageningen Institute of Animal Sciences. This strengthens the relation between research and education. Various forms of teaching methods are used, with a preference for small-scale education. The growing number of students has been dealt with adequately by reorganizing the programmes, yet the preference for small-scale education may come under pressure in the future if student numbers continue to increase. QANU /Animal Sciences, Wageningen University 9

10 The committee thinks that both programmes have a rich curriculum and reflect the intended learning outcomes very well, and the teaching and learning environment can be described as a rich one in which students can achieve the intended learning outcomes. Standard 3: Assessment and achieved learning outcomes The Examining Boards are in the process of strengthening their role to ensure the quality of assessment and seem committed to formalizing the assessment system. Having only four Examining Boards stimulates the consistency and equality of the procedures, while at the same time they are responsible for a total of 49 programmes. This might lead to a certain distance from the programmes, making it difficult for the Examining Boards to really be in control at the programme level. The staff of the Chair Groups has made a good start in evaluating their assessment strategies. Lecturers show enthusiasm and high commitment to improving when necessary. The committee is confident that these efforts will result in a very clear and structured assessment system, but at the moment it is a work in progress. With the 12 credit thesis the bachelor programme has become more self-contained, but the position of the thesis can be strengthened. Nevertheless, the committee was impressed with the high quality of the bachelor theses. The success rate of the bachelor programme is low, as many students need more than 3 years to finish their bachelor programme, but the success rate is expected to increase when Dutch legislation prevents bachelor students from starting master courses before finishing their bachelor programme. The committee found the master theses to be of a very high level. The programme has a low drop-out rate and a very high study success rate; all students graduate, most within three years. Graduates are also successful in finding jobs in their field of expertise. Conclusion The committee assesses the standards from the Assessment framework for limited programme assessments in the following way: Bachelor programme in Dierwetenschappen: Standard 1: Intended learning outcomes Standard 2: Teaching-learning environment Standard 3: Assessment and achieved learning outcomes General conclusion good good satisfactory satisfactory Master programme in Animal Sciences: Standard 1: Intended learning outcomes Standard 2: Teaching-learning environment Standard 3: Assessment and achieved learning outcomes General conclusion excellent good good good 10 QANU /Animal Sciences, Wageningen University

11 The chair and the secretary of the committee hereby declare that all members of the committee have studied this report and that they agree with the judgements laid down in it. They confirm that the assessment has been conducted in accordance with the demands relating to independence. Date: 3 December 2012 Prof. F. Zwarts M. Maarleveld, MSc QANU /Animal Sciences, Wageningen University 11

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13 Description of the standards from the Assessment framework for limited programme assessments Standard 1: Intended learning outcomes The intended learning outcomes of the programme have been concretised with regard to content, level and orientation; they meet international requirements. Explanation: As for level and orientation (bachelor s or master s; professional or academic), the intended learning outcomes fit into the Dutch qualifications framework. In addition, they tie in with the international perspective of the requirements currently set by the professional field and the discipline with regard to the contents of the programme. 1.1 Findings Programme objective and profile Bachelor programme The critical reflection states that the objective of the Animal Sciences bachelor programme is to deliver academic professionals who are able to explore sustainable development options for the complex, society-driven issues of the wide range of animal husbandry systems worldwide. Since 2002 the programme has no longer focused solely on livestock food supply as the single human-animal interaction (where the economy plays an important role). The programme now includes the biological functioning of domesticated animals, including pets. This choice was made deliberately to extend the range of course topics. It attracts a broader group of students, and the lecturers notice that the students seem more interested, have a positive attitude towards the different subjects, and get higher grades than before. According to the critical reflection, the programme takes a multidisciplinary approach to animal husbandry: aspects of environmental management, economics and ethics play a major role in the (re)design of future animal systems, in both highly industrialized and low-income regions. Students can choose from two majors: terrestrial animals or aquatic organisms. The decision was made to keep these two majors separate since students generally prefer either terrestrial or aquatic organisms. Most animal sciences students choose the terrestrial animals major. The aquatic organism major gives students the option to prepare for the master in Aquaculture and Marine Resource Management, which is a growing programme. The bachelor programme Animal Sciences is the only one in the Netherlands on an academic level. Master programme The objective of the Animal Sciences master programme is, according to the critical reflection, to deliver skilled, professional scientists, well equipped to tackle problems related to sustainable livestock developments as well as the management and care of companion animals. The emphasis is on acquiring in-depth knowledge and integrating this knowledge to solve dilemmas in animal husbandry practices worldwide. The programme is described as a fundamental scientific learning programme in which students develop a critical attitude towards all aspects related to the sustainable development of animal systems. It has an emphasis on developing the specific scientific skills (thesis orientated, project oriented, collaboration, problem oriented). Next to a focus on in-depth knowledge the programme also offers a multidisciplinary broader horizon. The master programme offers six specializations directly linked to the Chair Groups of the Department of Animal Sciences. All of them focus on national and global (including tropical) issues, and students may choose either farm animals or companion animals or both in all specializations. The specializations makes it is QANU /Animal Sciences, Wageningen University 13

14 possible to specialize in both level (population, animal or cellular level) and content from the very beginning of the master programme. The specializations are: Animal Breeding and Genetics; Animal Nutrition; Animal Production Systems; Animal Health and Behaviour; Animal Health Management; Applied Zoology. The master programme is unique in the Netherlands, similar to the bachelor programme. Intended learning outcomes Bachelor programme The intended learning outcomes refer to domain-specific knowledge and understanding (concepts and theory in the domain of animal sciences), domain-specific skills (like laboratory skills and understanding basic science), scientific learning skills (performing research under supervision) and general academic learning skills (like presenting, working in groups and designing a learning path). The intended learning outcomes of the bachelor programme are described in table 1. After successful completion of the bachelor programme the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) 1 explain the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being, based on knowledge of animal physiology, biochemistry, cell biology and genetics, as well as of mathematics, statistics and organic chemistry 2 critically evaluate the concepts, approaches and methodologies of the various disciplinary domains within animal (terrestrial and aquatic) sciences including breeding and reproduction, health (immunology and pathology), behaviour and nutrition 3 integrate the acquired disciplinary knowledge to obtain healthy animals in a safe environment for food and non-food functions; as well as identify gaps in his/her knowledge and to review and acquire new knowledge in response 4 make judgements on the sustainable development of animal (terrestrial or aquatic) systems, based on an understanding of the (bio-)technological, ecological, socio-economic and ethical context 5 apply (chemical) laboratory techniques, mathematical and statistical methods for the collection and analyses of experimental data in animal sciences, and to evaluate their suitability for addressing specific research questions 6 demonstrate a scientific approach by the ability to retrieve and select relevant literature from bibliographic databases and understand the process of testing hypotheses through experimental evidence 7 design and conduct (under supervision) a simple research project, either by executing an in vivo experiment or by collecting and reviewing (literature) data 8 work in a team of students to perform a small project within the context of a course 9 communicate the results of a research project to a (semi-)professional audience, both verbally and in writing in Dutch, and, if relevant, in English 10 reflect (under supervision) individually or in group sessions on their personal knowledge, skills and attitude, and design and plan a learning path Table 1. Intended learning outcomes of the bachelor programme in Animal Sciences General academic learning outcomes 14 QANU /Animal Sciences, Wageningen University

15 Master programme The intended learning outcomes of the master programme refer to the ability to design and conduct a research project, the ability to recognize different ways of reasoning and applying methodologies, the ability to work in a team with distinct tasks and the clear awareness of societal and ethical aspects of animal research and husbandry. The intended learning outcomes are described in table 2. After successful completion of the master programme, the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) General academic learning outcomes 1 apply in-depth knowledge in at least one specialization on the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being 2 distinguish different advanced and complex concepts, approaches and methods in a certain domain within animal sciences 3 criticise the sustainable development of animal systems at various integration levels and in an ecological, ethical and socio-economic context, based on their fundamental and applied knowledge of a chosen specialization 4 analyse the side effects of animal husbandry on man, animal and environment; signal problems and initiate multidisciplinary solutions by use of novel research concepts and methodologies 5 apply advanced laboratory and modelling techniques, mathematical and statistical methods for the collection and analyses of experimental data from a literature review or animal trial, and to evaluate their suitability for addressing the specific research questions and hypotheses 6 reflect upon the scientific literature (text books, readers and papers) and make a critical judgment towards its applicability to solve dilemmas in animal husbandry practices worldwide 7 design a research plan (e.g., an animal experiment or literature review) in a domain within animal sciences and critically reflect (under supervision) on the phases of scientific research 8 conduct a research plan in a domain within animal sciences under supervised responsibility by using suitable materials and methods to collect and interpret data 9 communicate convincingly in English, both spoken and written on the results of a learning activity, conducted research and/or a project work considering the nature of the audience 10 work on a project-oriented basis as a specialist and collaborate in multidisciplinary and/or multicultural teams, demonstrating the ability to plan and distribute tasks 11 design and plan their own learning processes based on continuous reflection on the acquisition of new knowledge in the field of their own specialization, and the improvement of their skills and attitudes and performance Table 2. Intended learning outcomes of the master programme in Animal Sciences Requirements of the professional field and discipline To ensure compatibility with the professional field, the Programme Committee and the External Industrial Advisory Committee regularly discuss the Animal Sciences programmes strengths, weaknesses and issues for improvement. The External Industrial Advisory Committee consists of external professionals in the field Animal Sciences. For example, the learning outcomes and the introduction of the two majors in the bachelor programme were discussed with the External Industrial Advisory Committee. Also, meetings, social events and conferences are organised (partly by the study association) to obtain feedback from alumni on both programmes. In 2010 the Animal Breeding and Genetics Group invited colleagues of other universities to peer review their courses, both the bachelor and master level. Their most important finding was that the Chair Group develops and teaches courses at a very high scientific level. Other QANU /Animal Sciences, Wageningen University 15

16 chair groups (this year Adaptation Physiology Group, next year the Animal Nutrition Group and the Aquaculture and Fisheries Group) are following this initiative. According to the critical reflection, seven professors in the field of animal sciences from universities all over the world were asked to review the master programme s intended learning outcomes. Based on the information received, the programme concludes that the requirements of the international scientific community are met. Job opportunities for animal scientists on the master level are excellent, and the programme expects a great demand for qualified graduates in animal sciences in the future. The majority of PhD projects has industry involvement and collaboration with research institutes and universities. Results from the Dutch National Student Survey (NSE) show that students rate the preparation for the work field as 3.6 on a 5-point scale. Level and orientation Bachelor programme The critical reflection states that the learning outcomes correspond to the Dublin Descriptors for the bachelor level. Students acquire knowledge and understanding in all animal sciences disciplines at the level corresponding to the Bachelor of Science degree (learning outcomes 1, 2 and 3). They are taught academic skills such as scientific writing and communication, and they have to express an independent and cooperative attitude (showing involvement and commitment to their peers and fellow students) (outcomes 5 and 8). Students are able to recognize, judge and use the methodologies that are common to the different disciplines (outcomes 4 and 10). Under supervision, they are able to design and conduct a small experiment and to collect relevant literature and data, analyse the results and draw correct conclusions (outcomes 6, 7 and 9). In the programme the research domain and the disciplinary courses are closely related since all lecturers in the programme are researchers at the Animal Science Group. It is an academic programme, providing relevant competences for further studies at the master s level in animal sciences or related areas. Students are not encouraged to find themselves a job after completing their bachelor programme, since the animal-oriented industries and governmental organizations prefer to recruit the professional bachelor graduates from universities of applied sciences rather than Wageningen bachelor graduates. Therefore, students are encouraged to continue on to a master programme after graduation. Graduates have unconditional access to several master programmes, and with one exception all graduates chose to enter a master s programme. Master programme According to the critical reflection, the learning outcomes of the master programme correspond to the Dublin Descriptors relating to a master s level. Students acquire specialized knowledge and understanding in one (or two) disciplines of the animal sciences, at an advanced level corresponding to the Master of Science degree (learning outcomes 1, 2 and 3). They are trained in academic and professional skills and have developed an independent scientific attitude; showing commitment to a job environment and working with clear and open academic and scientific values (learning outcomes 5, 9 and 10). Graduates are able to gather information, evaluate, and use modern methodologies that are common to a specific discipline (learning outcomes 3 and 6). They are able, under supervision, to adjust and modify methods or technologies to move science forward (learning outcomes 4, 6, and 11). Under supervision of a senior scientist, they are able to design and conduct an experiment and to collect relevant data, analyse the results and draw appropriate conclusions (learning outcomes 16 QANU /Animal Sciences, Wageningen University

17 7 and 8). The programme is described as an academic programme, aiming to produce graduates who can acquire and apply knowledge and understanding in the field. It offers a Research Master Track for students interested in a research career and three professionoriented tracks: the Education Track for a professional career in teaching, the Communication and Policy Track for a professional career in (semi-)governmental organizations or NGOs, and a Business and Management track for a professional career in the agricultural industry. About 20 percent of the graduates enrol in a PhD programme at Wageningen University or elsewhere. 1.2 Considerations The committee has read and discussed the objectives and profiles of the two programmes and concludes that both have a well thought out profile, which is phrased very well in the critical reflection. Especially the master programme objectives and profile are at a very high level, internationally. Bachelor programme According to the committee, the bachelor programme has a very clear focus on getting students in contact with research in an early stage. It is designed to produce graduates for master programmes, and this is done at a very high academic level. The bachelor programme uses input from peers in both the scientific and professional field and alumni to improve the programme and to ensure they meet international requirements. The committee is convinced that the intended learning outcomes correspond to the needs of the international scientific community. Since the intended learning outcomes of the bachelor programme do not include ones related to preparing students for the professional field, the committee wondered at first if the programme prepares students well enough for the professional field. According to the external advisory committee, the intended learning outcomes do meet the professional requirements. Also the committee learned that students have the possibility to choose courses in the free choice part of the programme that will prepare them for the professional field, for example courses in economics. Furthermore, the programme expects an increase in demand for animal scientists, yet in their experience the professional field generally does not employ bachelor graduates. Therefore, the bachelor is designed to prepare students for a master s programme. Planned changes in Dutch legislation might make it less self-evident for students to enter a master programme after graduating from a bachelor programme. The introduction of the bachelor thesis has made the bachelor programme more self-contained. In light of the professional requirements, the committee concludes that the link to the professional field is adequate. However, to prepare for the future, the committee recommends that the programme management consider adding more explicitly in the bachelor programme the objective of preparing students for the professional field. Based on the critical reflection the committee was surprised to find one major covering almost all animals and one major focused on aquatic organisms. The interviews during the site visit revealed that this choice was deliberately made to ensure the broad interest of students in terrestrial animals, and at the same time providing those students with a preference for aquatic organisms the chance to prepare for the Aquaculture and Marine Resource Management master. The committee concludes that the profile and objectives of the bachelor programme are of a high level, internationally. The bachelor programme is considered to be one of the best in Europe. Master programme The objectives and profile of the master programme are formulated in a way that makes it clear that the programme aims to educate students on the highest possible scientific level. QANU /Animal Sciences, Wageningen University 17

18 This high level is achieved through the emphasis on in-depth knowledge, developing the specific scientific skills and a multidisciplinary broader horizon. According to the committee, the combination of international research activities on the highest scientific level and highquality education is an exceptional combination. The committee is of the opinion that the intended learning outcomes are all written well, they reflect relevant disciplinary knowledge and skills. The introduction of tracks in the master programme ensures that students have a choice to pursue either an academic career or a professional career. The master programme has a good link to the professional field. The committee is impressed with the progressive attitude towards improving the programme and the way the professional field (external advisory committee, alumni and peers) are involved in improving the programmes. In the committee s opinion, the master programme is one of the best in Europe and has a very high academic level. 1.3 Conclusion Bachelor programme in Dierwetenschappen: the committee assesses Standard 1 as good. Master programme in Animal Sciences: the committee assesses Standard 1 as excellent. 18 QANU /Animal Sciences, Wageningen University

19 Standard 2: Teaching-learning environment The curriculum, staff and programme-specific services and facilities enable the incoming students to achieve the intended learning outcomes. Explanation: The contents and structure of the curriculum enable the students admitted to achieve the intended learning outcomes. The quality of the staff and of the programme-specific services and facilities is essential to that end. Curriculum, staff, services and facilities constitute a coherent teaching-learning environment for the students. 2.1 Findings Curriculum and coherency of the programmes The academic year of Wageningen University consists of two semesters, each with 3 periods. In periods 1, 2 and 5 (six weeks) two courses are taught, one course in the morning and one in the afternoon. Periods 3 and 4 are short periods with 4 weeks of teaching and only one course each. Period 6 lasts nine weeks. Per year students can do one exam and two re-sits for each course. Currently this systems is being reviewed, both the number of re-sits and the timing of the exams. Bachelor programme An overview of the bachelor programme is provided in Appendix 4. The committee was given an overview of all courses and their contribution to one or several learning outcomes. Courses are evenly distributed across the different phases with respect to learning outcomes; however, more basic courses such as biology and other disciplinary courses are offered in the first year to provide students with domain-specific knowledge and skills. Towards the end of the programme, integration courses and the thesis help students to integrate knowledge, make judgments on scientific approaches, and help them with general academic and scientific learning. The intended learning outcomes are all carefully reflected in the curriculum. According to the critical reflection, the bachelor programme provides a learning environment for students to acquire knowledge and understanding of the biological basis and concepts of the functioning of domesticated animals, as well as basic knowledge of mathematics, statistics, biochemistry and economics (related to the field of study). The programme is disciplinebased, and students are trained to become aware of the need for multidisciplinary and integrated approaches in animal sciences. All of these aspects are covered in two majors that enable students to apply their acquired knowledge to a specific group of interest, terrestrial animals or aquatic organisms. Students conclude their major with a thesis, a short research project that aims to integrate all disciplinary knowledge acquired in the previous years. The bachelor programme is built on three pillars: biological fundamentals, disciplinary deepening and integration and broadening the horizon. Biological fundamentals in year 1: In the first year students take basic courses like Mathematics, Statistics and Chemistry and general biology courses such as Cell biology, Human and animal biology and Genetics and ecology. Domain specific courses introduce students to the knowledge area and professional field, with courses such as Introduction to animal sciences and Global and sustainable animal production. Disciplinary deepening in year 2: the second year starts with several courses in different animal science disciplines to introduce students further to the different disciplines. In the course systems approach to animal sciences, all disciplinary knowledge is placed in a framework where a multidisciplinary (or systems) approach is used. Students also get QANU /Animal Sciences, Wageningen University 19

20 introduced to business economics, management and marketing. Students choose a major and deepen their knowledge. Integration within species and broadening the horizon in year 3: Next to 36 credits free choice, the programme offers several integration courses and the thesis that aim to bring together all previous knowledge, with a multidisciplinary approach. Master programme The master programme is a two-year programme, and an overview is provided in Appendix 4. In the critical reflection, the contributions of courses to realising the intended learning outcomes in the master programme were given. It shows that the intended learning outcomes are equally distributed over the courses. In general, the first year of the master programme teaches students advanced domain-specific knowledge and understanding. In the second year students integrate their knowledge, make judgements on scientific approaches, and focus on general academic and scientific learning, mainly in the thesis project and internship. The curriculum is considered to be individually tailored and thesis-oriented. Tailor-made because students are free to choose one of the six specializations and shape their programme individually within their specialization. Thesis-oriented because students follow advanced courses in their first year to prepare themselves for their thesis work in the second year of the programme. In each specialization students take two to three advanced courses of six credits. In the second year of the programme, students follow an academic internship and take the Academic Master Cluster to train academic and consultancy skills and write their thesis. The internship should take place in an academic environment with local supervisors and preferably abroad. More than 80% of all Dutch students participate in an internship abroad. If relevant and preferred, students may choose to do a second thesis instead of the internship. Two specializations (Animal Breeding and Genetics, and Animal Nutrition) are currently part of two Erasmus Mundus programmes, joint master programmes funded by the EU and coordinated by Wageningen University. The programmes are based on a joint curriculum that is taught by cooperating institutions in at least three European countries. Students from inside and outside the EU can apply for an Erasmus Mundus scholarship. Multidisciplinarity and integration Wageningen University has the objective to offer programmes with a multidisciplinary and holistic approach. This is meant to stimulate students in developing a broad view and a wide range of interests. Most of the educational programmes contain courses in which students from different programmes participate, creating a setting that favours multidisciplinary education. Joining the introduction of multidisciplinary aspects in an educational programme is the possible friction between breadth and depth. The committee assessed if students receive a multidisciplinary programme and at the same time followed a programme with sufficient depth, making them experts on a specific discipline. Bachelor programme In the first year of the bachelor programme, students are introduced to various disciplines and trained to become aware of the multidisciplinary and integrated approaches in the animal sciences. Integration is specifically addressed in the second-year System Approach to Animal Sciences and Introduction to Business economics courses. In the former, all disciplinary knowledge is placed in a framework where a multidisciplinary (or systems) approach is used 20 QANU /Animal Sciences, Wageningen University

21 to enable students to observe the disciplinary areas from a higher aggregation level. The Introduction to Business Economics, Management and Marketing course introduces students to concepts of management, economics and consumer perception. These courses are compulsory. The third year focuses on integration within species and broadening their horizons. All students choose one of the integration courses related to their major, where they combine all disciplinary knowledge for one animal sector. The major concludes with a thesis, a short research project that aims to integrate all disciplinary knowledge acquired in the previous years. Master programme In the first year of the master programme, students follow a mix of thesis preparation and optional courses. According to the matrix in the critical reflection that shows the relation between learning outcomes and courses, each specialization has courses in which students learn to criticize the sustainable development of animal systems at various integration levels and in ecological, ethical and socio-economic contexts (learning outcome 3) and to work in a multidisciplinary team (learning outcome 9). This is developed further in the Academic Consultancy Training in the second year of the programme. Teaching methods Wageningen University aims at training its students to become academics with domain knowledge, a multidisciplinary attitude, interest in problem solving, and an international orientation with a multicultural attitude. The programmes therefore work with small, diverse student groups to stimulate interaction between students and lecturers. Furthermore a variety of teaching and learning methods are offered. According to the Critical Reflection teaching methods are preparing graduates to be able to work in multidisciplinary teams as well as individually, and often in a global context. Teaching methods at Wageningen University are clustered in lectures, tutorials, group work, practical training, excursion and individual papers. In Appendix 9, an overview and explanation of the teaching methods is provided. Bachelor programme In the bachelor programme the distribution of contact hours across different teaching methods shows that about 40% is spent on practicals, 20% on tutorials and 25% on lectures. The other 15% is spent on excursions, individual work and group work. In some courses students exercise their speech and writing skills, for example by presenting case studies. The critical reflection states that the bachelor students and staff highly value the interactive teaching activities, but it will be a challenge to maintain them with increasing student numbers. The programme also offers students the opportunity to take an internship in the first year of the bachelor programme and an academic internship in the first year of the master programme. In summer courses worth one credit, students who are interested in more practical aspects of animal husbandry can take one-week modules, like dairy farming or horse management. These summer courses are offered by Barneveld College and are very popular among the students. Master programme In the master programme, the distribution of contact hours across different teaching methods shows that about 47% is spent on practicals, 27% on tutorials and 19% on lectures. The rest is spent on excursions, individual work and group work. According to the critical reflection practicals are used to illustrate the toolbox with which animal scientists work in daily life. Students learn advanced chemical and physiological techniques, immunological tests, but also perform modelling exercises in certain courses such as Nutrient Dynamics, however, the specialization determines the relative distribution of lectures, tutorials and practicals. QANU /Animal Sciences, Wageningen University 21

22 Excursions aim to illustrate professional practice and help students recognize major hot issues in certain disciplines. Improvements to the curriculum The individual Programme Committees are responsible for improving the curricula, although occasionally improvements are introduced for all programmes jointly. One example is the introduction of scheduling of free choice in one semester, including minors. Ideas for improvement usually come from online course evaluations. Detailed results are reported to lecturers and Programme Committees. Summaries of the results are published on the intranet. In addition to the course evaluations, there are Bachelor first year evaluation, Bachelor and Master graduate evaluations, career surveys among alumni, and the Education Monitor. The Programme Committees regularly discuss the outcomes of the evaluations and, when considered necessary, take action. In addition to the online evaluations, many programmes hold panel meetings with students to also get oral feedback on the courses and the programmes. Since many of the programmes are small of size and the attitude between students and lecturers is informal, many issues are often dealt with informally before going into a formal procedure. Bachelor programme The programme has broadened its scope since 2002 by introducing non-production animals into the curriculum. The critical reflection states that students appreciate the broadening, as shown in the rise in enrolment. On the recommendation of the previous assessment panel, the three pillars in the course work were introduced (biological fundamentals - disciplinary deepening - integration and broadening), and in 2010 the two majors started in the second year. The disciplinary courses of Beta Basics in the first year have been more focussed on the job domain of animal scientists to introduce students to the professional field earlier in the programme and make the courses more attractive. Master programme Changes in the master programme include the introduction of different tracks that students can choose in the free choice part of each specialization. Graduates of these tracks have profound disciplinary knowledge in a certain specialized area, combined with a focus on the international job market, both professional and in research. In the newly developed Academic Master Cluster, students are trained in academic and consultancy skills. These changes were made on the recommendation of the last assessment panel. Staff Wageningen University staff generally teaches in several programmes, making it difficult to provide exact student-staff ratios. According to the critical reflection the staff:student ratio for the bachelor programme is 7.13, and 7.5 for the master programme, for the academic year This is somewhat higher than the average ratio in Wageningen, but similar to other programmes with similar enrolment and emphasis on practical work. This ratio ensures the desired intensive interaction between staff and students. In the bachelor programme, lecturers are rated 4.1 in the Dutch national student survey, and 4.2 in the master programme. This is the average value for Wageningen University. The committee established there is a critical mass of professors and lecturers. This gives the students the possibility to identify 22 QANU /Animal Sciences, Wageningen University