Facultad de Ciencias

▼ Degree information

Justification

The degree in Biology has a long tradition in Spain, dating back to 1952, when these studies were separated from the old degree in Natural Sciences. At present, this degree has the same or equivalent name through all the states of the European Union.

In relation to the University of Córdoba, the studies, then Biological Sciences, began in the Faculty of Sciences in 1972 as a University College attached to the University of Seville until 1975, when the Biological Sciences section of the Faculty of Sciences of Córdoba was created, becoming definitively independent from Seville.

According to the degree White Paper:

a. The science of Biology is an essential part of human knowledge.

b. Advances in biology are very important for the development of society.

c. There is a social demand for biology studies.

d. Graduates find work within the field of the degree program.

e. The industry trusts graduates.

This White Paper provides us with a series of relevant data:

The number of enrollees to select Biology as their first choice has decreased by 5% in the last five years. As this decrease is lower than the general decrease in enrollment, it turns out that, among the enrolled students, more and more of them chose Biology as their first choice (62%), suggesting that it is becoming a more vocational career.

In the five-year period immediately prior to the White Paper, the data obtained consistently described that the choice of studies is eminently a vocational factor (76.7%) and that most graduates (54%) have a job related to biology. The employment status of the graduates was as freelancers (2%), entrepreneurs (0.9%), employed in businesses (34.1%), employed by public organisations (14.7%), other (23.8%), unemployed, after working, 13.5% and never having worked, 10.7%.

The studies carried out by different Official Associations of Biologists, including those of Madrid and Catalonia, offer a detailed analysis of the personal and professional profiles of biologists, whether they are their members or not. As a summary of the results obtained, it is worth mentioning the following:

The carreer as a biologist carries an important vocational factor, although there is a significant percentage of graduates (17%) who are so because they were unable to access their first option in studies; nevertheless, the attractiveness of the degree made them continue their studies until completion. It would be interesting to be able to relate dropout rates in the first years to first-choice preferences at the time of entering the university.

Despite the feeling of low employability as Biology professionals, the survey data indicate that 50% of the respondents are performing some professional function related to their studies. This is all the more remarkable given that they belong, due to the survey format chosen, to a young age.

Regarding the areas in which they perform their work, a very interesting matter is how among the different possibilities directly related to those of Biology, there are three (animal biology, biochemistry and environmental issues) that are almost one order of magnitude above the rest. Oddly enough, these fields, which seem to be perfectly treated within Biology, are being considered as different degrees. Obviously, this observation is a two-edged sword, but, in the end, one must not overlook the advantages of generalist courses such as the Biology Degree, which seems to be able, at the same time, to provide sufficient skills to address much more specific aspects.

Within the framework of the functions of the biologist as defined in Article 15 of the Statutes of the Official College of Biologists (R.D. 693/1996) the main areas of professional practice listed are:

Health professional in clinical laboratory tasks, human reproduction, public health, nutrition and dietetics, animal and plant health, among others. Through official training as a resident internal biologist, there is practice in clinical laboratories within the specialties of biochemistry, clinical analysis, microbiology and parasitology, immunology, radiopharmacy and pharmacology, as well as radiophysics. Works in other fields regarding human health are included too, such as human reproduction, in vitro fertilization and other “assisted reproduction” techniques and genetic counseling (with almost exclusive competencies due to an extensive training in epigenetics and molecular, human or cancer genetics); in public health works cover the agri-food and environmental fields, intervening in all aspects of risk analysis (identification, management and communication).

This is a professional profile for scientific research and development in all areas of fundamental and applied progress in experimental and life sciences, working in fundamental research institutions and in research and development departments of companies, industries and hospitals, beig strongly involved in the advancement of science and its social impact (genomics, proteomics, biotechnology, human reproduction and health, animal experimentation, animal and plant diversity, environment, agriculture, food, etc.).

Agricultural professional in the optimization of plant, animal and fungi resources already regularly exploited and in the search for new fingings for exploitable living resources. Genetic improvement by classical methods or by obtaining transgenics, the optimization of growth and nutrition conditions and the improvement of reproductive performance are areas of competence that derive from knowledge acquired in the degree programme. The cultivation of aquaculture or exotic or native animals with diverse commercial pathways should be highlighted, as well as the cultivation of animal, plant, fungal and microbial species for conservation or improvement purposes.

Information, documentation and divulgation professional in museums, natural parks, zoos, publishing, PR, companies, scientific foundations, press or television, as a guide or a monitor, a writer, an editor, a specialized journalist, a divulgator, a scientific advisor, a illustrator or a photographer of science, life and the natural environment.

Manager, director or senior management expert in business areas related to the training and profession of biologists.

Marketing and trade professional for all products and services related to biological science in all the areas described in the previous sections.

Teaching professional in secondary and university education and in vocational, continuing and postgraduate training or in subjects related to scientific knowledge in general and specifically to life and experimental sciences. The biologist also directs and manages educational establishments and advises on education for the social spread of scientific culture.

The Biology degree programme at the University of Córdoba has always had a great social acceptance, as evidenced by the fact that traditionally the vacancies, for around 140-150 students, offered by the establishment have all been assigned, nevertheless for the last two years this quota has been missed and the number of new students has stayed between 80 and 100. This fact, in principle, and from an academic point of view, is not a cause for concern, since it is a general trend in Spanish universities due to the decrease in the number of students.

Our degree was evaluated through the “National Plan for University Quality Assessment” (Andalusian University Quality Unit) in its 4th call and whose final report was issued in May 2002.

Some of the teaching strengths that were highlighted in the report are:

1. The Degree in Biology counts an important history (25 years), in its number of students and in its representation within the University of Córdoba.

2. The Degree is developped within a Sciences school together with a set of five undergraduate degrees, which allow for the enrichment and complementarity to this teaching and learning, as teaching staff and professors come from a wide range of knowledge areas.

3. The transfer to the Rabanales campus has led to a clear improvement in the facilities, in terms of teaching, research and services.

4. There is a growing and important demand on by students to apply for stays abroad and internships in companies.

5. The average age of the faculty is not very high, which gives it a great dynamism; many teachers express interest in didactic innovation, at least in the use of audiovisual and computer techniques.

6. The profile of the teaching staff is very appropriate for the subjects of the Study Plan, with a high degree of fulfillment of teaching obligations. Adequate level of teacher training, with a high academic level and involved in research tasks. Accessibility of the teaching staff to queries made by students.

7. The level of student satisfaction towards the degree is high and homogeneous for different courses and subjects, and trending up.

8. Good level of preparation achieved by the students of the degree programme.

Inevitably, some weaknesses were also highlighted, but it should be noted, however, that the application of the Improvement Plan designed as a result of this process has mostly resolved them.