News from our degree programmes

Status for the new degree programmes

We have now officially got the green light from the Ministry of Higher Education and Science to start new degree programmes in Plant and Food Science, Animal Science and Veterinary Science as from 2024 at AU Viborg.  In order for the future campus to provide optimal conditions for a good study environment for future students, the focus at AU Viborg is currently on the renovation of present buildings:

https://tech.medarbejdere.au.dk/ledelse-og-strategi/au-viborg

The new degree programmes in Animal Science and Plant and Food Science focus in particular on how animals and plants can be thought into the green transition. Together with the lecturers the appointed heads of the degree programmes and the course coordinators are in the process of developing the three new degree programmes. In April, a 2-day workshop was held with the course coordinators and lecturers to discuss content, synergy and progression between the individual courses. A great ‘thank you’ to all participants for the many constructive contributions. The course descriptions for the three degree programmes as well as the academic regulations are well underway and must be ready by 1 June for the further processing in the administration; after that, the board of studies must approve all courses and degree programmes no later than November. In the spring 2024 the study environment at AU Viborg must be ready, and timetable planning, classroom allocation, course programme, etc. for the three degree programmes must be planned before the teaching begins in the autumn of 2024. Links for the degree programmes are here:

https://tech.au.dk/uddannelse/au-viborg/plante-og-foedevarevidenskab

https://tech.au.dk/uddannelse/au-viborg/dyrevidenskab

https://tech.au.dk/uddannelse/au-viborg/veterinaermedicin

Status for the current degree programmes

In the spring of 2023, 69 students are enrolled at the Agrobiology Bachelor’s degree programme. 46 students are enrolled at the Agrobiology Master’s degree programme and 23 students at the Agro-Environemental Management (AEM) degree programme. 35 students are enrolled at the Soils and Global Change (IMSOGLO) Master’s degree programme. All degree programmes are in the ‘green area’ in many status indicators such as planned lessons, academic and social well-being. The most recent figures for first-year dropout (class 2021) show that there has been a large fall in both the Bachelor’s (from 35.3% to 14.8%) and the Master’s degree programme (from 18.2% to 0%).

Just as for autumn semester 2021, the course evaluations for autumn 2022 were very good and in line with the average evaluation for all degree programmes at TECH. Thus, about 60% of the students agreed (and 30% partially agreed) that the courses were relevant for their studies as a whole, and 80% gave as their assessment that their workload was reasonable. 60% of the students find that their overall benefit from the teaching was great, and 30% find that it was very great.

The most recent figures from the graduate class 202 shows a fall in unemployment for the Master’s degree programme (from 16.2% to 10.4%) and AEM (from 18.1 to 7.6%). Because of the previously high unemployment rate in AEM in the years 2016-2019 the degree programme was dimensioned and has now been transferred to a specialisation, ‘Agronomy & Environment’, in the Master’s degree programme. Graduates from Agrobiology and AEM who are in employment do otherwise respond positively to the degree programme having prepared them well for their current jobs.

The U-days and the study internship activities have shown a large interest in agrobiology. Apart from that, the most recent figures for ’Quota 2’ applications show that 13 chose agrobiology as their first priority.  

Chatbots

AU has a focus on the use of chatbots, for example ChatGPT, which can answer questions and generate text with a result that resembles something worked out by a human being. Chatbots can be used as a resource to generate ideas and creative inputs and to produce text. Therefore, chatbots also have the potential to support lecturers and students in their scientific work if they are used deliberately, reflectively and with a critical approach. Here are some rules, limitations and examples of how chatbots can be used in teaching:

https://educate.au.dk/it-i-undervisningen/chatbots

https://studerende.au.dk/proever/eksamenssnyd/kend-reglerne-naar-du-skal-til-eksamen

https://studypedia.au.dk/tekniske-vejledninger/chatbots

Focus on research integration

Integration of research into the degree programmes helps to strengthen the university’s deep academic standards. Research integration is done through the students’ active involvement in research activities and thereby being trained in relevant topics, methods and processes. At all faculties there is currently a focus on visualising how research is integrated into teaching. As researchers we are concerned with sustainable food production and food safety in a changed global climate – within both research and teaching. This contributes to society at many levels, from research to providing advice to public sector authorities and with that to research-based advice to decision-makers.

Our degree programmes are inter-disciplinary and solution oriented, and our teaching is research based. All teaching staff are active researchers and experts with their focus on a sustainable interaction between nature, environment and food quality by means of modern facilities at research centres in Foulum and Flakkebjerg. Many lecturers are nominated for the body of co-examiners in agricultural sciences. In many cases Bachelor’s or Master’s thesis projects are linked to the supervisors’ research projects, which helps to promote research. In addition, the students acquire a number of ‘non-academic’ competencies which future employers call for, among them working in teams, organisational skills and generation and testing of hypotheses.

Many lecturers have good contacts to national and international partners, including public and private stakeholders. The degree programmes reflect this as relevant topics are presented in connection with lectures, theoretical and practical exercises and excursions to collaboration partners. The social relevance of the degree programme is discussed with our employer panel.

The job opportunities for our graduates are good, and their unemployment rate is falling. The current focus on digitalisation in society is also relevant for degree programmes. Increased use of digital tools and instruments in teaching can provide the students with more choice and flexibility in their study programmes and qualify graduates for a changing labour market, which to a greater extent requires the ability to solve more complex problems.