Although the Bologna Process has aroused some resistance in several countries, it is  proving to be a huge opportunity to harmonize higher education across Europe. This  process, aiming at enhancing the employability and mobility of citizens to increase the  international competitiveness of Europe through the creation of the European Higher  Education Area (EHEA), is been developed in a different way and at a different pace  depending on the country. This contribution intends to describe the adjustment of the Spanish University System  to the EHEA and the consequences of this process for Forestry Studies. It also  presents the  new study programs offered by the School of Forest Engineering of the  “Universidad Politécnica de Madrid (U.P.M.)”, the  oldest centre of higher forestry  education in Spain. Finally, the expected outcomes of the new system are outlined

Garcia Robredo, Fernando

Servicio de Coordinación de Bibliotecas de la Universidad Politécnica de Madrid

 1 
New Forestry Curricula at the Technical University of Madrid 
 
Fernando García Robredo, Deputy Director for Curriculum Development and Planning, 
E.T.S. de Ingenieros de Montes, U.P.M., Ciudad Universitaria, s/n, E-28040 Madrid, 
Spain. 
 
 
ABSTRACT 
 
Although the Bologna Process has aroused some resistance in several countries, it is 
proving to be a huge opportunity to harmonize higher education across Europe. This 
process, aiming at enhancing the employability and mobility of citizens to increase the 
international competitiveness of Europe through the creation of the European Higher 
Education Area (EHEA), is been developed in a different way and at a different pace 
depending on the country. 
 
This contribution intends to describe the adjustment of the Spanish University System 
to the EHEA and the consequences of this process for Forestry Studies. It also 
presents the new study programs offered by the School of Forest Engineering of the 
“Universidad Politécnica de Madrid (U.P.M.)”, the oldest centre of higher forestry 
education in Spain. Finally, the expected outcomes of the new system are outlined. 
 
 
INTRODUCTION 
 
In Spain, as in many other European countries, there have been some protests and 
demonstrations against the Bologna Process. The perception of society about the 
changes caused by the creation of the European Higher Education Area (EHEA) has 
not always been positive. Some groups have seen the Bologna Process as a risk for 
public education and a threat to public universities, and have stood up shouting 
slogans such as “education is not a business”, “fight for a free education”, or “we don`t 
want junk jobs”. A common fear is that the whole process leads to an increase in tuition 
fees. 
 
Therefore, there is a big misinformation about the meaning of the reform. The 
objectives of the Bologna Process can be summarized as follows: 
 
 General objective: 
To enhance the employability and mobility of citizens and to increase the 
international competitiveness of Europe through the creation of the European 
Higher Education Area (EHEA) before 2010. 
 
 Specific objectives: 
 To establish a common framework of readable and comparable degrees. 
 To implement a system based on two levels: Undergraduate and 
Graduate, structured along three cycles: Bachelor, Master and Doctorate. 
(Structure BMD). 
 To improve teacher/student and research mobility. 
 To set criteria and methods for quality assurance.  
 
The new EHEA will promote a European dimension of higher education. 
 
 2 
 
ADJUSTMENT OF THE SPANISH UNIVERSITY SYSTEM TO THE EUROPEAN 
HIGHER EDUCATION AREA 
 
The adaptation of university studies to the European Higher Education Area provides 
an opportunity to fix the current deficiencies in the education of several disciplines and 
to modify the structures and curricula of the academic institutions in order to adapt to 
the new scenario. In Spain, the process of transition to the EHEA is moving somewhat 
behind schedule. 
 
The main milestones of the reform are as follows: 
 
 Foundation of the National Agency for Quality Assessment and Accreditation 
(ANECA) in 2002. (Cabinet meeting agreement, 19 of July 2002). 
 
 Framework Document (2003) establishing the integration of the Spanish 
University System in the European Higher Education Area regarding the 
following aspects: 
   Improvement of studies transparency. 
   Quality Assurance System.  
   Modification of the structure of the degrees.  
 
 Royal Decree 1044/2003 establishing the procedure for the issuance by the 
universities of the European Diploma Supplement. 
 
 Royal Decree 1124/2003 setting up the European Credit Transfer System 
(ECTS) and the grading system for official university degrees in Spain. 
 
 Royal Decree 285/2004 by which the recognition and validation of foreign 
higher education degrees is regulated. 
 
 Royal Decrees 55/2005 and 56/2005 by which university studies (both 
undergraduate and graduate) are regulated. 
 
 Royal Decree 1393/2007 establishing the planning framework of official 
university studies. 
 
 Ministerial Order CIN/324/2009 establishing the requirements for the verification 
of the official university degrees that entitle their graduates for the professional 
practice of Short-cycle Forest Engineering.  
 
 Ministerial Order CIN/326/2009 establishing the requirements for the verification 
of the official university degrees that entitle their graduates for the professional 
practice of Long-cycle Forest Engineering. 
 
In Spain the different branches of engineering are regulated professions, and the 
academic degree is linked to professional qualification. Therefore, the public 
administration must make sure that the education and training obtained at the 
university qualifies their graduates for professional practice. The two last regulations of 
the list above are aiming at this objective and, with that purpose, they establish a 
thorough list of competences that necessarily have to be acquired to become a 
professional forest engineer. 
 
 
 3 
Structure of Undergraduate and Graduate Studies  
 
The curriculum structure is being reformed to conform to the European Higher 
Education Area. The academic year 2010-11 will be the beginning of a new system 
within which three levels of studies will be offered: Bachelor`s degree (4 years), 
Master`s degree (1 or 2 years) and Doctoral Degree (at least two additional years after 
the completion of a research-oriented Master’s degree). The proposed structure for 
university studies in Spain is shown in Figure 1. 
 
 
 
 
Figure 1: Structure of University studies based on three cycles (BMD). 
 
 
CONSEQUENCES OF THIS PROCESS FOR FORESTRY STUDIES 
 
For the University System as a whole, some consequences can be expected from this 
transition from a system based mainly on teaching to one based mainly on learning. 
Some of the differences between both systems are shown in Table 1. 
 
Table 1. Methodological change associated to the reform of University studies. 
 
Old system New system 
 Based on teacher’s activity. 
 High number of lectures. 
 Most contents explained in the 
classroom. 
 Secondary role of the students in 
the learning process. 
 
 Evaluation mainly based on tests. 
 
 Based on student’s effort. 
 Lower number of lectures. 
 The student must search references 
and go into the topics in depth. 
 The student is the actor and not the 
passive object of the learning 
process. 
 Evaluation based on exams, essays, 
projects, classroom participation, … 
 
 
 
 
 
 4 
Consequences for University Forestry Studies 
 
In the old system, forestry studies were structured in two levels: Short cycle forest 
engineering, which was a three year practically oriented degree, and long cycle forest 
engineering, a five or six year degree (depending on the university), providing a 
scientific education leading to a conceptual forest engineer. 
 
After the completion of the long cycle forest engineering studies, the graduates could 
enrol in a doctorate program leading to a doctoral degree awarded after at least three 
years of study and research and the submission and defence of a PhD thesis. 
 
In the new system, the structure of undergraduate and graduate studies must conform 
to the diagram depicted in Figure 1. Therefore, the adjustment of forestry studies to the 
new system means new degrees (Bachelor in Forest and Wildland Engineering, Master 
of Forestry, …), new study programs, and a change in the length of the studies and the 
number of courses, as well as new methodologies based on students’ effort. (See 
Table 1). 
 
The new degrees offered by the Technical University of Madrid are the following: 
    Bachelor in Forest Engineering 
    Bachelor in Natural Environments Engineering 
    Master of Science in Forest Engineering. 
 
The two bachelor degrees have a length of four years (240 ECTS). The Bachelor in 
Forest Engineering entitles their holders for the professional practice of short-cycle 
forest engineering. The holders of the Bachelor in Natural Environments Engineering 
acquire some interesting competences but are not qualified for the professional 
practice of forestry because this degree does not meet the specific requirements set by 
Ministerial Order CIN/324/2009. 
 
The Master of Science in Forest Engineering is a two year professional degree (120 
ECTS) which meets the requirements set by Ministerial Order CIN/326/2009 and thus 
qualifies for the professional practice of long-cycle forest engineering. Direct access to 
this master’s degree is only open to graduates coming from the Bachelor in Forest 
Engineering. Graduates from other degrees have to take some courses to meet 
specific admission requirements. 
 
The School of Forestry of the Technical University of Madrid offers some other master 
degrees which have a shorter length (60 ECTS or 90 ECTS) and a different orientation 
(specialization, research, …). 
 
According to the new system, the third cycle leads to the Doctor’s degree, awarded 
after at least three years of study and research and the submission and defence of a 
doctoral thesis. 
 
The study programs of the two professional degrees (Bachelor in Forest Engineering 
and Master of Science in Forest Engineering are described under the following heading 
in Tables 2 and 3. 
 5 
NEW STUDY PROGRAMS AT THE MADRID SCHOOL OF FORESTRY 
 
Two new forestry degrees adapted to the EHEA are offered by the Technical University 
of Madrid: Bachelor in Forest Engineering and Master of Science in Forest 
Engineering. The course list for the new undergraduate study program (BSc in Forest 
Engineering) is shown in Table 2. (U.P.M., 2010). 
 
 
Table 2: BSc program of Forest Engineering (List of courses by semester). 
 
 BACHELOR’S DEGREE IN FOREST ENGINEERING 
LIST OF COURSES BY SEMESTER 
ECTS COURSE Kind of course 
FIRST 
YEAR 
 
60 
30 
 FIRST SEMESTER  
6 Chemistry Compulsory 
6 Physics I Compulsory 
6 Mathematics I Compulsory 
6 Drawing for Engineers Compulsory 
6 Zoology and Forest Entomology Compulsory 
30 
 SECOND SEMESTER  
6 Mathematics II Compulsory 
6 Forest Botany Compulsory 
6 General and Firm Economics Compulsory 
5 Biochemistry and Biotechnology Compulsory 
4 Physics II Compulsory 
3 Mechanics and Mechanisms Compulsory 
SECOND 
YEAR 
 
60 
30 
 THIRD SEMESTER  
6 Computer Science and Mathematical Modeling Compulsory 
6 Statistics  Compulsory 
6 Plant Anatomy and Physiology Compulsory 
6 Soil Science and Climatology Compulsory 
3 Electrotechnics and Electrification Compulsory 
3 Forest and Environmental Economics Compulsory 
30 
 FOURTH SEMESTER  
7 Forest Ecology. Phytogeography Compulsory 
4 Forest Mensuration and Forest Inventory Compulsory 
4 Hydraulics Compulsory 
5 Construction Compulsory 
3 Thermodynamics, Engines and Machinery Compulsory 
7 Topography, Geographic Information Systems and Remote Sensing Compulsory 
 
 
 
 
 
 
 6 
 
 BACHELOR’S DEGREE IN FOREST ENGINEERING 
LIST OF COURSES BY SEMESTER 
ECTS COURSE Kind of course 
THIRD 
YEAR 
 
60 
30 
 FIFTH SEMESTER  
6 Silviculture Compulsory 
4 Forest Roads Compulsory 
 Major A: Forest Ecology and Management:  
6 Range Management and Agroforestry Systems Major A 
6 Forest Hydrology and Watershed Restoration Major A 
5 Forest Pathology and Pest Management Major A 
3 Forest Genetics Major A 
 Major B: Forest Products and Forest Industry:  
5 Wood Anatomy and Wood Properties Major B 
5 Thermal Installations Major B 
5 Basic Operations in the Forest Industry Major B 
5 Industrial Electronics and Control Systems Major B 
30 
 SIXTH SEMESTER  
 Major A: Forest Ecology and Management:  
5 Parks and Gardens. Degraded Areas Reclamation Major A 
5 Game and Fish Management. Aquaculture Major A 
5 Afforestation & Nurseries Major A 
4 Landscape. Land Use Planning Major A 
7 Forest Management and Agricultural Valuation Major A 
4 Forest Fire Control Major A 
 Major B: Forest Products and Forest Industry:  
5 Pulp and Paper Production Major B 
4 Word Pathology and Conservation Major B 
5 Machines and Industrial Electric Swithgear Sets Major B 
5 Wood First and Second Transformation Processes Major B 
4 Non-Timber Forest Products Industry Major B 
7 Integrated Management Systems & Wood Industry Quality Control Major B 
FOURTH 
YEAR 
 
60 
30 
 SEVENTH SEMESTER  
6 English for Professional and Academic Communication Compulsory 
24 Professional Training in Forest Sector Companies, Elective Courses, or International mobility (Socrates-Erasmus Program)  Elective 
30 
 EIGHTH SEMESTER  
6 Forest  Logging and Forest Certification Compulsory 
6 Law. Cadastre. Forest Policy and Sociology Compulsory 
6 Engineering Projects. Environmental Impact Assessment and Restoration Compulsory 
12 Bachelor’s Final Project Compulsory 
 
 
 7 
The study program of the professional master’s degree is shown in Table 3. (U.P.M., 2010) 
 
 
Table 3: MSc program of Forest Engineering (List of courses by semester). 
 
 MÁSTER OF SCIENCE IN FOREST ENGINEERING 
LIST OF COURSES BY SEMESTER 
ECTS COURSE Kind of course 
FIRST 
YEAR 
 
60 
30 
 FIRST SEMESTER  
4 Structural Design Projects Compulsory 
5 Electrical Installations and Electrification Projects Compulsory 
5 Pulp and Paper Technology Compulsory 
3 Planning in Protected Natural Areas Compulsory 
4 Land and Coastal Areas Management Compulsory 
3 Forest Genetic Resources Conservation and Improvement Compulsory 
3 Strategic Management Compulsory 
3 Forest Management and Conservation International Strategies Compulsory 
30 
  SECOND SEMESTER   
3 Concrete Construction and Foundations Compulsory 
5 Wood Technology and Processing Compulsory 
4 Renewable Energy: Biomass Compulsory 
4 Renewable Energy: Solar, Wind and Minihydroelectric Compulsory 
3 Hydrological Planning and Combat against Desertification Compulsory 
3 Pollution Control in Natural Environments Compulsory 
5 Financial Management Compulsory 
3 Commercial Management and Marketing Compulsory 
SECOND 
YEAR 
 
60 
30 
  THIRD SEMESTER   
30 
Professional Training in Forest Sector Companies, Elective 
Courses, or International mobility (Socrates-Erasmus Program)  
 
Elective 
30 
  FOURTH SEMESTER  
4 Sustainable Management of Wildland and Mountain Areas Compulsory 
3 Human Resources Management Compulsory 
3 Forest Quality and Environmental Auditing Systems Compulsory 
5 Wood Structural Projects Compulsory 
3 Elective course Elective 
12 Master’s Final Thesis Compulsory 
 
 
There was a general feeling among graduates that most courses within the old Forestry 
curriculum were theoretically oriented, and more emphasis should be placed onto the 
practical aspects of Forestry. A more practice-oriented approach was demanded for 
 8 
several disciplines such as Business Administration and Finance, Economics, Project 
Design and Management, or Forest Management. 
 
There was also a demand for the implementation within the Forestry curriculum of 
training periods in private companies or public agencies which could provide the 
students with a practical learning experience and the recognition of a certain number of 
credits. In the new study program, the student can spend a whole semester at a private 
company or a public agency and obtain a maximum of 24 credits (Bachelor) or 30 
credits (Master) for practical training. This will certainly contribute to strengthen the 
links with the professional world. 
 
According to these requirements and those established by the Ministerial Order 
CIN/326/2009 aforementioned, the Master’s degree consists of twenty compulsory 
courses structured in four modules: forest products industry, wildland resource 
planning, economics and business administration, and construction. 
 
 
EXPECTED OUTCOMES 
 
Since the new system has not yet started to be implemented, there are not any actual 
data on expected results which can support ground conclusions on the performance of 
the system. Therefore, all the expected outcomes listed below are impressions, 
opinions and personal ideas not supported by actual data. 
 
It is not evident that the comparability of forestry degrees from different European 
universities will be higher after the reform than it used to be before. The length of the 
studies and the number of credits allocated to each discipline will be different. As a 
matter of fact, the comparability of forestry degrees within Spain will drop. 
 
It must be acknowledged though that the transparency of the studies is increased as a 
consequence of the establishment of the European Diploma Supplement. 
 
Regarding students’ mobility, in the case of the School of Forestry of the Technical 
University of Madrid there is a huge uncertainty on inwards mobility since all the 
courses will be offered in Spanish and language is an important barrier. On the other 
hand, outwards mobility is expected to increase because the new study programs 
encourage English communication skills and make credit recognition easier. 
 
It is unknown the effect of the new system on teachers’ and researchers’ mobility. 
 
The new evaluation and assessment methodologies will require that professors carry 
out a detailed follow-up of the student’s personal work. This implies a higher effort. 
 
Students’ workload will probably be higher than it used to be since the new system is 
more demanding in terms of dedication. It will become more difficult to combine work 
and study. This circumstance leads to a professionalization of the student, whose work 
hours will be the same as any other worker’s. 
 
Student achievement is unknown, but the academic performance is expected to go up 
and the dropout rate is expected to go down as a result of the implementation of new 
learning methodologies. 
 
Graduates’ employability is also unknown, since the traditional degrees are going to be 
replaced with the new ones and there is not any evidence regarding the acceptance of 
the new degrees by the market. 
 9 
 
In Spain the implementation of the reform is being done at zero cost. In fact, during the 
last years less funding is available because of budget cuts. Therefore, the academic 
administrators must adapt to a whole new system but they are not getting the 
resources they need to be able to do it properly. 
 
 
REFERENCES 
 
Ministerio de Ciencia e Innovación, 2009. Orden Ministerial CIN/324/2009, de 9 de 
febrero, por la que se establecen los requisitos para la verificación de los títulos 
universitarios oficiales que habiliten para el ejercicio de la profesión de Ingeniero 
Técnico Forestal. 
 
Ministerio de Ciencia e Innovación, 2009. Orden Ministerial CIN/326/2009, de 9 de 
febrero, por la que se establecen los requisitos para la verificación de los títulos 
universitarios oficiales que habiliten para el ejercicio de la profesión de Ingeniero de 
Montes. 
 
Universidad Politécnica de Madrid, 2010. Memoria para la verificación del título de 
Grado en Ingeniería Forestal. Escuela de Ingeniería Forestal y del Medio Natural. 
 
Universidad Politécnica de Madrid, 2010. Memoria para la verificación del título de 
Máster Universitario en Ingeniería de Montes. Escuela de Ingeniería Forestal y del 
Medio Natural. 
 
Universidad Politécnica de Madrid, 2010. Memoria para la verificación del título de 
Grado en Ingeniería del Medio Natural. Escuela de Ingeniería Forestal y del Medio 
Natural. 


New forestry curricula at the Technical University of Madrid

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New forestry curricula at the Technical University of Madrid

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