43ESTADO DE FLUJOS DE EFECTIVO
9.2 ANÁLISIS RAZONADO
Study Field Outline
An understanding and acceptance of the necessity for ecological modernisation in business and industry and of the need to contribute towards protecting the natural bases of life strengthens the demand for environment-related degree courses and orientations. The range of studies has been noticeably extended by establishing and refocusing environment-related subjects at numerous universities and universities of applied sciences. They deal with the respon- sibility to plan and design measures in such a way as to protect and make caring use of resources and, as far as possible, to prevent damage to the environment. Environmental protection-related study contents are found in many degree courses today, for example, in mechanical engineering, in chemistry and physics. This is why it is not always easy to distinguish environment-related degree courses from conventional degree courses. The lack of uniformity in the use of termi- nology makes it difficult to navigate around the range of studies on offer. Essentially, environment-related study opportunities can be classified in four main orientations:
Scientific-Analytical Orientation
This focuses primarily on understanding the processes taking place in the envi- ronment and in nature and the relevant methods and insights. Such degree courses build on the foundation of a scientific basic study stage (mathematics, physics,
chemistry, biology) and then offer various core study areas. Examples are the special degree courses in geoecology as well as the study branch in ecology (scientific nature conservation) offered as an element of biol- ogy degree courses. In geoecology, scientific interest above all focuses on the atmosphere and soil as essential components of an eco- system. Cross-disciplinary education and training (including biogeography, soil phys- ics, geomorphology, hydrology, geochem- istry) improve the understanding of the manifold areas of interaction. This allows specifically-targeted influence to be taken on reducing environmental burdens and facilitates the environmentally-compatible management of ecosystems. The same is true of the degree course in applied systems sciences in which socio-economic topics are also considered and in which the focus lies on the creation and application of math- ematical models.
Pedological (Soil Science)-Plant/ Crop Husbandry Orientation
Such degree courses have evolved out of the field of agricultural and forestry stud- ies. Their profile is shaped by the applied sciences and is partly determined by agri- cultural and forestry production processes and their relevance to the environment and nature. Examples are study orienta- tions such as argroecology, farming and environment which have been established under these or similar names at farming and agriculture faculties and departments.
Planning and Design Orientation
This branch brings together scientific, socio-economic and design fields. Exam- ples are degree courses in landscape con- servation, landscape ecology, landscape architecture, landscape conservation and environmental protection, area (regional) planning, urban and regional planning.
Engineering-Technical Orientation
This generally means that an engineering degree course (in most cases civil engineer- ing or mechanical engineering/process engineering) has been focused on anti-air pollution measures, noise abatement, waste disposal and anti-water pollution measures. But there are also self-contained degree courses in environmental protection/envi- ronment technology, e.g., with a focus on soil protection, anti-air pollution measures,
disposal technology, waste treatment tech- nology, recycling technology, water and sewage technology, disposal management. Health service technology is a related area. The field of industrial engineering also offers degree courses with a focus on envi- ronmental protection.
Over and above this, a wide range of post- graduate and extension degree courses are offered with environmental contents. Moreover, there are special courses on envi- ronmental topics to be found as part of a wide range of other degree courses, includ- ing economics, social sciences and law.
Since almost all higher education institu- tions offer teaching in environmental protection in various appropriate degree courses, only the self-contained, full degree courses have been listed.
Studies at Universities
Standard period of study: 9 or 10 semes- ters, in some cases 8 semesters; 6 to 8 semesters for a Bachelor’s.
Practical experience/internships: Require- ments differ from one university to the next.
Studies:The weighting given to the indi- vidual study contents differs depending on the specific orientation of the course and ranges from scientific-technical sub- jects via economics and law through to social sciences.
Degrees:Diplom, Bachelor’s, Master’s.
Programmes in this field
Aachen TH • Bayreuth U • Berlin TU • Bielefeld U • Bochum U • Braunschweig TU • Clausthal TU • Cottbus TU • Dresden TU • Duisburg-Essen U (Duisburg) • Flensburg U • Freiberg TUBergAk • Freiburg U • Greifswald U • Hamburg-Harburg TU • Jena U • Kaiserslautern TU • Karlsruhe U • Kassel U • Kiel U • Koblenz-Landau U • Köln U • Lüneburg U (Lüneburg, Suderburg) • Magdeburg U • München TU (Freising) • Oldenburg U • Osnabrück U • Potsdam U • Rostock U • Stuttgart U • Trier U • Tübingen U • Wuppertal U • Zittau IHI
Studies at Universities of Applied Sciences
Standard period of study: 8 semesters; 6 or 7 semester for a Bachelor’s.
Studies: Curricular contents largely involve subjects from the fields of applied science and technology, e.g., process
engineering, environmental analysis, envi- ronmentally-compatible power generating technology, environmentally-compatible production technologies, engineering ther- modynamics, engineering fluid mechan- ics, plus environmental law.
Degrees:Diplom, Bachelor’s, Master’s.