The admission profile establishes the knowledge, skills and abilities that students wishing to access this programme must possess and, consequently, the most suitable qualifications for access to the programme and which determine admission and, where appropriate, the need or otherwise for PhD students to undertake additional training. In general, the bachelor’s and master’s degrees that will allow direct admission to this PhD programme without additional training will be those assigned to the field of knowledge of Chemical and Environmental Engineering. For any other profile within the fields of knowledge of Science and Engineering, the CAPD will study each case individually, and may or may not admit students and establish complementary training if necessary. In the event that the student lacks the previous training required in the programme, admission may be conditional upon the completion of the specific training complements established by the Academic Committee (maximum 15 ECTS). The completion of these complements will be prior to or at the same time as enrolment in academic supervision on the PhD programme. If it is not prior, it will not be counted for the purposes of the minimum and maximum periods established for the completion of the PhD studies. The training complements must be passed in the first academic year; otherwise, the PhD student will be withdrawn from the corresponding PhD programme. These training complements may be master’s or bachelor’s degree subjects, and for the purposes of public prices and the awarding of grants and study aids, they will be considered as PhD-level training.
As the lingua franca of science and technology, knowledge of English (minimum level B1) is recommended to enable the PhD student to communicate his/her results to the scientific community in an international context.
Doctoral Programme in Chemical and Environmental Engineering
- Avenida das Ciencias, 6, 15782Santiago de Compostela
The Doctoral Programme in Chemical and Environmental Engineering was the first of those offered by the USC in the area of technical courses. It was awarded the Mention of Quality as of the first call by the Department of Education during academic year 2003/04, maintaining it throughout all the years when it was valid. It also received the new Mention of Excellence as of academic year 2011/12, when this new measure of quality for doctoral programmes was introduced.
Duration:
3 academic years
RUCT code: 5600495
Seats number: 15
Title coordinator:
Eva Rodil Rodriguez
eva.rodil [at] usc.es
Use languages:
Spanish, Galician, English
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
05/12/2013
BOE publication date:
11/03/2014
Last accreditation date:
18/05/2020
ISCED codes:
(524) Procesos químicos
(851) Control y tecnología medioambiental
(0711) Ingeniería y procesos químicos
The PhD Programme in Chemical and Environmental Engineering is attached to the USC International PhD School (EDIUS). The purpose of EDIUS is the management and coordination of PhD studies at USC, as well as the processes leading to the award of the PhD degree. It is also responsible for the coordination of USC’s advanced studies. Its purpose is to conceive a flexible, interdisciplinary and quality PhD training model, aimed at promoting the lines of research of greatest interest and projection of the university.
The PhD Programme in Chemical and Environmental Engineering is based on the following premises:
1. To maintain the educational trajectory developed since the first PhD awarded by the USC in our area in 1958.
2. To promote advanced training of current and future Chemical Engineers at the frontier of knowledge in the areas of Chemical and Environmental Engineering within the structure of the new European Higher Education Area.
3. To train new research personnel with a view to their future incorporation in the R&D&I areas of companies, which is key to the strengthening of value-added productive sectors in our country, also promoting the development of a sustainable research structure.
4. To attract foreign postgraduates, both European and from other regions of the world. In particular, the aim is to maintain and increase the number of Latin American students who have traditionally completed their theses in the different historical versions of our PhD programme.
The specific objectives of the programme are as follows:
1.To train PhDs whose incorporation into the industrial sector favours the creation and implementation of R&D&I teams.
2.To incorporate graduates into the university world, in particular into the research groups that participate in the PhD programme, promoting their involvement not only in research itself, but also in project management.
3. To promote the exchange of knowledge with research groups from other R+D+i centres through the mobility of our students and teaching staff.
4. To enhance scientific and technological knowledge in the area of Chemical Engineering, promoting its dissemination both in the specific research sector (attendance at congresses, scientific publications with a high impact index, seminars, etc.)/ etc.) and to society in general (through activities such as Science Day, G-Night, etc.).
5. To promote the industrial PhD, aligning itself especially with the needs of the Galician industrial sector.
The new programme, which keeps its current name, works on the following premises:
- To continue along the educational path developed since the first doctorate by the USC in our area in the year 1958.
- To promote training in advanced areas in the frontier of knowledge of Chemical Engineering, Environmental Biotechnology of the current and future chemical engineers within the new Bologna structure.
- To train new research staff, with their future incorporation into the areas of R&D of firms in mind, which is a key element for research to take off in our country, and encouraging the development of a structure of sustainable research.
- To draw foreign graduates, both European and from other regions of the world. A specific aim is to maintain and increase the number of students from Latin America that traditionally developed their dissertation in our previous Doctoral programmes.
The programmes specific objectives are the following:
- Incorporate graduates into the university world, specifically into the Department's lines of research, fostering their involvement not only in research itself, but also in the management of projects.
- Train doctors whose incorporation to the industrial sector favours the creation and deployment of R&D teams.
- Promote the exchange of knowledge with research groups in other R&D centres through the mobility of our students and teachers.
- Increase the scientific and technological knowledge in the areas of Chemical, Environmental, and Bioprocesses Engineering, fostering its dissemination in scientific journal citation reports.
Duration:
3 academic years
RUCT code: 5600495
Seats number: 15
Title coordinator:
Eva Rodil Rodriguez
eva.rodil [at] usc.es
Use languages:
Spanish, Galician, English
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
05/12/2013
BOE publication date:
11/03/2014
Last accreditation date:
18/05/2020
ISCED codes:
(524) Procesos químicos
(851) Control y tecnología medioambiental
(0711) Ingeniería y procesos químicos
The PhD Programme in Chemical and Environmental Engineering is attached to the USC International PhD School (EDIUS). The purpose of EDIUS is the management and coordination of PhD studies at USC, as well as the processes leading to the award of the PhD degree. It is also responsible for the coordination of USC’s advanced studies. Its purpose is to conceive a flexible, interdisciplinary and quality PhD training model, aimed at promoting the lines of research of greatest interest and projection of the university.
The PhD Programme in Chemical and Environmental Engineering is based on the following premises:
1. To maintain the educational trajectory developed since the first PhD awarded by the USC in our area in 1958.
2. To promote advanced training of current and future Chemical Engineers at the frontier of knowledge in the areas of Chemical and Environmental Engineering within the structure of the new European Higher Education Area.
3. To train new research personnel with a view to their future incorporation in the R&D&I areas of companies, which is key to the strengthening of value-added productive sectors in our country, also promoting the development of a sustainable research structure.
4. To attract foreign postgraduates, both European and from other regions of the world. In particular, the aim is to maintain and increase the number of Latin American students who have traditionally completed their theses in the different historical versions of our PhD programme.
The specific objectives of the programme are as follows:
1.To train PhDs whose incorporation into the industrial sector favours the creation and implementation of R&D&I teams.
2.To incorporate graduates into the university world, in particular into the research groups that participate in the PhD programme, promoting their involvement not only in research itself, but also in project management.
3. To promote the exchange of knowledge with research groups from other R+D+i centres through the mobility of our students and teaching staff.
4. To enhance scientific and technological knowledge in the area of Chemical Engineering, promoting its dissemination both in the specific research sector (attendance at congresses, scientific publications with a high impact index, seminars, etc.)/ etc.) and to society in general (through activities such as Science Day, G-Night, etc.).
5. To promote the industrial PhD, aligning itself especially with the needs of the Galician industrial sector.
The new programme, which keeps its current name, works on the following premises:
- To continue along the educational path developed since the first doctorate by the USC in our area in the year 1958.
- To promote training in advanced areas in the frontier of knowledge of Chemical Engineering, Environmental Biotechnology of the current and future chemical engineers within the new Bologna structure.
- To train new research staff, with their future incorporation into the areas of R&D of firms in mind, which is a key element for research to take off in our country, and encouraging the development of a structure of sustainable research.
- To draw foreign graduates, both European and from other regions of the world. A specific aim is to maintain and increase the number of students from Latin America that traditionally developed their dissertation in our previous Doctoral programmes.
The programmes specific objectives are the following:
- Incorporate graduates into the university world, specifically into the Department's lines of research, fostering their involvement not only in research itself, but also in the management of projects.
- Train doctors whose incorporation to the industrial sector favours the creation and deployment of R&D teams.
- Promote the exchange of knowledge with research groups in other R&D centres through the mobility of our students and teachers.
- Increase the scientific and technological knowledge in the areas of Chemical, Environmental, and Bioprocesses Engineering, fostering its dissemination in scientific journal citation reports.
Access profile without supplementary training:
1) Degree in Chemical Engineering and any of the following master’s from de USC:
- University Master’s in Chemichal and Bio-process Engineering
- University Master’s in Chemical and Environmental Processes Engineering.
- Unvierstiy Master’s in Environmental Engineering
2) Students with the Diploma in Advanced Studies obtained through former doctoral programmes in Chemical and Environmental Engineering from the USC.
Other access profiles:
- Students with other graduate and master's degrees: The Academic Committee evaluates each case individually. The possibility of requiring supplementary training (maximum 15 ECTS credits) will be considered.
- Students who did not take master's courses: They will need an equivalence of training in research credits, equal to at least the master's degree that provides direct access, which is 60 ECTS credits.
It is a compulsory requisite for admission in the Doctorate Program to present a viability report or a reference letter of a professor from the Doctorate Program that supports the viability of the future PhD Thesis within the framework of a research line of the program.
The assessment of the admission criteria that CAPD will take into account is as follows:
1. Academic record (60%): The criterion will be the average of the grades obtained in the master's degree (or DEA or research proficiency)
2. Research experience and its results (10%): in this section, publications, communications and other scientific contributions to congresses and their suitability to the research lines of the doctoral program will be assessed. Candidates must submit the corresponding documentation that supports the merits claimed.
3. Professional experience (5%): in this section, the professional experience of the candidates (when related to the research lines of the doctoral program) will be assessed. Candidates must submit supporting documentation (certification of employment life, copy of contracts, scholarships, etc.).
4. Other aspects indicated in the candidate's CV (10%): in this section, research stays, courses taken and courses taught (when related to the lines of research of the program) and knowledge of English (level B2 or higher) and/or languages other than the mother tongue will be assessed. Candidates must submit supporting documentation.
5. Personal interview (15%): This section will assess aspects such as motivation and aptitude, communication skills, etc.
Access
The general access and admission requirements are those set out in Royal Decree 99/2011, of 28 January, which regulates official PhD studies, and as amended by Royal Decree 576/2023, of 4 July. These are:
1. In general, in order to access an official PhD programme, it shall be necessary to hold an official Spanish Bachelor´s degree, or equivalent, and a Master´s degree or equivalent, provided that at least 300 ECTS credits have been obtained in these two courses as a whole.
2. Access may also be granted to those who are in one of the following situations:
a) To hold official university degrees or equivalent Spanish degrees, provided that at least 300 ECTS credits have been passed in these courses as a whole, and accredit a level 3 of the Spanish Qualifications Framework for Higher Education.
b) To hold a degree obtained in accordance with foreign education systems belonging to the European Higher Education Area (EHEA), without the need for homologation, which accredits a level 7 of the European Qualifications Framework, provided that this degree entitles access to PhD studies in the country of issue of the same. This admission shall not imply, in any case, the homologation of the previous degree held by the interested party nor its recognition for purposes other than access to PhD studies.
c) To hold a degree obtained in accordance with foreign education systems outside the EHEA, without the need for its recognition, after verification by the university that it accredits a level of training equivalent to that of the official Spanish university Master´s degree and that it entitles the holder to access PhD studies in the country in which the degree was awarded. This admission shall not imply, in any case, the homologation of the previous degree held by the interested party, nor its recognition for purposes other than that of access to PhD studies.
d) To hold another PhD or Doctorate degree.
e) Likewise, university graduates who, after obtaining a place in training in the corresponding entrance examination to specialised health training posts, have passed with a positive evaluation at least two years of training in a programme for obtaining the official qualification in one of the specialities in Health Sciences, may also be admitted.
A mandatory requirement for admission to the PhD programme is the submission of a report by the student consisting of a letter of reference from a professor of the programme that i) endorses the potential viability of the future thesis within the framework of a line of research of the programme to which it is linked, and that ii) could act as a supervisor if the necessary requirements for this are met.
In addition, given the characteristics and scientific level of the PhD programme, the student must have a minimum level of English equivalent to level B1, not only because it is currently the common language of scientific communication at international level, but also because part of the courses, both specific and transversal, as well as various activities of the programme can be carried out in this language. The language level will be accredited with the corresponding official certification of those included in the list of accreditations recognised by the Centro de Lenguas Modernas (CLM) of the USC for the different levels of the Common European Framework: https://www.usc.gal/es/centro/centro-lenguas-modernas
If you do not have this certificate at the time of enrolment, you must prove that you have acquired it within 24 months of commencing your PhD studies. Students whose mother tongue is English, or who come from a country where English is an official language, will be exempt from this requirement.
These criteria will allow the selection of those admitted in the event that there are more applications than places.
It is a mandatory requirement for admission to the PhD programme to submit a viability report or reference letter from a lecturer on the programme that endorses the viability of the future thesis within the framework of the line of research to which it is linked.
The selection of students for admission to the programme will be made by the CAPD on the basis of the following criteria:
• Academic record (60%) determined by the qualifications obtained in the bachelor’s and master’s degree (or equivalent qualification of at least 300 credits).
• Previous research experience and its results (10%): In this section, publications, communications and other scientific contributions to conferences and their suitability to the lines of research of the PhD programme will be assessed. Candidates must submit supporting documentation.
• Professional experience (5%): In this section, professional experience related to the lines of research of the PhD programme will be assessed. Candidates must submit supporting documentation (certification of employment history, copy of contracts, employment exchanges, etc.)/ etc.).
• Other aspects accredited in the candidate’s curriculum vitae (10%): In this section, research stays, courses taken and courses given related to the lines of research of the programme will be valued. Knowledge of English at B2 level or higher and knowledge of languages other than the mother tongue, etc. will also be valued. Candidates must provide supporting documentation.
• Personal interview (15%): In this section, motivation and aptitude, communication skills, etc. will be assessed.
The same criteria will be applied for the admission of all students regardless of whether they are full-time or part-time.
The PhD programme may be terminated for any of the following reasons:
• Failure to pass the accreditation renewal process established in article 10 of RD 99/2011.
• Failure to accredit compliance with the requirements established by the state or regional regulations in force.
• A proposal is made to terminate the programme as part of the degree review and improvement process in accordance with the procedure approved by the university.
• The occurrence of any exceptional situation that prevents the correct development of the PhD programme.
Termination shall have the following effects:
• It will entail the loss of its official status and its removal from the RUCT.
• It will not be possible to enrol new students in the PhD programme.
• In any case, all affected students must be informed of the termination and of the consequences for the development of their studies.
The University shall adopt the necessary measures to guarantee the academic rights of the students who are taking these studies under the terms established in the resolution for the termination of the study plan, and shall approve the procedure for the termination of the PhD programmes within the University.
Cursos de formación específicos del área de Ciencias e Ingeniería
- E4021A13
Cursos de formación transversales
- E4021A14
Presentación y defensa de la investigación desarrollada
- E4021A15
Realización de estancias de investigación
- E4021A16
Presentación de comunicaciones en congresos científicos
- E4021A17
Publicaciones de artículos científicos
- E4021A18
Publicaciones de libros y capítulos de libros
- E4021A19
Patentes concedidas
- E4021A20
Colaboración en actividades docentes
- E4021A21
Participación en seminarios y/o talleres
- E4021A22
| Teachers | Area |
|---|---|
|
Julia González Álvarez |
Chemical Engineering |
|
Ana Maria Soto Campos |
Chemical Engineering |
|
Ramon Felipe Moreira Martinez |
Chemical Engineering |
|
Maria Teresa Moreira Vilar |
Chemical Engineering |
|
Jorge Sineiro Torres |
Chemical Engineering |
|
Eva Rodil Rodriguez |
Chemical Engineering |
|
Maria Sonia Freire Leira |
Chemical Engineering |
|
Juan Manuel Garrido Fernandez |
Chemical Engineering |
|
Diego Gomez Diaz |
Chemical Engineering |
|
Enrique Roca Bordello |
Chemical Engineering |
|
Anuska Mosquera Corral |
Chemical Engineering |
|
Pastora Maria Bello Bugallo |
Chemical Engineering |
|
Maria Amaya Franco Uria |
Chemical Engineering |
|
Maria Angeles Val Del Rio |
Chemical Engineering |
|
Marta Carballa Arcos |
Chemical Engineering |
|
Óscar Rodríguez Figueiras |
Chemical Engineering |
|
Daniel Jose Franco Ruiz |
Chemical Engineering |
|
Hector Rodriguez Martinez |
Chemical Engineering |
| Teachers | Area |
|---|---|
|
Gumersindo Feijoo Costa |
Chemical Engineering |
|
Maria Teresa Moreira Vilar |
Chemical Engineering |
|
Enrique Roca Bordello |
Chemical Engineering |
|
Anuska Mosquera Corral |
Chemical Engineering |
|
Gemma Maria Eibes Gonzalez |
Chemical Engineering |
|
Marta Carballa Arcos |
Chemical Engineering |
|
Óscar Rodríguez Figueiras |
Chemical Engineering |
|
Miguel Mauricio Iglesias |
Chemical Engineering |
|
Thelmo Alejandro Lu Chau |
Chemical Engineering |
|
Alberte Regueira Lopez |
Chemical Engineering |
The PhD Programme in Chemical and Environmental Engineering is attached to the USC International PhD School (EDIUS). The purpose of EDIUS is the management and coordination of PhD studies at USC, as well as the processes leading to the award of the PhD degree. It is also responsible for the coordination of USC’s advanced studies. Its purpose is to conceive a flexible, interdisciplinary and quality PhD training model, aimed at promoting the lines of research of greatest interest and projection of the university.
The PhD Programme in Chemical and Environmental Engineering is based on the following premises:
1. To maintain the educational trajectory developed since the first PhD awarded by the USC in our area in 1958.
2. To promote advanced training of current and future Chemical Engineers at the frontier of knowledge in the areas of Chemical and Environmental Engineering within the structure of the new European Higher Education Area.
3. To train new research personnel with a view to their future incorporation in the R&D&I areas of companies, which is key to the strengthening of value-added productive sectors in our country, also promoting the development of a sustainable research structure.
4. To attract foreign postgraduates, both European and from other regions of the world. In particular, the aim is to maintain and increase the number of Latin American students who have traditionally completed their theses in the different historical versions of our PhD programme.
The specific objectives of the programme are as follows:
1.To train PhDs whose incorporation into the industrial sector favours the creation and implementation of R&D&I teams.
2.To incorporate graduates into the university world, in particular into the research groups that participate in the PhD programme, promoting their involvement not only in research itself, but also in project management.
3. To promote the exchange of knowledge with research groups from other R+D+i centres through the mobility of our students and teaching staff.
4. To enhance scientific and technological knowledge in the area of Chemical Engineering, promoting its dissemination both in the specific research sector (attendance at congresses, scientific publications with a high impact index, seminars, etc.)/ etc.) and to society in general (through activities such as Science Day, G-Night, etc.).
5. To promote the industrial PhD, aligning itself especially with the needs of the Galician industrial sector.
- Systematic understanding of a field of study and mastery of research skills and methods related to that field.
- Ability to conceive, design or create, implement and adopt a substantial research or creative process.
- Ability to contribute to the expansion of the frontiers of knowledge through original research.
- Ability to carry out critical analysis, evaluation and synthesis of new and complex ideas.
- Ability to communicate with the academic and scientific community and with society in general about their fields of knowledge in the modes and languages commonly used in their international scientific community.
- Ability to promote, in academic and professional contexts, scientific, technological, social, artistic or cultural progress within a knowledge-based society.
- Ability to promote Open Science and Citizen Science, in accordance with article 12 of Organic Law 2/2023 of 22 March, as a way of contributing to the consideration of scientific knowledge as a common good, through the evaluation of transversal activities carried out by the PhD student related to different dimensions of Open Science and Citizen Science, as well as the training acquired in these disciplines in the form of micro-credentials or similar.
- Ability to supervise lines of research
- Ability to seek funding for R+D+i projects in the different calls for proposals and bodies of the regional, national, European and international administrations.
- Ability to transfer technology, with special emphasis on the generation, dissemination and exploitation of patents.
- Capacity for the design, development and operation of advanced physicochemical and biological processes for the treatment of urban and industrial wastewater.
- Holistic sustainability analysis of chemical and environmental processes.
- Design and optimisation of chemical and food product separation processes.
- Ability to carry out research activity with social responsibility and scientific integrity.
The PhD Programme in Chemical and Environmental Engineering offers training that enables students to acquire the ability to work in the field of scientific and applied research related to the development of chemical processes and products in an environmentally friendly way and with sustainable energy consumption.
Graduates of the PhD programme in Chemical and Environmental Engineering will be high-level, autonomous researchers capable of proposing, conducting and carrying out research and innovations that lead to the generation of new knowledge in the field of chemical engineering and its transversal sciences. They will also connect their work, research and academic results with national and regional interests, advancing research projects that, from a scientific and technological base, meet the needs and priorities of industry. Graduates can generate development and innovation from a perspective that improves the quality of life of society.
PhDs on the Programme in Chemical and Environmental Engineering work in public and proven research centres (R&D&I centres), in universities and a very high percentage (more than 50%) in private companies, ranging from the chemical industry itself to other related sectors, such as the pharmaceutical, biotechnology, food and environmental sectors. The positions to be filled will be:
• Project managers
• R&D&I technicians
• R&D&I Consultants
• Senior Researchers
• University lecturers
• Executives and technicians in industry, engineering, administration and services
The main objective of this Masters degree is to train professionals and researchers in aquaculture; professionals with a solid recognised training at job level and researchers whose training allows them to carry out their research, with cutting-edge technologies, while keeping abreast of problems in production processing.
| Title | Reading date | Authorship | Direction |
|---|---|---|---|
| Rheology and digestibility of gluten-free starchy systems with different biopolymers from Ascophylum nodosum brown seaweeds Tesis por compendio de publicaciones | 14/02/2025 | Leticia Montes Martínez | Ramon Felipe Moreira Martinez |
| Jorge Sineiro Torres | |||
| The trilemma of advanced societies: health, environment and diet Mención doctorado internacional | 12/02/2025 | Cristina Cambeses Franco | |
| Exploring antibiotic biotransformation in denitrifying wastewater treatment processes Cotutela internacional vía convenio | 23/05/2025 | Silvana Inés Quitón Tapia | Francisco Omil Prieto |
| Sonia Suárez Martínez | |||
| Andreas Schaeffer |
Coordinator
Eva Rodil Rodriguez
Secretary
Diego Gomez Diaz
Vowels
Gumersindo Feijoo Costa
Maria Sonia Freire Leira
Juan Manuel Garrido Fernandez
Julia González Álvarez
Hector Rodriguez Martinez
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-01 Offered Places Number of places offered for each academic year. Provides information on the evolution of the offer of places associated with that program. Scale info: Whole number |
15,0 |
15,0 |
15,0 |
15,0 |
15,0 |
15,0 |
|
ID-02 Demand Percentage ratio of applications submitted on the offer of places Scale info: Percentage with two decimal places |
53,33 |
126,67 |
113,33 |
80,0 |
93,33 |
113,33 |
|
ID-03 New Enrollment Number of newly enrolled students. Scale info: Whole number |
6,0 |
14,0 |
15,0 |
9,0 |
9,0 |
15,0 |
|
ID-06 Total Student Enrollment Total number of students enrolled in the ordinary enrollment system Scale info: Whole number |
49,0 |
51,0 |
55,0 |
53,0 |
50,0 |
53,0 |
|
ID-07 Percentage of New Students Coming from Master's Studies Percentage relationship between the number of new students coming from master's studies and the number of newly enrolled students after deducting the number of new students due to adaptation. Scale info: Percentage with two decimal places |
100,0 |
42,86 |
80,0 |
55,56 |
44,44 |
53,33 |
|
ID-08 Percentage of Students from Other Universities Percentage relationship between the number of new students with access master's degrees from other universities and the number of newly enrolled students after deducting the number of new students due to adaptation Scale info: Percentage with two decimal places |
33,33 |
7,14 |
13,33 |
11,11 |
11,11 |
0,0 |
|
ID-09 Percentage of New Students from National Universities Outside SUG Percentage relationship between the number of new students from other national universities, outside the SUG, and the total number of enrolled students Scale info: Percentage with two decimal places |
33,33 |
0,0 |
6,67 |
11,11 |
11,11 |
0,0 |
|
ID-10 Percentage of New Students from Other SUG Universities Percentage relationship between the number of new students from other SUG universities and the number of newly enrolled students. Scale info: Percentage with two decimal places |
0,0 |
7,14 |
6,67 |
0,0 |
0,0 |
0,0 |
|
ID-11 Percentage of Foreign Students in the Total Enrollment Percentage ratio of the number of foreign students (from outside Spain) to the total number of enrolled students. Scale info: Percentage with two decimal places |
12,24 |
21,57 |
21,82 |
26,42 |
32,00 |
37,74 |
|
ID-12 Percentage of Foreign Students from the EHEA Percentage ratio of the number of foreign students in the EHEA to the total number of enrolled students. Scale info: Percentage with two decimal places |
6,12 |
7,84 |
9,09 |
11,32 |
10,0 |
9,43 |
|
ID-22 Percentage of Students by Admission Profile Percentage of students according to entry profile Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
100,0 |
- |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-13 Percentage of New Students Requiring Bridging Courses Percentage ratio of the number of new students who need additional training to the number of newly enrolled students, once the number of new students admitted for adaptation is discounted. Scale info: Percentage with two decimal places |
83,33 |
71,43 |
53,33 |
77,78 |
0,0 |
6,67 |
|
ID-14 Percentage of Full-Time Students Percentage ratio of the number of full-time students to the total number of enrolled students. Note: Full-time students are considered those who have the same dedication throughout the academic year. Scale info: Percentage with two decimal places |
77,55 |
84,31 |
83,64 |
83,02 |
84,0 |
81,13 |
|
ID-15 Percentage of Part-Time Students Percentage relationship between the number of part-time students and the total number of enrolled students. Note: Part-time students are considered those who have the same dedication throughout the academic year. Scale info: Percentage with two decimal places |
10,2 |
5,88 |
9,09 |
9,43 |
8,0 |
7,55 |
|
ID-16 Percentage of Students with Mixed Dedication Percentage ratio of the number of students with mixed dedication to the total number of enrolled students. Note: Students with mixed dedication are considered those who alternate between full-time and part-time dedication during the same academic year. Scale info: Percentage with two decimal places |
12,24 |
9,8 |
7,27 |
7,55 |
8,0 |
11,32 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-17 Percentage of Students Undertaking Research Stays (Outgoing) Authorized by the CAPD Percentage ratio of the number of students doing research stays on the number of students enrolled full-time Scale info: Percentage with two decimal places |
18,42 |
18,6 |
6,52 |
27,27 |
16,67 |
2,33 |
|
ID-19 Percentage of Students Participating in Mobility Programs (Incoming) Percentage ratio of the number of students participating in mobility programs (incoming) over the number of students enrolled full-time Scale info: Percentage with two decimal places |
15,79 |
0,0 |
6,52 |
18,18 |
11,9 |
11,63 |
|
ID-21 Percentage of Students with Scholarships or Predoctoral Contracts (FPI, FPU, Xunta, etc.) Percentage ratio of the number of students with a scholarship or pre-doctoral contract (FPI, FPU, Xunta,...) to the number of students enrolled full-time. Scale info: Percentage with two decimal places |
28,95 |
20,93 |
30,43 |
36,36 |
42,86 |
34,88 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-24 Ratio of Theses Defended under Co-Supervision Regime Percentage ratio of the number of theses defended under co-direction to the total number of theses defended. Scale info: Rational number with two decimal places |
0,7143 |
0,8889 |
0,7143 |
1,0 |
0,875 |
0,8571 |
|
ID-25 Total number of six-year periods Total number of six-year terms. Scale info: Whole number |
85,0 |
82,0 |
77,0 |
82,0 |
89,0 |
91,0 |
|
ID-26 Average number of six-year periods per PDI Average number of sexenios per PDI. Scale info: Rational number with two decimal places |
3,2692 |
3,1538 |
3,2083 |
3,28 |
3,56 |
3,5 |
|
ID-27 Percentage of PDI with six-year periods Percentage ratio of the number of POIs with six-year terms over the number of POIs with the option of six-year terms. Scale info: Percentage with two decimal places |
100,0 |
96,15 |
100,0 |
96,0 |
100,0 |
100,0 |
|
ID-28 Percentage of PDI with active six-year periods Percentage ratio of the number of PDI with six-year-olds living on the number of PDI with option to six-year-olds. Scale info: Percentage with two decimal places |
88,46 |
84,62 |
79,17 |
80,0 |
80,0 |
84,62 |
|
ID-29 Percentage of Foreign Professors in the Total Program Faculty Percentage ratio of the number of foreign thesis supervisors to the total number of thesis supervisors Scale info: Percentage with two decimal places |
5,71 |
12,5 |
17,14 |
13,89 |
9,09 |
7,89 |
|
ID-30 Percentage of International Experts in Thesis Committees Percentage ratio of the number of foreign members of the courts to the total number of members of the courts Scale info: Percentage with two decimal places |
33,33 |
37,04 |
35,0 |
45,0 |
17,26 |
22,22 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-31 Number of Defended Theses Number of theses defended Scale info: Whole number |
7,0 |
9,0 |
7,0 |
7,0 |
8,0 |
7,0 |
|
ID-32 Percentage of Theses Completed Full-Time Percentage ratio of the number of full-time theses over the total number of theses defended. Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
100,0 |
57,14 |
|
ID-33 Percentage of Theses Completed Part-Time Percentage ratio of the number of part-time theses on or total defended theses. Scale info: Percentage with two decimal places |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
ID-34 Percentage of Theses Completed with Mixed Dedication Percentage ratio of the number of theses completed with mixed dedication on the total number of theses defended Scale info: Percentage with two decimal places |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
42,86 |
|
ID-35 Number of Theses Presented in Galician Number of theses presented in Galician Scale info: Whole number |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
ID-36 Number of Theses Presented in Spanish Number of theses presented in Spanish Scale info: Whole number |
1,0 |
0,0 |
3,0 |
0,0 |
0,0 |
0,0 |
|
ID-37 Number of Theses Presented in Other Languages Number of theses presented in another language Scale info: Whole number |
6,0 |
9,0 |
4,0 |
7,0 |
8,0 |
7,0 |
|
ID-38 Average Duration of Studies for Full-Time Students Average duration (in years) of full-time studies Scale info: Whole number |
4,1096 |
4,7692 |
4,1828 |
4,2172 |
4,0995 |
3,6 |
|
ID-39 Average Duration of Studies for Part-Time Students Average duration (in years) of part-time studies. Scale info: Whole number |
4,9315 |
5,0466 |
- |
- |
4,7575 |
5,0941 |
|
ID-40 Percentage of Doctoral Students Defending Their Thesis Without Requesting an Extension Percentage ratio of the number of students defending the thesis without an extension on the total number of theses defended. Scale info: Percentage with two decimal places |
28,57 |
0,0 |
14,29 |
0,0 |
12,5 |
71,43 |
|
ID-43 Percentage of Theses with International Mention Percentage ratio of the number of theses that achieve the "cum laude" qualification over the total number of theses defended Scale info: Percentage with two decimal places |
71,43 |
100,0 |
100,0 |
85,71 |
100,0 |
100,0 |
|
ID-44 Percentage of Theses with International Mention Percentage ratio of the number of theses with international mention over the total number of defended theses Scale info: Percentage with two decimal places |
100,0 |
66,67 |
28,57 |
85,71 |
37,5 |
57,14 |
|
ID-45 Percentage of Program Dropouts Percentage ratio of the number of students who did not enroll or defend their thesis in the academic year to the total number of students enrolled in the previous year, after deducting the number of students who defended their thesis in the academic year and students who have been granted a temporary leave of absence. Scale info: Percentage with two decimal places |
15,91 |
20,0 |
9,09 |
6,82 |
7,32 |
5,13 |
Access profile without supplementary training:
1) Degree in Chemical Engineering and any of the following master’s from de USC:
- University Master’s in Chemichal and Bio-process Engineering
- University Master’s in Chemical and Environmental Processes Engineering.
- Unvierstiy Master’s in Environmental Engineering
2) Students with the Diploma in Advanced Studies obtained through former doctoral programmes in Chemical and Environmental Engineering from the USC.
Other access profiles:
- Students with other graduate and master's degrees: The Academic Committee evaluates each case individually. The possibility of requiring supplementary training (maximum 15 ECTS credits) will be considered.
- Students who did not take master's courses: They will need an equivalence of training in research credits, equal to at least the master's degree that provides direct access, which is 60 ECTS credits.
It is a compulsory requisite for admission in the Doctorate Program to present a viability report or a reference letter of a professor from the Doctorate Program that supports the viability of the future PhD Thesis within the framework of a research line of the program.
The assessment of the admission criteria that CAPD will take into account is as follows:
1. Academic record (60%): The criterion will be the average of the grades obtained in the master's degree (or DEA or research proficiency)
2. Research experience and its results (10%): in this section, publications, communications and other scientific contributions to congresses and their suitability to the research lines of the doctoral program will be assessed. Candidates must submit the corresponding documentation that supports the merits claimed.
3. Professional experience (5%): in this section, the professional experience of the candidates (when related to the research lines of the doctoral program) will be assessed. Candidates must submit supporting documentation (certification of employment life, copy of contracts, scholarships, etc.).
4. Other aspects indicated in the candidate's CV (10%): in this section, research stays, courses taken and courses taught (when related to the lines of research of the program) and knowledge of English (level B2 or higher) and/or languages other than the mother tongue will be assessed. Candidates must submit supporting documentation.
5. Personal interview (15%): This section will assess aspects such as motivation and aptitude, communication skills, etc.
The admission profile establishes the knowledge, skills and abilities that students wishing to access this programme must possess and, consequently, the most suitable qualifications for access to the programme and which determine admission and, where appropriate, the need or otherwise for PhD students to undertake additional training. In general, the bachelor’s and master’s degrees that will allow direct admission to this PhD programme without additional training will be those assigned to the field of knowledge of Chemical and Environmental Engineering. For any other profile within the fields of knowledge of Science and Engineering, the CAPD will study each case individually, and may or may not admit students and establish complementary training if necessary. In the event that the student lacks the previous training required in the programme, admission may be conditional upon the completion of the specific training complements established by the Academic Committee (maximum 15 ECTS). The completion of these complements will be prior to or at the same time as enrolment in academic supervision on the PhD programme. If it is not prior, it will not be counted for the purposes of the minimum and maximum periods established for the completion of the PhD studies. The training complements must be passed in the first academic year; otherwise, the PhD student will be withdrawn from the corresponding PhD programme. These training complements may be master’s or bachelor’s degree subjects, and for the purposes of public prices and the awarding of grants and study aids, they will be considered as PhD-level training.
As the lingua franca of science and technology, knowledge of English (minimum level B1) is recommended to enable the PhD student to communicate his/her results to the scientific community in an international context.
Access
The general access and admission requirements are those set out in Royal Decree 99/2011, of 28 January, which regulates official PhD studies, and as amended by Royal Decree 576/2023, of 4 July. These are:
1. In general, in order to access an official PhD programme, it shall be necessary to hold an official Spanish Bachelor´s degree, or equivalent, and a Master´s degree or equivalent, provided that at least 300 ECTS credits have been obtained in these two courses as a whole.
2. Access may also be granted to those who are in one of the following situations:
a) To hold official university degrees or equivalent Spanish degrees, provided that at least 300 ECTS credits have been passed in these courses as a whole, and accredit a level 3 of the Spanish Qualifications Framework for Higher Education.
b) To hold a degree obtained in accordance with foreign education systems belonging to the European Higher Education Area (EHEA), without the need for homologation, which accredits a level 7 of the European Qualifications Framework, provided that this degree entitles access to PhD studies in the country of issue of the same. This admission shall not imply, in any case, the homologation of the previous degree held by the interested party nor its recognition for purposes other than access to PhD studies.
c) To hold a degree obtained in accordance with foreign education systems outside the EHEA, without the need for its recognition, after verification by the university that it accredits a level of training equivalent to that of the official Spanish university Master´s degree and that it entitles the holder to access PhD studies in the country in which the degree was awarded. This admission shall not imply, in any case, the homologation of the previous degree held by the interested party, nor its recognition for purposes other than that of access to PhD studies.
d) To hold another PhD or Doctorate degree.
e) Likewise, university graduates who, after obtaining a place in training in the corresponding entrance examination to specialised health training posts, have passed with a positive evaluation at least two years of training in a programme for obtaining the official qualification in one of the specialities in Health Sciences, may also be admitted.
A mandatory requirement for admission to the PhD programme is the submission of a report by the student consisting of a letter of reference from a professor of the programme that i) endorses the potential viability of the future thesis within the framework of a line of research of the programme to which it is linked, and that ii) could act as a supervisor if the necessary requirements for this are met.
In addition, given the characteristics and scientific level of the PhD programme, the student must have a minimum level of English equivalent to level B1, not only because it is currently the common language of scientific communication at international level, but also because part of the courses, both specific and transversal, as well as various activities of the programme can be carried out in this language. The language level will be accredited with the corresponding official certification of those included in the list of accreditations recognised by the Centro de Lenguas Modernas (CLM) of the USC for the different levels of the Common European Framework: https://www.usc.gal/es/centro/centro-lenguas-modernas
If you do not have this certificate at the time of enrolment, you must prove that you have acquired it within 24 months of commencing your PhD studies. Students whose mother tongue is English, or who come from a country where English is an official language, will be exempt from this requirement.
These criteria will allow the selection of those admitted in the event that there are more applications than places.
It is a mandatory requirement for admission to the PhD programme to submit a viability report or reference letter from a lecturer on the programme that endorses the viability of the future thesis within the framework of the line of research to which it is linked.
The selection of students for admission to the programme will be made by the CAPD on the basis of the following criteria:
• Academic record (60%) determined by the qualifications obtained in the bachelor’s and master’s degree (or equivalent qualification of at least 300 credits).
• Previous research experience and its results (10%): In this section, publications, communications and other scientific contributions to conferences and their suitability to the lines of research of the PhD programme will be assessed. Candidates must submit supporting documentation.
• Professional experience (5%): In this section, professional experience related to the lines of research of the PhD programme will be assessed. Candidates must submit supporting documentation (certification of employment history, copy of contracts, employment exchanges, etc.)/ etc.).
• Other aspects accredited in the candidate’s curriculum vitae (10%): In this section, research stays, courses taken and courses given related to the lines of research of the programme will be valued. Knowledge of English at B2 level or higher and knowledge of languages other than the mother tongue, etc. will also be valued. Candidates must provide supporting documentation.
• Personal interview (15%): In this section, motivation and aptitude, communication skills, etc. will be assessed.
The same criteria will be applied for the admission of all students regardless of whether they are full-time or part-time.
The PhD programme may be terminated for any of the following reasons:
• Failure to pass the accreditation renewal process established in article 10 of RD 99/2011.
• Failure to accredit compliance with the requirements established by the state or regional regulations in force.
• A proposal is made to terminate the programme as part of the degree review and improvement process in accordance with the procedure approved by the university.
• The occurrence of any exceptional situation that prevents the correct development of the PhD programme.
Termination shall have the following effects:
• It will entail the loss of its official status and its removal from the RUCT.
• It will not be possible to enrol new students in the PhD programme.
• In any case, all affected students must be informed of the termination and of the consequences for the development of their studies.
The University shall adopt the necessary measures to guarantee the academic rights of the students who are taking these studies under the terms established in the resolution for the termination of the study plan, and shall approve the procedure for the termination of the PhD programmes within the University.
Cursos de formación específicos del área de Ciencias e Ingeniería
- E4021A13
Cursos de formación transversales
- E4021A14
Presentación y defensa de la investigación desarrollada
- E4021A15
Realización de estancias de investigación
- E4021A16
Presentación de comunicaciones en congresos científicos
- E4021A17
Publicaciones de artículos científicos
- E4021A18
Publicaciones de libros y capítulos de libros
- E4021A19
Patentes concedidas
- E4021A20
Colaboración en actividades docentes
- E4021A21
Participación en seminarios y/o talleres
- E4021A22
Fundamentals of chemical processes I
- G4022122
Fundamentals of chemical processes II
- G4022123
Research planning
- P4141113
Research planning
- P4142110
| Teachers | Area |
|---|---|
|
Julia González Álvarez |
Chemical Engineering |
|
Ana Maria Soto Campos |
Chemical Engineering |
|
Ramon Felipe Moreira Martinez |
Chemical Engineering |
|
Maria Teresa Moreira Vilar |
Chemical Engineering |
|
Jorge Sineiro Torres |
Chemical Engineering |
|
Eva Rodil Rodriguez |
Chemical Engineering |
|
Maria Sonia Freire Leira |
Chemical Engineering |
|
Juan Manuel Garrido Fernandez |
Chemical Engineering |
|
Diego Gomez Diaz |
Chemical Engineering |
|
Enrique Roca Bordello |
Chemical Engineering |
|
Anuska Mosquera Corral |
Chemical Engineering |
|
Pastora Maria Bello Bugallo |
Chemical Engineering |
|
Maria Amaya Franco Uria |
Chemical Engineering |
|
Maria Angeles Val Del Rio |
Chemical Engineering |
|
Marta Carballa Arcos |
Chemical Engineering |
|
Óscar Rodríguez Figueiras |
Chemical Engineering |
|
Daniel Jose Franco Ruiz |
Chemical Engineering |
|
Hector Rodriguez Martinez |
Chemical Engineering |
| Teachers | Area |
|---|---|
|
Gumersindo Feijoo Costa |
Chemical Engineering |
|
Maria Teresa Moreira Vilar |
Chemical Engineering |
|
Enrique Roca Bordello |
Chemical Engineering |
|
Anuska Mosquera Corral |
Chemical Engineering |
|
Gemma Maria Eibes Gonzalez |
Chemical Engineering |
|
Marta Carballa Arcos |
Chemical Engineering |
|
Óscar Rodríguez Figueiras |
Chemical Engineering |
|
Miguel Mauricio Iglesias |
Chemical Engineering |
|
Thelmo Alejandro Lu Chau |
Chemical Engineering |
|
Alberte Regueira Lopez |
Chemical Engineering |
The PhD Programme in Chemical and Environmental Engineering is attached to the USC International PhD School (EDIUS). The purpose of EDIUS is the management and coordination of PhD studies at USC, as well as the processes leading to the award of the PhD degree. It is also responsible for the coordination of USC’s advanced studies. Its purpose is to conceive a flexible, interdisciplinary and quality PhD training model, aimed at promoting the lines of research of greatest interest and projection of the university.
The PhD Programme in Chemical and Environmental Engineering is based on the following premises:
1. To maintain the educational trajectory developed since the first PhD awarded by the USC in our area in 1958.
2. To promote advanced training of current and future Chemical Engineers at the frontier of knowledge in the areas of Chemical and Environmental Engineering within the structure of the new European Higher Education Area.
3. To train new research personnel with a view to their future incorporation in the R&D&I areas of companies, which is key to the strengthening of value-added productive sectors in our country, also promoting the development of a sustainable research structure.
4. To attract foreign postgraduates, both European and from other regions of the world. In particular, the aim is to maintain and increase the number of Latin American students who have traditionally completed their theses in the different historical versions of our PhD programme.
The specific objectives of the programme are as follows:
1.To train PhDs whose incorporation into the industrial sector favours the creation and implementation of R&D&I teams.
2.To incorporate graduates into the university world, in particular into the research groups that participate in the PhD programme, promoting their involvement not only in research itself, but also in project management.
3. To promote the exchange of knowledge with research groups from other R+D+i centres through the mobility of our students and teaching staff.
4. To enhance scientific and technological knowledge in the area of Chemical Engineering, promoting its dissemination both in the specific research sector (attendance at congresses, scientific publications with a high impact index, seminars, etc.)/ etc.) and to society in general (through activities such as Science Day, G-Night, etc.).
5. To promote the industrial PhD, aligning itself especially with the needs of the Galician industrial sector.
- Systematic understanding of a field of study and mastery of research skills and methods related to that field.
- Ability to conceive, design or create, implement and adopt a substantial research or creative process.
- Ability to contribute to the expansion of the frontiers of knowledge through original research.
- Ability to carry out critical analysis, evaluation and synthesis of new and complex ideas.
- Ability to communicate with the academic and scientific community and with society in general about their fields of knowledge in the modes and languages commonly used in their international scientific community.
- Ability to promote, in academic and professional contexts, scientific, technological, social, artistic or cultural progress within a knowledge-based society.
- Ability to promote Open Science and Citizen Science, in accordance with article 12 of Organic Law 2/2023 of 22 March, as a way of contributing to the consideration of scientific knowledge as a common good, through the evaluation of transversal activities carried out by the PhD student related to different dimensions of Open Science and Citizen Science, as well as the training acquired in these disciplines in the form of micro-credentials or similar.
- Ability to supervise lines of research
- Ability to seek funding for R+D+i projects in the different calls for proposals and bodies of the regional, national, European and international administrations.
- Ability to transfer technology, with special emphasis on the generation, dissemination and exploitation of patents.
- Capacity for the design, development and operation of advanced physicochemical and biological processes for the treatment of urban and industrial wastewater.
- Holistic sustainability analysis of chemical and environmental processes.
- Design and optimisation of chemical and food product separation processes.
- Ability to carry out research activity with social responsibility and scientific integrity.
The PhD Programme in Chemical and Environmental Engineering offers training that enables students to acquire the ability to work in the field of scientific and applied research related to the development of chemical processes and products in an environmentally friendly way and with sustainable energy consumption.
Graduates of the PhD programme in Chemical and Environmental Engineering will be high-level, autonomous researchers capable of proposing, conducting and carrying out research and innovations that lead to the generation of new knowledge in the field of chemical engineering and its transversal sciences. They will also connect their work, research and academic results with national and regional interests, advancing research projects that, from a scientific and technological base, meet the needs and priorities of industry. Graduates can generate development and innovation from a perspective that improves the quality of life of society.
PhDs on the Programme in Chemical and Environmental Engineering work in public and proven research centres (R&D&I centres), in universities and a very high percentage (more than 50%) in private companies, ranging from the chemical industry itself to other related sectors, such as the pharmaceutical, biotechnology, food and environmental sectors. The positions to be filled will be:
• Project managers
• R&D&I technicians
• R&D&I Consultants
• Senior Researchers
• University lecturers
• Executives and technicians in industry, engineering, administration and services
The main objective of this Masters degree is to train professionals and researchers in aquaculture; professionals with a solid recognised training at job level and researchers whose training allows them to carry out their research, with cutting-edge technologies, while keeping abreast of problems in production processing.
| Title | Reading date | Authorship | Direction |
|---|---|---|---|
| Rheology and digestibility of gluten-free starchy systems with different biopolymers from Ascophylum nodosum brown seaweeds Tesis por compendio de publicaciones | 14/02/2025 | Leticia Montes Martínez | Ramon Felipe Moreira Martinez |
| Jorge Sineiro Torres | |||
| The trilemma of advanced societies: health, environment and diet Mención doctorado internacional | 12/02/2025 | Cristina Cambeses Franco | |
| Exploring antibiotic biotransformation in denitrifying wastewater treatment processes Cotutela internacional vía convenio | 23/05/2025 | Silvana Inés Quitón Tapia | Francisco Omil Prieto |
| Sonia Suárez Martínez | |||
| Andreas Schaeffer |
Coordinator
Eva Rodil Rodriguez
Secretary
Diego Gomez Diaz
Vowels
Gumersindo Feijoo Costa
Maria Sonia Freire Leira
Juan Manuel Garrido Fernandez
Julia González Álvarez
Hector Rodriguez Martinez
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-01 Offered Places Number of places offered for each academic year. Provides information on the evolution of the offer of places associated with that program. Scale info: Whole number |
15,0 |
15,0 |
15,0 |
15,0 |
15,0 |
15,0 |
|
ID-02 Demand Percentage ratio of applications submitted on the offer of places Scale info: Percentage with two decimal places |
53,33 |
126,67 |
113,33 |
80,0 |
93,33 |
113,33 |
|
ID-03 New Enrollment Number of newly enrolled students. Scale info: Whole number |
6,0 |
14,0 |
15,0 |
9,0 |
9,0 |
15,0 |
|
ID-06 Total Student Enrollment Total number of students enrolled in the ordinary enrollment system Scale info: Whole number |
49,0 |
51,0 |
55,0 |
53,0 |
50,0 |
53,0 |
|
ID-07 Percentage of New Students Coming from Master's Studies Percentage relationship between the number of new students coming from master's studies and the number of newly enrolled students after deducting the number of new students due to adaptation. Scale info: Percentage with two decimal places |
100,0 |
42,86 |
80,0 |
55,56 |
44,44 |
53,33 |
|
ID-08 Percentage of Students from Other Universities Percentage relationship between the number of new students with access master's degrees from other universities and the number of newly enrolled students after deducting the number of new students due to adaptation Scale info: Percentage with two decimal places |
33,33 |
7,14 |
13,33 |
11,11 |
11,11 |
0,0 |
|
ID-09 Percentage of New Students from National Universities Outside SUG Percentage relationship between the number of new students from other national universities, outside the SUG, and the total number of enrolled students Scale info: Percentage with two decimal places |
33,33 |
0,0 |
6,67 |
11,11 |
11,11 |
0,0 |
|
ID-10 Percentage of New Students from Other SUG Universities Percentage relationship between the number of new students from other SUG universities and the number of newly enrolled students. Scale info: Percentage with two decimal places |
0,0 |
7,14 |
6,67 |
0,0 |
0,0 |
0,0 |
|
ID-11 Percentage of Foreign Students in the Total Enrollment Percentage ratio of the number of foreign students (from outside Spain) to the total number of enrolled students. Scale info: Percentage with two decimal places |
12,24 |
21,57 |
21,82 |
26,42 |
32,00 |
37,74 |
|
ID-12 Percentage of Foreign Students from the EHEA Percentage ratio of the number of foreign students in the EHEA to the total number of enrolled students. Scale info: Percentage with two decimal places |
6,12 |
7,84 |
9,09 |
11,32 |
10,0 |
9,43 |
|
ID-22 Percentage of Students by Admission Profile Percentage of students according to entry profile Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
100,0 |
- |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-13 Percentage of New Students Requiring Bridging Courses Percentage ratio of the number of new students who need additional training to the number of newly enrolled students, once the number of new students admitted for adaptation is discounted. Scale info: Percentage with two decimal places |
83,33 |
71,43 |
53,33 |
77,78 |
0,0 |
6,67 |
|
ID-14 Percentage of Full-Time Students Percentage ratio of the number of full-time students to the total number of enrolled students. Note: Full-time students are considered those who have the same dedication throughout the academic year. Scale info: Percentage with two decimal places |
77,55 |
84,31 |
83,64 |
83,02 |
84,0 |
81,13 |
|
ID-15 Percentage of Part-Time Students Percentage relationship between the number of part-time students and the total number of enrolled students. Note: Part-time students are considered those who have the same dedication throughout the academic year. Scale info: Percentage with two decimal places |
10,2 |
5,88 |
9,09 |
9,43 |
8,0 |
7,55 |
|
ID-16 Percentage of Students with Mixed Dedication Percentage ratio of the number of students with mixed dedication to the total number of enrolled students. Note: Students with mixed dedication are considered those who alternate between full-time and part-time dedication during the same academic year. Scale info: Percentage with two decimal places |
12,24 |
9,8 |
7,27 |
7,55 |
8,0 |
11,32 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-17 Percentage of Students Undertaking Research Stays (Outgoing) Authorized by the CAPD Percentage ratio of the number of students doing research stays on the number of students enrolled full-time Scale info: Percentage with two decimal places |
18,42 |
18,6 |
6,52 |
27,27 |
16,67 |
2,33 |
|
ID-19 Percentage of Students Participating in Mobility Programs (Incoming) Percentage ratio of the number of students participating in mobility programs (incoming) over the number of students enrolled full-time Scale info: Percentage with two decimal places |
15,79 |
0,0 |
6,52 |
18,18 |
11,9 |
11,63 |
|
ID-21 Percentage of Students with Scholarships or Predoctoral Contracts (FPI, FPU, Xunta, etc.) Percentage ratio of the number of students with a scholarship or pre-doctoral contract (FPI, FPU, Xunta,...) to the number of students enrolled full-time. Scale info: Percentage with two decimal places |
28,95 |
20,93 |
30,43 |
36,36 |
42,86 |
34,88 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-24 Ratio of Theses Defended under Co-Supervision Regime Percentage ratio of the number of theses defended under co-direction to the total number of theses defended. Scale info: Rational number with two decimal places |
0,7143 |
0,8889 |
0,7143 |
1,0 |
0,875 |
0,8571 |
|
ID-25 Total number of six-year periods Total number of six-year terms. Scale info: Whole number |
85,0 |
82,0 |
77,0 |
82,0 |
89,0 |
91,0 |
|
ID-26 Average number of six-year periods per PDI Average number of sexenios per PDI. Scale info: Rational number with two decimal places |
3,2692 |
3,1538 |
3,2083 |
3,28 |
3,56 |
3,5 |
|
ID-27 Percentage of PDI with six-year periods Percentage ratio of the number of POIs with six-year terms over the number of POIs with the option of six-year terms. Scale info: Percentage with two decimal places |
100,0 |
96,15 |
100,0 |
96,0 |
100,0 |
100,0 |
|
ID-28 Percentage of PDI with active six-year periods Percentage ratio of the number of PDI with six-year-olds living on the number of PDI with option to six-year-olds. Scale info: Percentage with two decimal places |
88,46 |
84,62 |
79,17 |
80,0 |
80,0 |
84,62 |
|
ID-29 Percentage of Foreign Professors in the Total Program Faculty Percentage ratio of the number of foreign thesis supervisors to the total number of thesis supervisors Scale info: Percentage with two decimal places |
5,71 |
12,5 |
17,14 |
13,89 |
9,09 |
7,89 |
|
ID-30 Percentage of International Experts in Thesis Committees Percentage ratio of the number of foreign members of the courts to the total number of members of the courts Scale info: Percentage with two decimal places |
33,33 |
37,04 |
35,0 |
45,0 |
17,26 |
22,22 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
ID-31 Number of Defended Theses Number of theses defended Scale info: Whole number |
7,0 |
9,0 |
7,0 |
7,0 |
8,0 |
7,0 |
|
ID-32 Percentage of Theses Completed Full-Time Percentage ratio of the number of full-time theses over the total number of theses defended. Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
100,0 |
57,14 |
|
ID-33 Percentage of Theses Completed Part-Time Percentage ratio of the number of part-time theses on or total defended theses. Scale info: Percentage with two decimal places |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
ID-34 Percentage of Theses Completed with Mixed Dedication Percentage ratio of the number of theses completed with mixed dedication on the total number of theses defended Scale info: Percentage with two decimal places |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
42,86 |
|
ID-35 Number of Theses Presented in Galician Number of theses presented in Galician Scale info: Whole number |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
ID-36 Number of Theses Presented in Spanish Number of theses presented in Spanish Scale info: Whole number |
1,0 |
0,0 |
3,0 |
0,0 |
0,0 |
0,0 |
|
ID-37 Number of Theses Presented in Other Languages Number of theses presented in another language Scale info: Whole number |
6,0 |
9,0 |
4,0 |
7,0 |
8,0 |
7,0 |
|
ID-38 Average Duration of Studies for Full-Time Students Average duration (in years) of full-time studies Scale info: Whole number |
4,1096 |
4,7692 |
4,1828 |
4,2172 |
4,0995 |
3,6 |
|
ID-39 Average Duration of Studies for Part-Time Students Average duration (in years) of part-time studies. Scale info: Whole number |
4,9315 |
5,0466 |
- |
- |
4,7575 |
5,0941 |
|
ID-40 Percentage of Doctoral Students Defending Their Thesis Without Requesting an Extension Percentage ratio of the number of students defending the thesis without an extension on the total number of theses defended. Scale info: Percentage with two decimal places |
28,57 |
0,0 |
14,29 |
0,0 |
12,5 |
71,43 |
|
ID-43 Percentage of Theses with International Mention Percentage ratio of the number of theses that achieve the "cum laude" qualification over the total number of theses defended Scale info: Percentage with two decimal places |
71,43 |
100,0 |
100,0 |
85,71 |
100,0 |
100,0 |
|
ID-44 Percentage of Theses with International Mention Percentage ratio of the number of theses with international mention over the total number of defended theses Scale info: Percentage with two decimal places |
100,0 |
66,67 |
28,57 |
85,71 |
37,5 |
57,14 |
|
ID-45 Percentage of Program Dropouts Percentage ratio of the number of students who did not enroll or defend their thesis in the academic year to the total number of students enrolled in the previous year, after deducting the number of students who defended their thesis in the academic year and students who have been granted a temporary leave of absence. Scale info: Percentage with two decimal places |
15,91 |
20,0 |
9,09 |
6,82 |
7,32 |
5,13 |