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Earth’s ecosystems are exposed to various rapid environmental changes, such as the global changes of climate, element cycles, land use, and biodiversity. Such changes can threaten ecological services such as the protection against natural hazards, filtration of drinking water, food supply, and other resources. These situations in turn lead to economic, social, and political instability. Such problems of an entirely new and interdisciplinary nature require the establishment of innovative approaches in research and education. A special focus of this program is the linking of natural science perspectives on global change with approaches in social science disciplines.
Studying in the elite study program Global Change Ecology (M.Sc.) relies not only in course modules, but also offers the opportunity to gain practical experience via internships. Internships are possible within four main areas including economy, research, administration and international organizations. In this way, students can build up a scientific and professional network already during their studies.
Science schools aim at integrating students in current developments in the rapidly changing scientific field of global change research. Intensive external and internal courses allow for students to make direct contact with other lecturers and practitioners and peers from other study programs and universities.
Our elite study program Global Change Ecology (M.Sc.) has its own alumni organization “” initiated by former students to enhance the networking between students and alumni of all cohorts.
The program is devoted to understanding and analyzing the most important and consequential environmental concern of the 21st century; namely, global change. This is characterised by the nexus between water, land use, climate, ecosystems and biodiversity as well as response of environmental policies and economies. Such problems of an entirely new and interdisciplinary nature require the establishment of innovative approaches in research and education. A special program focus is the linking of natural science perspectives on global change with approaches in social science disciplines.
The elite study program combines expertise of the Universities of Bayreuth and Augsburg, with that of Bavarian research institutions, and economic, administrative and international organisations. The program is unique in Germany from the standpoint of content and at the forefront with respect to international efforts. The goal is training of highly qualified leaders for tasks and problem solving in science, environmental protection, and with respect to political or economic decision making.
The University of Bayreuth provides an excellent profile and background in "Ecology and Environmental Science" as well as "African Studies". These academic departments provide special offerings for the elite degree program along with ongoing research projects that examine global change questions. Teaching language is English.
Profile of the degree program
The program is devoted to understanding and analyzing the most important and consequential environmental concern of the 21st century; namely, Global Change. Problems of an entirely new and interdisciplinary nature require the establishment of innovative approaches in research and education. A special program focus is the linking of natural science perspectives on global change with approaches in social science disciplines.
The elite study program combines expertise of the Universities of Bayreuth and Augsburg, with that of Bavarian research institutions, and economic, administrative and international organisations. The program is unique in Germany from the standpoint of content and at the forefront with respect to international efforts. The goal is training of highly qualified leaders for tasks and problem solving in science, environmental protection, and with respect to political or economic decision making.
Future Career Opportunities
The programme in Global Change Ecology relies not only on course modules, but also offers the opportunity to gain practical experience via internships in four main areas including research, administration, economy and international organizations. In this way, students can already start building up a scientific and professional network during their studies. Based on additional research activity, a doctoral degree can be pursued.
Science schools aim to integrate students into current developments in the rapidly changing scientific field of global change research. Intensive external and internal courses allow for students to make direct contact with lecturers and practitioners and peers from other degree programmes and universities.
Based on additional research activity, a doctoral degree can be pursued.
A master's degree in Global Change Ecology opens doors to diverse and impactful career paths. Graduates find themselves well-positioned for:
Doing a doctorate at the University of Bayreuth
The supervises doctoral students of all subjects who are pursuing a doctorate in a structured programme or at one of the University's seven faculties. We facilitate scientific exchange already in the earliest phase of independent research, and complement the interdisciplinary education of doctoral students with additional teaching and training opportunities. Our aim is to create the perfect research and learning conditions for them.
You can find all the information on doctoral studies in Bayreuth on the homepage of the Junior Scholar Office WiN.
QualificationA university degree (or completed course of studies) in the Bachelor’s programmes Biology, Geography or Geo-Ecology &Environmental Studies, International Economics & Development, Philosophy & Economics, Physics, a degree for teaching at public schools (Bachelor, first state examinations, Magister) or a law degree (Bachelor, Diplom, first law examination) at the University of Bayreuth or an equal degree
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What is offered by the Studies Programme „Intersektionalitätsstudien und Diversity-Kompetenzen“?
The Studies Programme „Intersektionalitätsstudien und Diversity-Kompetenzen“ teaches basic competencies and knowledges that offer tools to grasp the multilayeredness of power structures. Moreover, it teaches strategies to overcome discrimination and to move towards inclusion. The spectre of such competencies enriches professional profiles in various realms such as human resources, education, medial, economy and law.
What are the specifics of the program?
This is the first programme of its kind in Germany. You may study gender, queer or postcolonial studies elsewhere, but this programme offers the intersection thereof. Due to its inter- and transdisciplinary nature it is easily compatible with diverse studies programmes such sociology, engineering, anthropology, geography, anthropology, biology, law or economics. The gaol of this program is to provide the student with the necessary knowledge about the whereabouts of discrimination and the strategies to face and subvert it. What is power, what is privilege, how does resistance function and what is diversity all about? The program delves into latest trends of intersectional studies, bridging theory and empirical fields. It combines seminars and lectures, project and workshops, building on local expertise and that of international scholars and activists.
Why Intersectionality Studies
What is intersectionality?
Power matters. It generates hierarchies and patterns of domination that distribute political and economic resources, privileges and social participation unevenly. Inequality and discrimination are thus triggered. Power is coded by gender, race, ability, age, class, amongst others, thus generating sexism, racism, ableism, ageism, classism. As a result, social positions are generated that result in identities.
These, however, display in a multifaceted way. Kimberlé Crenshaw, who coined the term “intersectionality” in the late 1980s, stressed that different layers of power, discrimination and privileges overlap und multiply. As a result, persons may be discriminated against by gender and sexuality, for example, yet own power and privileges as guaranteed by racism. Kimberlé Crenshaw, who coined the term “intersectionality” in the late 1980s, stressed that different layers of power, discrimination and privileges overlap und multiply. As a result, persons may be discriminated against by gender and sexuality, for example, yet own power and privileges as guaranteed by racism.
Born from gender and Black Studies and Black feminism, this line of enquiry has ignited a lively and dynamic line of cross disciplinary research and activism that has bridged traditionally, more or less, segregated fields – thus studying them in given complexities.Why study intersectionality and diversityThe programme will introduce to core concepts of intersectionality studies such as power, privilege, discrimination, social position, identity, diversity, and conflicting notions of difference and exclusion as well as unity in diversity, solidarity and inclusion. In doing so, theory and empirical analysis are bridged. You will be taught the grammar of discrimination and enabled to identify, grasp and overcome it. Thus framed, you will be introduced to theories and practices of anti-discrimination, empowerment and diversity-management and asked to employ them. Such investigations ideally pave the way into social approaches of societal unity as pillared by empathy, solidarity and responsibility.
What is the Elite Network of Bavaria?
The Elite Network of Bavaria is an initiative of the Bavarian State to support young academic talents and consists of the following support programs: Elite Graduate Programs, the Max Weber-Program of Bavaria, International Doctorate Programs, Research Scholarships and International Junior Research Groups. The Elite Network of Bavaria is designed for exceptionally self-motivated and talented undergraduate and doctoral students.
Our elite study program Global Change Ecology (M.Sc.) is part of the Elite Network of Bavaria, but regrettably, only funded for teaching, not for the support of students through individual grants and scholarships.
The elite study program Global Change Ecology (M.Sc.) combines the expertise of the Universities of Bayreuth and Augsburg, with that of Bavarian and international research institutions, as well as economic, administrative and international organizations.
Structure
The general structure of the program (120 ECTS) brings together natural sciences (70 %) and social sciences (30%).
The obtained degree is a Master of Science. Based on additional research activity, a PhD degree can be obtained.
The courses in the graduate program require a high level of performance. Students are selected via a standardized aptitude assessment procedure (see for more details) that meets the highest international criteria. Bachelor degrees related to all fields of environmental science will provide for acceptance to the program. Finally, a select number of students will be accepted who may profit from excellent infrastructure and direct one-on-one communication with their supervisors.
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Modules & Courses
Course modules are subdivided into A, B, C and M. Hereby, A and B focus on environmental change and ecological change. The C module group addresses the interdisciplinary nature of global change, dealing with the integration of natural and social sciences. M courses aim at teaching methods relevant for other courses. The language of instruction is English. I and S modules represent the unique opportunity to credit internships and science schools as a part of the program.
O: Overview
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-O Overview- -- -- -- -- -- -- -- -- --
In , students will have the opportunity to learn about global change. The focal point hereby is placed on the physical and chemical aspects of aquatic and terrestrial ecosystems, the dynamics of climate change, recent and historical developments, land use change as a determining factor for biotic and material changes as well as biogeochemical cycles are of particular interest.
A: Environmental Change
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-- -A Environmental Change- -- -- -- -- -- -- -- --
In the modules of the block , the ecological effects of global change will be addressed. Among others, the topics include the response of organisms and ecosystems, land use change and human impacts, as well as the impacts on species distribution within the framework of global change and changing environmental conditions.
B: Ecological Change
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Global environmental changes have, on the one hand, been caused by anthropogenic influences. Simultaneously, society also has to bear the consequences of climate change and ecosystem changes. The deals with the global interplay between societal and ecological changes.
C: Societal Change
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are offered in order to deepen knowledge of methodological approaches in various fields, whereby the personal interests of students can be strengthened. The methods courses offered adhere to those applied in current global change research including statistical modeling, time series analysis, spatial analysis tools, environmental economics as well as key soft skills and more.
M: Methods
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The study of global change ecology lies not only in course modules, but also offers the opportunity to gain practical experience via internships. Internships are possible within four main areas including economy, research, administration (national or international) and international organizations (including consortia).
I: Internships
Science schools aim at integrating students in current developments in the rapidly changing scientific field of global change research. Intensive external and internal courses allow for students to make direct contact with not only other lecturers and real-world practitioners but peers or other study programs, universities and countries.
S: International Science Schools
Research Skills (R) module prepares students for the master thesis. This module comprises three courses. The seminar "Scientific Writing and Organising Research Data", the exercise "Preparation of a research plan" individually coordinated with the supervisor and the symposium "Environmental System Sciences: Global Change Ecology", where students present their thesis to their fellow students and lecturers .
R: Research Skills
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Figure on the overview of the 4 semesters:
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Master Thesis
Background
The ecosystems of the earth are exposed to various and rapid alterations of environment, such as the global changes of climate, element cycles, land use and biodiversity.
Risks to ecological services such as the protection against natural hazards, filtration of drinking water, provision of food and other resources can be expected. Resulting consequences may include economic, social and political uncertainty.
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Scope
The graduate program Global Change Ecology is devoted to understanding and analyzing the most important and consequential environmental concern of the 21st century: Global Change. Using an interdisciplinary approach, the program aims to combine natural science perspectives on global change with approaches of social science disciplines.
The elite study program combines the expertise of Universities of Bayreuth and Augsburg, with that of Bavarian and international research institutions, as well as economic, administrative and international organizations.
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What happens after GCE?
Successful careers in many fields
A masters degree in GCE acts as a springboard to socially relevant, innovative careers and leadership positions in nature and environmental protection. A great part of GCE alumni is active in Global Change research and teaching. Other GCE alumni, in turn, worf for companies, associations and national administrations.
On this page, you can explore some statistics and what GCE alumni report on their career after their studies.
Discover our alumni association!
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Our alumni association Friends of Global Change Ecology (FroG) is a possibility to stay in touch with GCE and network with other alumni. Find out more .
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Explore what GCE alumni do after their studies!
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Since the start of GCE in 2006 until 2018 already 125 students have completed the program.
A great number is still employed in Germany, but a lot have moved out to different parts of the world.
By far, science is the major sector of employment for GCE alumni followed by private business.
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Find out what alumni say about their studies
What did you like most about GCE?
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"I really liked the opportunities to go to international conferences, such like IBPES and COP and the first-hand experience of climate negotiations."
- GCE 2016
GCE Alumni (7): Manager for local climate protection in Erlangen
Valentin Lang/September 23, 2020/ 2 Comments
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GCE Alumni (6): Research manager at UZH and ETH Zurich
Valentin Lang/August 25, 2020/ 3 Comments
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GCE Alumni (5): PhD at the Potsdam Institute for Climate Impact Research
Valentin Lang/August 6, 2020/ 2 Comments
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"International students, student coordination was fantastic and always helpful, community among the students."
- GCE 2016
GCE Alumni (4): Project manager at “Grüne Liga”
Valentin Lang/July 20, 2020/ 1 Comment
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GCE Alumni (3): Lecturer at the German University Bangladesh
Valentin Lang/July 7, 2020/ 2 Comments
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"The interdisciplinary curriculum, the internships and summer schools and mostly, my great study friends."
- GCE 2007
GCE Alumni (2): Consultant at the sustainable AG
Valentin Lang/June 28, 2020/ 2 Comments
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"The close contact to the teachers, the small groups, and the strong focus of the university on geosciences."
- GCE 2009
GCE Alumni (1): PostDoc at the University of Greifswald
Valentin Lang/June 16, 2020/ 1 Comment
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"Small classes, students from all over the world, interesting topics, practical experiences."
- GCE 2015
GCE Alumni (8): Climate journalist for “Tagesspiegel”
Valentin Lang/October 13, 2020/ 2 Comments
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GCE Alumni (9): Scientific officer at the International Academy for Nature Conservation
Valentin Lang/November 4, 2020/ 2 Comments
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La Palma Science School 2018
Application of Remote Sensing for Protected Areas and Biodiversity
La Palma, Canary Islands – Spain. March 6 to March 20, 2018.
The aim of this Science School – as in other years – is to gather students with interests on protected areas, climate and biodiversity, and interactions among these in several working groups, in order to develop and implement research concepts and methodologies for short studies during a two week field period. Ahead of the field stay, the students will design their studies, develop sound hypotheses and data sampling designs to answer their research questions. Following the time on the island, participants will analyse their data and present their results as both, a manuscript and a presentation.
Topics for the La Palma 2018 science school will focus on protected areas and the application of remote sensing to assess and monitor biodiversity as well as ecosystem functions and services.
Participating lecturers and guest researchers will be, among others:
Prof. Dr. Carl Beierkuhnlein, Universität Bayreuth
Prof. Dr. Anke Jentsch, Universität Bayreuth
Prof. Alessandro Chiarucci, University of Bologna
Prof. José Maria Fernandez-Palacios, University of La Laguna
Prof. Dr. Richard Field, University of Nottingham
Dr. Severin D.H. Irl, Universität Bayreuth
Prof. Ole Vetaas, University of Bergen
The 2-week field work experience will be accompanied by other activities such as Scientific Writing seminars organized by Guest Lecturers, field trips to natural sightseeing places on the Island.
Participants of this year's science school will include not only Global Change Ecology M.Sc students, but also PhD and Master students from the H2020 research project ECOPOTENTIAL, and students from other relevant study programs.
About La Palma:
The island of La Palma is completely protected as MAB biosphere reserve and hosts a national park (Caldera de Taburiente) and Natura 2000 sites. Human population density and pressures are rather low in comparison with other islands. The climatic conditions are very diverse, also because of the prominent elevation that reaches up to more than 2400 m a.s.l. which is above the tree line. Large parts of the island are covered by natural Canary Pine forests and by laurel forests. Sub-recent volcanism took place until 1971 creating young lava flows and vast lapilli fields.
ECOPOTENTIAL has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 641762.
La Palma Experience
La Palma Science School - April 2022
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OVERVIEW
The La Palma Science School has been led by Anke Jentsch and Carl Beierkuhnlein for the last several years and thus there are a variety of experiences and perspectives that are made of it. For starters, the two week excursion is largely predicated on giving students a hands-on experience into the field of ecology. Depending on your topic and your level of interest in pursuing ecology (in any form), it is a very rewarding experience. Anke and Carl often invite their PhDs or Postdocs along with external professors, so students really get the chance to see ecologists in action! This makes for an enriching research experience while motivating students to strive to carry out proven scientific methods and concepts. Make no mistake, it is an intensive science school - as evidenced by the 10 ECTS. Here, I will provide a general overview of what to expect in regard to workload, share my personal experience and offer some recommendations to get the most out of this great opportunity.
WORKLOAD
How Anke and Carl described the workload in the introductory sessions was fairly accurate to what we experienced, with slight variation between groups based on the topics (i.e. more/less field sampling, driving, etc). Immense preparation is required before departing: literature review, hypothesis, field plan, checking-out equipment. You discuss your project with your supervisors frequently before departing. Note that the more preparation beforehand, the better. This allows for a deliberate and efficient time on the island. However, some things only click once you’re on the island when the practicality of your field plan is realized.
Each group is issued a rental car to carry out their project. And just as they mention in the intro session, you have FULL independence on the island aside from a few meetings in the evenings. The scientists (Anke, Carl, others) will often meet you in the field to check-in on your progress and answer questions. Normally they each have their particular groups that they supervise so you will quickly find out who you should reach out to for help. If you don’t ask for help, they will assume your project is going well - this is a blessing and a curse.
Leaving La Palma does not conclude the science school. A full report written in the form of a (mock)publication is required. You must select and justify a specific scientific journal and follow their submission guidelines. Some groups had to submit twice if there was a lack of justification or if the report was incomplete in some way. Lastly, every group presents their findings in a seminar at the end of the summer. For us, the seminar didn’t have much discussion as we had already submitted our reports and presented preliminary findings several times on the island.
MY TOPIC
After selecting my top three choices, I was assigned to the topic of “Plant Functional Trait Variation – Community trait convergence versus divergence, i.e. across an altitudinal gradient”. This was one of my choices due to my work as a Hiwi leading up to the science school announcement, so I had a little bit of background on the topic. I underestimated, however, how controversial and philosophical the topic was/is. This made our literature search and formulation of a hypothesis a bit grueling as we often had to provide extensive justifications.
Our field campaign predominantly involved finding suitable plots, identifying plant species and measuring physical plant traits (leaf area, leaf thickness, plant height). We wanted to see if we could observe patterns of trait convergence/divergence in different ecosystems, so we got to drive all around the island. This was quite fun. Although, all the roads are windy and getting to some plots took nearly two hours (one way). Notice too, that our field campaign deviated slightly from the topic assigned to us - you have the freedom to modify your topic so long as it is still relevant to the original topic (and after discussion with supervisors).
Since our topic was so heavily debated, it wore on our group in discussions with the scientists. I struggled a lot with the fact that our topic was not straightforward. About halfway through our field campaign, we completely reconstructed our plan with the help of Richard Field, one of the external professors (I highly recommend consulting with him). He helped us see the topic more simply while building our original ideas. He made several recommendations that were critical to our findings in the end. I believe that if we had dedicated more time in the early stages of our project getting the professors involved, we would have had a much more focused field campaign from the onset of our excursion. In all, I learned so much from our decision-making over the 6 months that we were involved in the project as well as from the insight providing by instructors like Richard Field, Anke and the rest of the scientists.
RECOMMENDATIONS
Choose a topic you have genuine interest in. This is elementary but it has been fundamental to my development as an ecologist since this science school. I realized that I selected the topic because I was working on the topic for my Hiwi task/job, not because I was genuinely interested in it. Although I made the most of the experience in the end, I could’ve gotten much more out of a topic that involved remote sensing, forests, or fire, which are my primary research interests. Engage. This is in-line with the first recommendation. Engage in your topic and you will get a lot out of this experience. For us, it allowed us to really grapple with our topic and shift it into a direction that for us was more interesting. In the end, it really felt like our research project and not one formulated by the scientists. Adapt. Prepare like crazy but be open to changes. We had planned to use a mobile app to measure leaf traits and we tested its accuracy before arriving. On the first day, however, we realized it was completely inefficient and impractical. We made the switch the next day. Be open and adapt to changes as needed and realize that this is part of the experience. Ask for help. We’re all students here and we must not forget that this is a learning experience. Asking for help is critical to enhancing our knowledge and can make life much easier. Plus, devoted ecologists like Anke, Carl and Richard Field love sharing their knowledge so why not make the most of it? Have fun. You’re flying to a very unique place in the world, make the most of it. There will be plenty of time to focus on your project so don’t forget to enjoy the scenery and take a hike or a day at the beach some time. Get to know your group mates before leaving for the island. You spend a lot of time in the car, in the field and at the accommodation with your group so be sure to communicate and involve a mix of work and play. This keeps up morale for the two weeks that you’re stuck with each other!
CONNECT
For any further information or specific questions regarding the La Palma Science School, don’t hesitate to reach out to me personally. I would love to help provide clarity to any uncertainty about attending the course because in the end, I would most certainly recommend participating!
The Bayreuth Centre for Ecology and Environmental Research is an interdisciplinary research centre at the University of Bayreuth. It brings together the expertise of over 30 working groups from the university's biosciences and geosciences. In our research and teaching, we address the major ecological challenges of our time: global change and climate change, the loss of biodiversity and ecosystems, and the sustainable use of natural resources. BayCEER scientists are in constant regional, national and international dialogue with politicians and practitioners in order to facilitate knowledge-based decisions and sustainable solutions to these challenges.
Research
Our Research on Supply and Demand for Ecosystem Services
The research program does focus on spatial-temporal models of the supply of and demand for ecosystem services. We want to investigate the complex of human decision-making, resulting land use/cover, biodiversity and ecosystem services given scenarios of climate change, market change and policy development. We investigate this in an interdisciplinary manner at the interface of the environmental system and the human system.
The human society and the world’s ecosystems form an interdependent and dynamic system. On the one hand intensive land use, extraction of natural resources and emissions into the environment has caused the global loss of biodiversity and degradation of ecosystem services. On the other hand the human society thrives on goods and services provided by the world’s ecosystems. While trade with some of the derived goods allows for their economic appraisal, many other benefits lack appreciation by decision-makers.
On a regional scale we want to understand how the decision-making of land users is influenced by perceptions of ecosystem services as well as by climate change, markets and policies. The impact of the resulting land use and land cover pattern on ecosystem services and biodiversity is investigated in case study regions in Germany, South Korea, Ethiopia, Costa Rica and Switzerland. We mainly use spatial modelling, remote sensing and surveys.
On a global scale we are interested in the relevance of commodity markets for ecosystem services and biodiversity. A main goal is to assess trade flows of commodities, land/water use effects and their impact on the global ecosystem services. In this context we have been developing further the method of Life Cycle Assessment with respect to land use impacts on biodiversity and ecosystem services. Beyond that interregional flows of ecosystem services are investigated.
Much of our research aims at supporting decision-makers in their attempt to manage product systems and landscape systems with respect to land use, biodiversity and ecosystem services.
Research fields on ecosystem services (ES)
Tools
Mentorship Program
In 2023 we had the first round of match ups between alumni and students. With alumni working in all sorts of different companies, associations and countries, it is a great ressource beeing able to help both in the thesis writing process as well as in searching for companies, giving tips and tricks to the application process and giving personal insights into the sector.
With almost 300 Alumni there is great potential for finding somebody who might be able to mentor you - from a short email exchange to a video call or even semi-regular zoom-meetings ... everything is possible!
If you are interested in becoming a mentor or mentee, please write us an email.
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